Growing Towards Proficiency and Self-Discovery
In our Elementary School, a personalized dual language immersion model helps scholars to build foundational skills and proficiency in both English and Chinese. We use regular progress monitoring exercises to build and update personalized learning plans that focus on growth towards proficiency and resiliency.
Chinese and international teachers, supported by teaching fellows, deliver an integrated STEAM-based curriculum that fosters critical thinking, creative problem-solving, collaboration and self-awareness. Experiential and conceptual learning is enhanced through cross-disciplinary projects linking sciences, technology and mathematics with the arts, inclusive of the humanities.
We Develop the Whole Child
Using a network of faculty advisors, we integrate our academic and student life curriculum. We also develop a personalized learning plan for each scholar.
We integrate the Chinese National Curriculum with American Common Core and Next Generation Science standards. This integrated curriculum ensures a smooth transition to the Pre-AP curriculum in our Middle School. Integrated STEAM project-based learning methods (iSTEAM-PBL) are used to facilitate a deep understanding of concepts through applied, experiential lessons and units of study.
To build foundational skills and proficiency in the Chinese and English languages, data-driven, flexible literacy groups are co-taught in a 50/50 Dual Language Immersion model using iSTEAM-PBL instructional methods to personalize learning and meet each scholar’s unique needs.
50/50 Dual Language Immersion
For scholars to achieve proficiency in both the Chinese and English languages, half of the daily or weekly instruction is delivered uninterrupted in Chinese and the other half in English. Our immersion approach also provides scholars with a double dose of math, humanities, science and philosophy instruction through iSTEAM-PBL discovery lessons taught as one course in Chinese and another course in English.
We reinforce and advance the study of subject content through an interdisciplinary, STEAM curriculum, using Project Based Learning strategies (iSTEAM-PBL). This instructional method uses thematic experiential discovery lessons to foster student-centered, applied inquiry learning. In addition to providing a double dose of instruction in science, math and humanities, this instructional method strengthens scholars’ confidence to take risks with critical thinking, creativity, problem solving, collaboration and self-awareness.
We use a scientifically based practice called progress monitoring to assess scholars’ academic performance and to continually improve the effectiveness of instructional planning and pacing. To promote continuous growth towards mastery, flexible grouping is used to steer individual scholars’ growth patterns.
What is flexible grouping?
A flexible group will include different scholars at different times for different reasons. Groups are flexible because they change as each scholar’s data shows growth or progression beyond a curricular section or set of skills.
- English classes: Standards-based benchmarks are taken on a quarterly basis to determine how scholars are placed in classes that are taught in English including English Language Arts, Science EN, Math EN and Integrated STEAM. As a result, the average class size for these courses is 17 and a scholar’s teacher for these courses may change each quarter based on the scholar’s growth.
- Co-teaching for differentiation: A teacher and Teaching Fellow (TF) work together to teach each academic class. They use daily formative assessments to plan the instruction and pacing for small flexible groupings within their classes.
Student Life Program
Our Elementary School scholars will experience opportunities to develop Essential Life Skills throughout their day. Our pedagogical approach is based on strategies developed in response to several decades of educational research on best practice for supporting academic, social and emotional growth. In the elementary years, our first through fifth grade scholars will grow in both cognitive ability and self-regulation. Increased autonomy, a keen sense of belonging and growing competence will serve to strengthen intrinsic motivation and academic engagement. A healthy school climate will provide a happy and accepting environment for all of our scholars to thrive!
Scholars in grades one through five are part of a homeroom class where they will begin their day, enjoy a mid-morning break and snack, and end their day to prepare for their Life Block programs. Homeroom teachers and Teaching Fellows will provide a focal point for communication to and from home as well as among the elementary team of teachers.
In Elementary School, Life Block provides a wide range of physical, creative and intellectual programs to awaken new interests and develop interpersonal skills and a sense of community. The Life curriculum has four areas of focus: health and wellness, ethics and identity, communication and creative expression, and teams and community.
Once or twice each month we gather as a community to share traditions, recognize achievement, welcome special guests and celebrate our school community. During Community Hall we build community, nurture a love of school and a strong sense of what it means to be a scholar at Huaer Collegiate.
As a convenience to our families, we offer an optional, fee-based after-school program that begins when Life Block ends. Parents enroll their children in the after-school program in advance of each term in order to select from the variety of enrichment options offered.
On a rotating basis, study hall offers elementary scholars the opportunity to do focused work outside of class during the school day. Under the guidance of an Elementary School teacher, lessons on essential study skills and habits are emphasized.
Parent University provides opportunity for our parents to build community within the school. Held regularly, parents enjoy sessions on topics related to their child’s success at school.
Personalized Learning Plan
Our motto ‘Empowering extraordinary scholars to succeed anywhere’ is reflected in how we identify, support and celebrate our scholars’ diverse ways of learning. Huaer Collegiate embraces the extraordinary in all scholars by tending to the strengths and limitations of individual learners.
Scholar Voice and Choice
The scholar is counseled by the advisor to continually develop a data-informed, personalized learning plan (PLP). The PLP involves setting goals for growth and achievement. Scholars work toward achieving these goals as they participate in an array of compulsory and elective academic and student life courses.
Exceptionally Extraordinary Scholarship (XXS)
Sometimes our scholars demonstrate exceptionally extraordinary learning aptitudes. When our typical differentiation methods do not strengthen these aptitudes, we modify the PLP to involve XXS (Double XS) services. For example, supplemental resources, alternative counseling strategies, special accommodations and extra monitoring of progress toward learning goals.