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CONTENTS
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FEATURE Education and sport culture Hong Kong’s international schools have begun to make sports an integral part of their learning experience — John Cremer
CASE STUDY Ball is Life A close-up look at basketball culture in Hong Kong International School and ESF’s ShaTin College — Ben Young
DIRECT SUBSIDY SCHOOL Applying the know-how The DSE is an extremely challenging, but rewarding curriculum for students who don’t speak Chinese — Rebecca Simpson
SCHOOL VISIT ISF Academy New kindergarten section provides children with a bilingual education from the onset — Andrea Zavadszky
SPECIAL A celebration of education The annual event hosted by Education Post brought together parents, educators and experts — Chris Davis
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CURRICULUM Are the IGCSEs right for your child? An in-depth look at the key features and strengths of the popular middle-years curriculum — Kelvin Chin
INSIGHTS Parents have spoken A summary of key findings from the SCMP International School Survey — A Parent Perspective — Chris Davis
EARLY CHILDHOOD EDUCATION Choosing the right curriculum Deciding on a kindergarten can be challenging, so understanding the different curricula available is of utmost importance — Anjali A. Hazari
EVENTS The Hong Kong Montessori Conference 2016 The high-spirited event brought together parents and educators from all over the world — Ben Young
DISCUSSION Education in the 21st century Experts in the field discuss modern issues related to schools and parenthood — Chris Davis
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FEATURE
education and sport culture Hong Kong’s international schools have begun to make sports an integral part of their learning experience, writes John Cremer
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FEATURE
We believe it is a failing if schools don’t integrate sports into the curriculum and give students the chance to branch out NIALL BENNIE
I
n days past, Hong Kong’s school system tended to regard sport as a non-essential part of the curriculum. But times and thinking change and it is now rightly seen as important training for life, not just in terms of physical health and general well-being, but also for the lessons it teaches about teamwork, leadership, self-improvement, respect, and much more. At the city’s international schools, that ethos and outlook is very much part of the culture. From entry level to graduation, students are given every opportunity to become proficient at a wide variety of sports. While the initial emphasis is mostly on participation, fun, and mastering fundamentals, pupils who show a particular aptitude or interest can soon find themselves on school teams, with the chance to keep ad-
MONDAY, OCTOBER 31, 2016
vancing through age-group, national and even international competitions. “Essentially, it is all about taking part, but we are also giving skills for life” says Niall Bennie, director of sports and activities at the Australian International School Hong Kong (AISHK). “The students here are very sporty, and our programme gives them opportunities all the way through from the preparatory class to Year 12.” At its Kowloon Tong campus, the school has an outdoor field, rooftop swimming pool, and two well-appointed gyms. But with so many other first-rate facilities within easy travelling distance, Bennie suggests you would not get it better anywhere else in the world. This makes it possible to offer up to 80 activities or training sessions a week. Some are
part of the standard timetable, others extra-curricular, arranged with the help of school staff, local clubs, outside providers and professional coaches. Among the school’s many sporting options, swimming is hugely popular, as are rugby, soccer and netball, which has a weekend programme for girls and offers a platform for international tournament play, with visits from schools based in countries like Australia and South Africa. Other choices such as rowing, badminton, volleyball, table tennis and equestrian are all readily available, and there is a commitment to add more when demand dictates. “We believe it is a failing if schools don’t integrate sports into the curriculum and give students the chance to branch out,” Bennie says. “We want them to do as much
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FEATURE as they can from an early age. The starting point is to improve fitness, health, handeye co-ordination and gross motor skills, but there are also clear benefits for concentration and confidence.” Primary-level kids have two lessons a week; a PE class and sports afternoon. All learn to swim, practising the various strokes and basic life saving, while a sequence of units with a seasonal focus allows them to pick up the main team sports. There are inter-school competitions which begin as early as Primary 5. As for secondary students, AISHK’s membership of the Association of Chinese and Mongolian International Schools (ACMIS), plus other bodies, opens up the possibility of regional events and international travel. “Some of our students have
attained very high levels, not just in school and club competitions, but going on to represent Hong Kong,” Bennie says. “Along the way, they might do home-stays with families in China, which opens their eyes to cultural differences, and through that they often make friends for life.”
doing this really helps their resilience and confidence. It speaks to the school’s mindset of encouraging self-belief and giving things a go.”
He adds that the sports programme provides a framework for teachers to talk about topics like healthy eating, nutrition, sleep, responsibility, winning and losing graciously, and dealing with life’s ups and downs.
“As a teacher, you’re looking out for that,” says Bennie, recalling how unexpected success as a soccer goalkeeper gave one student a newfound sense of purpose and direction. “Sport has been a big part of my life. I’ve seen how it breaks down barriers between people and, in making friends, makes going to university or a new country much easier.”
As a lesson in leadership, and perhaps with an eye to future career choices, they may also get senior students involved in coaching junior teams. “Students put together a lesson plan and run parts of the class.” Bennie says. “Some may be nervous at first, but
This outlook, he notes, has helped many individuals discover talents and passions, which have proved to be transformative.
Harrow International School Hong Kong puts a similarly strong emphasis on the allround benefits of sport for personal development and
Kate Richardson Walsh, captain of the Great Britain women’s national field hockey team, among Harrow International School Students.
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Photo: AISHK
character building. It highlights the positives in terms of motivation, skills and determination and alludes to lessons learned about leading from the front and being a good team player and role model. “Sport is, quite simply, a tremendous medium through which these attributes can be developed,” says Daniel Thomson, director of sport at Harrow’s campus in Tuen Mun. “But in order to do so, children have to enjoy it and participate as widely as possible, particularly when they are young.” In all training sessions, the school’s coaches strike a balance between rigour and fun. There is a focus on competing, but equally on winning and losing in the right way. That entails the need to observe and follow the rules, respect one’s opponents, and show strength of character. “Physical education and an appreciation of health-related exercise are integral to the academic curriculum,”
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Thomson says. “We are fortunate to have highly qualified teaching and coaching staff and, collectively, they are developing key skills and enhancing standards.” The school’s core sports programme sees pupils in the pre-prep classes (Years 1 to 5) introduced to football, rugby, basketball, netball, hockey and “strike and field”, which teaches basic skills useful for baseball, softball and cricket. In the prep and senior schools, there is more focus on team training and matches, with further opportunities to take up a range of individual activities including tennis, dance, athletics and yoga. Plans for the coming year include a netball development tour to Australia, a student rugby tour to England, and a training visit for promising footballers to Manchester City and Everton. Thomson notes, though, that Harrow also makes a point of sharing its facilities by inviting students from local sec-
Harrow International School, whose beautiful campus is located in Tuen Mun, has an avid rugby culture.
ondary schools in Tuen Mun to take part in sporting activities, as well as art, music and drama sessions. “Overall, students with a high level of sporting talent are excellent role models and help raise the bar for others,” he says. “The school supports then, but expects them to balance athletics with their academic studies.”
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CASE STUDY
Ball is Life For Hong Kong’s youth, basketball is more than just a game, writes Ben Young
B
asketball culture is rampant in Hong Kong, as the sport seems to get more and more popular, year after year. It’s difficult to go far without finding a crowded court, a poster of a famous NBA player, or a shop stocked with basketball merchandise; shoes, kits, balls, hats; the list goes on.
have won the International Schools Sports Federation Hong Kong (ISSFHK) cup for eight of the past ten years. “HKIS has a proud tradition of basketball excellence that has continued for almost 50 years,” says Jeremy Evans, HKIS boys’ basketball coach since 2007. “Several former players have gone on to play at the US collegiate level, and a few of them are even
For many people in Hong Kong, especially young people, basketball is more than just a game or form of exercise. It is part of a lifestyle in which you are constantly looking to improve and express yourself as an individual, but for the good of a team. This is especially the case for student-athletes, who understand the responsibility and prestige that comes with representing their school on the basketball court. As of now, there are over 300 school-run basketball programmes in the city. Of all these programmes, few have been as successful as the Hong Kong International School (HKIS) Dragons, who
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CASE STUDY
The values and principles we seek to instil in our players extend far beyond the court, and will serve them well the rest of their lives JEREMY EVANS
playing in the Hong Kong A1 semi-pro league,” he notes. “Players understand that it is an honour to wear the Dragons uniform.” In addition to competing locally, the team also has the chance to travel and compete in international tournaments throughout the year. For instance, this year the HKIS girls won the Asia Pacific Activities Conference (APAC) tournament, which is comprised of 12 teams from countries such as Japan, South Korea, China and Vietnam. Evans describes these trips as “wonderful opportunities to build friendships and represent our school in highly competitive tournaments.” HKIS also hosts its own international tournament each year. Students go to school to learn above all else, and although most of that learning is academic, there are valuable lessons found in basketball and sports that cannot be taught 14 GOOD SCHOOLS GUIDE
The HKIS boys have won the China Cup Tournament five of the last seven years. Right: Coach Evans
in the classroom. “Players learn how to deal with success and rebound from failure,” says Evans, who believes that close, competitive games help players build character. “The boys’ team especially has had some thrilling games with local D1 [school] powerhouses DBS (Diocesan Boys’ School) and CCC Kwei Wah Shan College,” recalls Evans. “Whether playing our local or international rivals, we respect our opponents and relish the competition. The games are physical and often contentious, and allow our players to develop toughness, resilience, teamwork and sportsmanship in the face of adversity,” he adds.
Teamwork is always a prevailing theme when it comes to the game of basketball, and Evans says the most important message he tries to deliver to his players during practice and training is to put the team first. “Once players decide to put ‘we’ above ‘me’, they put in maximum effort; and they prepare themselves mentally and physically,” he says. “They should be willing to put team success over their own personal preferences regarding role on the squad and playing time.” On a team with as much talent as HKIS, it can sometimes be difficult managing egos and minutes, as there are often multiple players worthy of playing time. As a coach, Evans knows that the SOUTH CHINA MORNING POST
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CASE STUDY
key to handling these issues is to foster an environment of selflessness, and to recruit players with a team-first mentality, not just individual talent and ability. “A true team player will be tough, unselfish, hardworking and dedicated,” he explains. Another team with a proud basketball tradition is ShaTin College (STC), an ESF school. Patrick Campbell, coach of the STC boys’ team, calls basketball culture in the school “an ongoing project”. Campbell, like Evans, wishes to create an environment where players put team success ahead of individual glory. “The culture I hope to foster is that it isn’t about winning or losing games,” he says, “but about each person doing their part to become a great team.” Different people have different strengths and weaknesses, and the same thing can be said for basketball players. Some will be tall, others fast. Some will be great shooters, others great dribblers, passers and defenders. Basketball and sports not only teach people how to find their strengths, but to get the most out of them while minimizing weaknesses, and to do so for the betterment of the team. “The most important message I try to give players during practice is to know your job, do it to your utmost, and
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trust others to do likewise,” says Campbell. “Trust that you can ascend your team to great heights, and can do great things as you become part of something special.” With the help of a great coaching staff in fostering a selfless, positive team atmosphere, the experiences gained on the basketball court become unforgettable; and the bonds and friendships with teammates, ever-lasting. “Putting on that team jersey and getting on the court to represent yourself, your team and your school means something special,” says Campbell. Evans believes the lessons and character traits that lie with the sport are timeless, and applicable to many other facets of life. “The values and principles we seek to instil in our players extend far beyond the court, and will serve them well the rest of their lives,” he says.
The HKIS girls won the APAC tournament last year.
The STC boys huddle up to discuss strategy.
Putting on that team jersey and getting to represent yourself, your team and your school means something special PATRICK CAMPBELL
SOUTH CHINA MORNING POST
Application Period
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Online Application
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ou don’t need market research surveys or weighty academic research to tell you that young children enjoy movement, music, and the chance to act out the words of their favourite songs. That’s immediately obvious to anyone watching one of the Boogie Babies classes run by Woodland Pre-schools. The classes, developed for toddlers aged between 18 months and 28 months, take place at Woodland Montessori Academy on Caine Road. It’s also obvious that everyone is having a lot of fun. The children and parents come to each session ready to have good time, knowing they will make friends and enjoy plenty of action. As with any well-planned programme, a great deal of time and thought has gone into choosing the activities, which take account of the developmental needs of the children. The first priority is to make the hour-long classes, which take place over a six-week period, fun and engaging. But beyond that, careful consideration is given to some broader educational objectives. These include working on gross motor skills, sparking the imagination, and stimulating integrated sensory development. “For kids under three, our aim is to support creativity, and encourage a healthy and active lifestyle,” says class instructor Carrie Johnson. “We are also enabling freedom of expression. Through body movement and music, we want to bring the different songs and stories to life.” Johnson started teaching the programme in Hong Kong in September. She has a passion for dance, and performed at the opening ceremony of the London Olympics in 2012. She has also been a competitive cheerleader. Johnson organises the classes so they are theme-based. Each features a “move of the week”, which might involve shaking, jumping, stamping, or wiggling. The results are incorporated into the subsequent songs and dances. As a general practice, the adults attending are asked to join in, to support their children and offer words of encouragement. “Taking part in the activities helps children to enhance their balance, coordination, and agility,” says Johnson, who is also the Curriculum
Coordinator. “They have the opportunity to engage in active play, which provides opportunities to lead, share, and interact with others. All this helps in terms of general health, and it develops basic social skills. It also creates a positive self-image and improves the attention span.” Woodland’s Baby Massage classes are also popular with parents. This programme is specifically designed for infants aged nine weeks to 8 months. Parents and helpers are taught step-by-step in one-hour sessions, so that by the end of the six-week course, they have a full and effective routine. “The primary aim is to support bonding between parents and children, so that babies feel loved and secure,” Johnson says. “But the type of massage we teach also helps to develop babies’ ‘first language’, which is mainly touch. It has lots of health benefits, too.” For example, the massage has been shown to help relieve the symptoms of colic and congestion and, by inducing a sense of calm, can aid restful sleep. The techniques can also play a part in strengthening and regulating the child’s respiratory and circulatory systems. Parents gain by becoming more directly aware of their baby’s growth and development. “There are numerous benefits,” Johnson says. “Overall, we believe that a strong bond with your child has a positive and lasting impact. That is why we are gradually introducing new classes for
children under three, and expanding our variety of offerings.” Offerings already include Rollers and Wrigglers sessions for children aged less than 18 months. There are options like Messy Play and Sensory Storytelling for those aged from 18 months to 28 months, as well as regular Saturday playgroups. “Parents can sign up for a free trial session to see what we have to offer,” says Joanne Lui, Marketing Manager of Woodland Group of Pre-schools. “Families are also welcome to stop by our upcoming open days, and have a chat with teachers about what happens on a typical day at Woodland.” A pioneering specialist in Early Years education since 1978, Woodland, which uses both traditional and Montessori teaching approaches, also offers a wide range of extra-curricular clubs and holiday camps. The aim is to help every child fulfil his or her potential, and to ensure a smooth transition to primary school. Parents can enrol their children in any of the classes by getting in touch by phone on 2559 4855 or via email at enquiry@woodlandschools.com. The next six-week cycle of Baby Massage and Boogie Babies courses will start in November. Strong interest is expected, so parents are encouraged to sign up early.
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Carrie Johnson, Curriculum Coordinator
Established since 1978
Open Days Come & meet our dedicated team ! Parents are welcome to take a walk through our school and have a chat to the teachers about what happens on a typical day at Woodland, whilst your child explores our wonderful campus and joins in the fun ! No RSVP or appointment is required - just drop by !
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DIRECT SUBSIDY SCHOOL
Applying the know-how The DSE is an extremely challenging, but rewarding curriculum for students who don’t speak Chinese, reports Rebecca Simpson
From left: Koh Ting Kang, Reuben Adytya Halder, Alisha Nalbo, Ajit Krish Namakkal Raghavendran.
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DIRECT SUBSIDY SCHOOL
Everyone in Hong Kong is doing the DSE, and I’ve lived here most of my life. I wanted to try to be as local as possible HALDER ADYTYA REUBEN
T
he Hong Kong Diploma of Secondary Education (DSE) is known for the relentless pressure it places on its students. It’s not unusual to hear stories about the epic level of study students endure as they tackle this educational behemoth. However, whether or not such a high-intensity curriculum benefits students is a debate for another time, it’s certainly a hard-won qualification.
hard to come by for non-Chinese speaking students. So much of the curriculum, sources, and study materials, are in Chinese, it puts them at a significant disadvantage. But thanks to the multicultural environment of the YMCA of Hong Kong Christian College, and the dedication of its teaching staff, they not only managed to get through the DSE, but did so at a level which got them admitted into some of the city’s best universities.
Instead, I’m going to tell an uplifting story about a group of amazing young people who, against all odds, triumphed over the DSE system and are enjoying themselves at prestigious local universities. What were the incredible odds they managed to overcome? They all originate from non-Chinese speaking families, and worked to complete their DSE not in Chinese, but in English.
It’s interesting that, even though the school offers students the choice of IGCSE or DSE as curriculum options, some non-Chinese speaking students are still choosing the DSE.
Some may be curious as to why this is so special, but rest assured, this is no easy feat. Success in the DSE is MONDAY, OCTOBER 31, 2016
Reuben Adytya Halder is one of those students. His family hails from India, but he’s lived in Hong Kong for most of his life. Halder chose the DSE as his education pathway because he wanted to experience a local education. “Everyone in Hong Kong is
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DIRECT SUBSIDY SCHOOL
The YMCA of Hong Kong Christian College is located on Lantau Island.
doing the DSE, and I’ve lived here most of my life. I wanted to try to be as local as possible,” Halder says. “Secondly, it’s more of a challenge because it’s relatively harder. I wanted to see if I could stand up to the DSE exams.” Halder successfully conquered the challenge of the DSE, and was accepted into the Hong Kong University of Science and Technology (HKUST). Inspired by his science teacher, he plans to major in chemistry and work in the pharmaceutical industry after graduation. Ajit Krish Namakkal Raghavendran is another non-Chinese YMCA DSE alumnus who went on to a successful higher education career. “I’m studying engineering at the University of Hong Kong, and I’m planning to do a masters,” he says. Namakkal Raghavendran, who hopes to have a career as an aeronautical engineer, has some advice for non-Chinese DSE students: 22 GOOD SCHOOLS GUIDE
“Trying your best and not having any regrets is more than enough. Don’t regret your decision. There are universities who will take you, even if you don’t speak Cantonese.” Namakkal Raghavendran found support throughout the year from his classmates. “We were all very supportive of each other, no matter what happened. We wanted to help each other get the highest marks possible,” he says. “The teaching staff was also tremendously helpful,” he adds. He says the international environment at the school was another key to his academic success. “No matter where you’re from, you really fit in. There are no grounds for discrimination here.”
out. Whenever I saw the people who got top grades, I thought to myself, ‘I can do that as well’, so I took on the challenge,” Koh says. The students agree that the most challenging aspect of the DSE curriculum is the difficulty of finding additional resources and reference materials in English. They also say there is a lack of out-of-school services, like tutorial centres. “Most of the people who take the
local curriculum are Chinese speakers,” says Koh. “So the tutorial centres you find around Hong Kong teach in Cantonese. It puts us at a disadvantage. We’re a small niche group, so I don’t think they cater to us.” Luckily, the students were aided by a team of dedicated teachers who did whatever it took to provide their students with the additional support they required.
For students who plan to study in Hong Kong, the most important consideration is your future JONATHAN YIP
His former classmate Koh Ting Kang, now studying engineering at HKUST, took the DSE as a challenge. “I live in Hong Kong, and I always saw the newspapers when the DSE results came SOUTH CHINA MORNING POST
MONDAY, OCTOBER 31, 2016
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DIRECT SUBSIDY SCHOOL
“The teaching staff were always friendly, and you could always ask them for help,” says Koh. “They were very approachable and willing to support us.” YMCA teachers also have great communication with parents, as they may wish to know more about their children’s DSE curriculum choices. YMCA teachers say that students should not worry too much about language. “Whether or not you are Chinese is not an important factor,” says Jonathan Yip, chemistry teacher at the YMCA of Hong Kong Christian College. “For students who plan to study in Hong Kong, the most important consideration is your future. I suggest the DSE to students because 80 per cent of places at universities are reserved for DSE candidates,” he says. Yip acknowledges that nonChinese speaking students who choose the DSE face challenges, and he’s aware that additional support services like tutoring are not available in English. He believes that this makes him, and other bilingual DSE teachers a very important resource for students. “I remind myself that I always have to give my best to my students,” he says. Namakkal Raghavendran is one of Yip’s former students, and holds him in very high regard. “He’s our celebrity tutor,” he says.
tian College, adds: “A lot of people think the Hong Kong education system is poorly designed for non-Chinese speaking students. But in the past, we have supported a lot of non-Chinese students who have gone on to university via the local route. We have certainly seen some successes in this area in recent years.”
Alisha Nalbo, a current YMCA student, says that her classmates have been very welcoming. “Eventually you’re going to find your own social circle, your own group, because there are so many different types of people here. Our interests are very diverse and you can find a sense of belonging,” she says.
What’s the secret behind these success stories? The fact that the college boasts a truly international community helps. Over 70 per cent of the student body comes from outside of Hong Kong, with students hailing from 40 different countries. Members of the international community have a unique sense of belonging, and this fosters a supportive environment.
Yvonne Yuen, an English teacher at YMCA, says that while there is no correlation between nationality and success in the DSE, liberal studies subjects can be a challenge. “This is due to the volume of resources and additional references available to Chinese students compared to non-Chinese students,” Yuen says. “There is a strong need for more materials to support non-Chinese speaking students in these areas,” she adds.
says the DSE is a worthwhile path for non-Chinese speaking students. “The DSE is a good challenge for them because, they need to extend themselves more than other students as they have limited resources. They have to learn to be resourceful and independent,” she explains. The problem-solving skills developed from this process will come in useful for independent university study later on. So for non-Chinese speaking students, the DSE pathway becomes a fusion of independent inquiry learning and the rigorous DSE curriculum. Students experience the best of both worlds.
Despite the hurdles, Yuen
Dion Chen, the principal of YMCA of Hong Kong Chris-
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SOUTH CHINA MORNING POST
Lam Tin
Campus
Hong Kong
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Year 1 to Year 13
Nursery, Reception & Year 1,2 & 3
Enrolling for Year 10 from August 2017
Opening August 2017*
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Why Choose Our School? As part of an international family of 43 schools, and exposure to our unique Global Campus, we give your child access to unparalleled learning experiences and resources. Taught by outstanding teachers, and underpinned by our Be Ambitious philosophy, we empower students to succeed both inside and outside of the classroom. This, combined with our exclusive collaborations with two of the worlds most prestigious organisations, The Juilliard School, and Massachusetts Institute of Technology (MIT), means your child will be engaged, challenged, and inspired throughout their educational journey with us. Students at NAIS Hong Kong follow the EYFS framework, IGCSEs and IB Diploma. With a focus on individualised learning, our rigorous curricula ensures that students have a creative and challenging learning experience.
To see for yourself what makes our school special, join one of our weekly Parent Information Sessions. Contact the Admissions Team to reserve your place.
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+852 3958 1488
GOOD SCHOOLS GUIDE 25
New Campus at YOHO*
Start preparing your child now for primary school with our School Readiness Pathway program! We believe education is not a one-size-fits-all experience. From the Infant Activity Group to Kindergarten, Tutor Timeʻs full immersion bi-lingual English and Mandarin School Readiness Pathway offers educational options and approaches to create the best route to primary school for each child. * Enquiry for our new YOHO campus, please call 2392 8188 for details. Research behind the School Readiness pathway http://readiness.tutortime.com.hk
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SCHOOL VISIT
ISF ACADEMY New kindergarten section provides children with a bilingual education from the onset, reports Andrea Zavadszky
I
It was heart-warming to see the reaction of students of Independent School Foundation (ISF) Academy Pre-School upon Dr Malcolm Pritchard’s arrival. The three- and fouryear olds ran up to shake hands and greet him noisily in Putonghua, finding it funny that they were speaking Chinese to a foreigner. Pritchard, who is executive director of the pre-school and head of school at ISF Academy, is fluent in Chinese and, as such, a good advertisement for an approach which promises students a fully bilingual education. “This is both achievable and extremely beneficial to the children and, in fact, many of them are trilingual,” he says. Founded by the Independent School Foundation, which at the time was chaired by Hong Kong’s Nobel Prize winning physicist Charles Kao, the ISF Academy was launched in 2003 to offer independent bilingual pri-
28 GOOD SCHOOLS GUIDE
mary and secondary education. The foundation always intended to teach kindergarten pupils too, and the preschool for ages three and four finally opened last year. However, there is no “through train”, so preschool students still have to apply anew for admittance to the foundation year at the ISF Academy, where they start at around age five. Clearly, though, a proven ability to speak both Chinese and English, and familiarity with the school’s overall philosophy is a definite advantage. ISF uses the International Primary Curriculum (IPC), with the goal of instilling a natural curiosity, critical thinking, and a love of learning. “I want children to come to school and like being here, to be cheerful and love learning,” Pritchard says. The IPC encourages an international outlook, and the school ensures diversity in each class with a mix of kids from different backgrounds;
as well as a balance between Cantonese, English and Putonghua speakers. “This allows students to talk to native speakers in different languages and learn about each other’s cultural differences,” says Pritchard, adding that independent thinking is also encouraged. While it draws on key principles of western education, the ISF also follows the “eight virtues plus one” of traditional Chinese teaching. These include wisdom; loyalty and commitment; respect and obligation; compassion and kindness; love and passion; etiquette and ceremony; principles and justice; harmony and tolerance; and balance and equality. “Values have to be relevant and consistent,” Pritchard says. “They have to resonate with the community and open students up to different experiences. The eight virtues have a strong connection with Sun Yat Sen’s ‘spiritual awakening’ pro-
SOUTH CHINA MORNING POST
SCHOOL VISIT
The ultimate aim is to help students become good people who will make the right choices in life TAMMY TAM
Tammy Tam (Left) and Malcolm Pritchard (Right)
MONDAY, OCTOBER 31, 2016
GOOD SCHOOLS GUIDE 29
SCHOOL VISIT
Pritchard’s fluency in Putonghua helps him communicate with students.
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gramme, with Southeast Asia, and they are also relevant globally.” He adds that the eight virtues provide a useful framework for teaching and discipline. For instance, pupils can see for themselves where they have fallen short of expectations and how they might do better in the future. The school also refers to the virtues in communication with parents. “For teachers and students from different backgrounds, they provide a powerful common language,” Pritchard says of the virtues. To make it easier for pre-schoolers to grasp the concepts, examples of the virtues are embedded in everyday actions, such as greeting each other in the morning. “We explain that a greeting is part of the correct eti-
30 GOOD SCHOOLS GUIDE
quette,” says Tammy Tam, the pre-school’s principal. “When necessary, we also explain meanings, tell stories, and use role-playing to bring out the point. “The ultimate aim is to help students become good people who will make the right choices in life,” adds Tam. Year 1 pre-schoolers have morning classes, while Year 2 kids attend for three hours in the afternoon. Currently, there are about 100 children in each age group, with a maximum of 22 per class. Teachers keep a close eye on various aspects of learning and development, and while there are no tests or exams, this form of ongoing assessment helps to improve the teaching. “With three teachers per class, instruction and care are individualised,” Tam says. “Things can change very quickly with children.
So, teachers need to have a good understanding of each child. If they don’t, and expectations are not well matched to changing circumstances, it can generate anxiety in the children. Therefore, we make sure that activities are tailored to the ability of the child.” A wide range of activities helps pupils develop physical strength and fine motor skills. There are also field trips to local sights because some units of enquiry focus on abstract notions, such as rights and responsibilities, which are explained in relation to the neighbourhood. “At the end of the units, the children tell us what they have learned,” Tam says. Sometimes, it can be tricky for parents who aren’t fluent in a language their children use at school. However, two support groups have been set up – for English and Chi-
nese – to assist them in the process. “We are open and available,” says Pritchard, adding that cooperation with parents is highly valued. Indeed, around 130 parents attended a recent coffee morning to discuss the curriculum and expectations set out at the beginning of the school year. There are also orientation events, back-to-school nights, and regular meetings to ensure parents, pupils and teachers are all on the same page. If they prefer, parents can always catch up with Tam more informally as she greets or says goodbye to pupils by the main door every day. “We are a learning community and we expect parents to be co-learners,” Pritchard says.
SOUTH CHINA MORNING POST
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today’s hi-tech world, universities, schools, and higher education institutions must ensure they have reliable, secure, high-performance wireless and wired technology solutions. As a leader in networking solutions, H3C Technologies Co., Limited (H3C) enables universities and schools implement and maintain secure and scalable wireless and wired networking solution for faculty, students, and academic management departments. As a joint venture between Unisplendour Corporation and Hewlett Packard Enterprise, H3C has more than 10 years of experience helping Hong Kong, the mainland, and the overseas education sector fulfil their wireless and wired networking solution requirements. “Our wireless and wired solutions and technologies are widely deployed in universities and schools in Asia, and around the world,” says Henry Lam, Assistant Sales Director of H3C. As wireless technologies continue to revolutionise on- and off-site campus access to learning resources and school management systems, educational institutions must ensure their networking and technology infrastructures are robust and secure. Classroom e-learning, and the way that students work on multiple devices, means that a university can have thousands of devices connected to its network at one any time. “The demand for network usage has skyrocketed over the last five years, so secure and reliable connectivity has become a baseline expectation,”says Henry. “Our H3C unified infrastructure solution including Cloud/ SDN, wired, wireless solutions and unified access management, allow education institutions to free up their resources with a full range of innovative, open, unified and
converged solutions.” Other than education sector, H3C also provide a comprehensive range of wired and wireless solutions to enterprises across different industries, including banking and finance, government departments, hotels, large businesses, property development companies, and the Macau different industries. Data privacy protection, network security, scalability, performance, and flexibility rank high on the scale of university wireless and wired networking priorities. IT and management staff often want to build a network section that will provide strong protection, while lectures and teachers want to allow a greater freedom of access to the learning environment. Henry says this type of deployment is possible with H3C equipment and wireless solutions. For instance, the company's software-defined networking (SDN) architecture allows users to construct virtual firewalls from an easy-to-use configuration infrastructure. SDN also supports a central control intelligence system, which provides real-time monitoring which can immediately identify and isolate problem devices, security issues, and prevent viruses outbreak. Educational institutions are increasingly using web-based and on-demand e-learning tools and cloud computing. With this in mind, H3C has designed LAN (local area network) connectivity and Ethernet switches capable of handling high-volume data and video traffic. H3C is currently ranked number one in China’s LAN switch and enterprise router market. In addition, with Hewlett Packard Enterprise, H3C has secured the number two position in the global networking market. According to a recent Asia Pacific Ethernet switch and router tracker industry report, H3C is also ranked
number two in the Hong Kong Ethernet switch market. H3C is an industry leader in offering a complete, one-stop portfolio of IT solutions that includes mobile internet, big data, security, and cloud computing. Henry Lam, Assistant Sales Director at H3C, says that with technology innovation as it core engine, H3C operates advanced research and development facilities, reliability labs, and product test centers in Beijing and Hangzhou. Henry says the company invests more than 15 per cent of its revenues back into research and development every year. Equally significant, as of May, H3C has applied for over 6,500 patents, with more than 85 per cent being original inventions. Friedrich Lam, Solution Architect explains that H3C’s Comware, which is the firmware for the switching and routing code of the entire family of H3C products, has a proven track-record and has been widely tested in the market. “Our Comware is based on open standard, which means educational institutions can build or expand their technology systems using different devices allowing them to maximise on their investments,” Friedrich says. The professional support services H3C offers are another defining feature of the company. “Our experts can be on-site to help with the familiarisation process,” says Henry. He adds that H3C also takes pride in the close relationship the company builds with its customers, and the way that it is always ready to follow up with clients who make system enhancement requests. As a company committed to enhancing education quality which is facilitated by innovative and easy-to-use technologies, Henry says it was insightful and rewarding to sponsor the education breakfast briefing at the recent SCMP International Schools Festival.
SPECIAL
A CELEBRATION OF EDUCATION The annual event hosted by Education Post brought together parents, educators and experts, reports Chris Davis
The International Schools Festival, held on September 24 at the Renaissance Harbourview Hotel, featured over 70 exhibitors and 3,500 families.
32 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
SPECIAL
The event featured the launch of Education Post International Schools Guide 2017/18.
E
ager to discover all they could about education options for their children, around 3,500 families attended the second Hong Kong International Schools Festival on September 24. Co-organised by Education Post and Top Schools Hong Kong, the event included over 70 exhibitors, along with presentations and panel discussions featuring respected experts in the field. Parents had the opportunity to talk to teachers, principals and senior representatives; and to learn more about the different kindergarten, primary and secondary schools in Hong Kong. “As Hong Kong’s premier event of its kind, the high number of parents was no surprise,” said a representative from Think International Kindergarten, one of the many
MONDAY, OCTOBER 31, 2016
exhibitors taking part. “They all have a genuine interest in ensuring their children receive a quality education.” Ruth Benny, a former teacher and founder of Top Schools Hong Kong, said the event was a unique opportunity to hear experts discuss current educational issues, as well as answer important questions specific to Hong Kong. “Parents get a good sense of whether they are aligned philosophically with a school by hearing the principals speak,” she said. “This was an exceptional opportunity to get up close and personal with principals and admissions staff.” Angela Reilly, assistant director for institutional advancement at Hong Kong Academy, described the event as “a great opportunity to meet a huge number
of prospective parents at once.” She added that most questions tended to focus on the admissions process, the International Baccalaureate (IB) diploma, pathways to graduation, and options regarding funding and fees. “We were able to provide a wealth of information to reassure parents and students and answer their various questions,’’ said Jane Archibald, director of admissions and marketing at Nord Anglia International School Hong Kong. “Typically, parents wanted to know about the philosophy of our school, what sets it apart from other institutions, and what the school is going to do to ensure their child’s future success.’’ For Nick Strong and Elizabeth Williams, universi-
GOOD SCHOOLS GUIDE 33
SPECIAL
From left: Ruth Benny, Ian Clayton, John Jalsevac, Warren Needham and Anne Sawyer
Alex Gibbs of Agenda Consulting summarises “The International School Survey 2016”.
Parents were given opportunities to communicate ideas with principals and admissions experts.
34 GOOD SCHOOLS GUIDE
ty guidance counsellors at Yew Chung International School, the priority was to offer valuable advice on the steps needed to progress to universities in different countries, and how to prepare effectively for the admissions process. They noted that schools should provide students with assistance in creating a personal profile which covers interests, strengths, accomplishments, and career aspirations. The day began with a breakfast meeting in which principals and school executives were given the opportunity to mingle, and were also presented with key findings from “The International School Survey 2016” conducted by Agenda Consulting and MMG Education. There was also a panel discussion on “curriculum
choice”, in which experts discussed the differences between the various educational systems offered in Hong Kong, such as US and UK-based curricula, and programmes offered by the IB. The discussion also touched on the challenges children encounter when switching from a local to international school, and what it takes to thrive in the respective systems. Commenting on the success of the Festival, Razlan Manjaji, business director, education, SCMP Publishers, was delighted with the festival’s success. “The event has grown significantly from 40 booths in 2015 to over 70 this year,’’ noted Manjaji. Indeed, the Hong Kong International Schools Festival appears on track to becoming one of the city’s hallmark events for years to come.
SOUTH CHINA MORNING POST
ISNS was founded in 2002 through the foresight and partnership among the Government of Canada, the Province of New Brunswick (www.gnb.ca), and Dr. Francis Pang, with the vision to educate and embrace the whole child. The goal is to foster a diverse student body through an exceptional education, instilling in young people a love and joy of learning, an ability to think independently, and the confidence to take risks in pursuing their dreams and goals. We offer an English-based, Canadian curriculum. Graduates receive Canadian (New Brunswick) High School Diplomas, and they are readily accepted to universities worldwide with an ISNS transcript of marks. In addition to our already internationally recognized curriculum, ISNS is an IB World School for Primary Years Programme, Middle Years Programme, and the Diploma Programme.
International School of Nanshan Shenzhen Address: 11 Longyuan Road, Nanshan District, Shenzhen, China Tel: 26661000 | Email: admissions@isnsz.com | Website: www.isnsz.com MONDAY, OCTOBER 31, 2016
GOOD SCHOOLS GUIDE 35
CURRICULUM
Are the IGCSEs right for your child? An in-depth look at the key features and strengths of the popular middle-years curriculum by Kelvin Chin
A
s someone who is both a parent and educator, I am very familiar with the International General Certificate of Secondary Education (IGCSE) curriclum. It is the most widely used international qualification for 14 to 16- year-olds. Developed by Cambridge University over 25 years ago, it is a tried, test-
36 GOOD SCHOOLS GUIDE
ed and trusted curriculum used by leading schools worldwide. With that being said, is it the right curriculum for your child? While acknowledging that other curricula options have their strengths, I still believe the IGCSE is the best middle school education system on the market.
SOUTH CHINA MORNING POST
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CURRICULUM
There is much discussion amongst educators regarding the somewhat subjective value of knowledge. Traditional curriculums often focus on acquiring knowledge, with teachers being used as sources of information and standardised tests used for assessments. This model, though, has recently undergone a lot of scrutiny. More contemporary curriculafocus on promoting student inquiry and placing pupils at the centre of the learning process. Many believe that these developments are improving the quality of education and opening up exciting new possibilities. It has also led to an intense debate between people in the education realm, with teachers and parents asking what knowledge should entail, and questioning whether inquiry-based learning provides a strong enough foundation. The IGCSE syllabus for the middle years can answer these questions. As an educator, I believe the early
38 GOOD SCHOOLS GUIDE
years are the best time to learn how to learn, and that is when inquiry is an effective approach. The middle years are more about acquiring subject-specific knowledge. Children can then use their inquiry skills, with teachers introducing new ideas and relevant information along the way. The senior years are the time to apply this knowledge, as well as develop additional skills in areas like research and critical analysis in order to structure arguments and form opinions. To summarise, knowledge acquisition is especially important during the middle years, and no curriculum is better than the IGCSE in this regard. With over 70 subjects to choose from, IGCSE students can select areas of study depending on their interests and strengths. In doing so, they build a deeper understanding and develop higher-order thinking skills, which prepares them for the challenges of further education and beyond. While most students dis-
like standardised tests, the skills acquired during exam preparation prove very useful as we go through life. Good teachers help build the confidence needed to face important tests, but for IGCSE middle-years students, much attention is also given to the development of other skills such as creative thinking and problem solving. All of this helps students become responsible, reflective, innovative and engaged learners.
admissions officers, 98 per cent said that these courses and qualifications give students excellent preparation for university. Many who follow this curriculum subsequently gain admission to some of the world’s best universities, including MIT, Harvard and Cambridge.
For schools and employers around the world, the IGCSE is regarded as the gold standard for learning. In a recent survey of higher education
Kelvin Chin is the IGCSE coordinator and secondary science teacher for Eton House International School in Singapore.
With the exceptional choices and support it offers, it’s no wonder why the IGCSE is rated so highly among schools and education experts.
SOUTH CHINA MORNING POST
MONDAY, OCTOBER 31, 2016
GOOD SCHOOLS GUIDE 39
INSIGHTS
Parents have spoken A summary of key findings from the SCMP International School Survey – A Parent Perspective, by Chris Davis
P
arents of international school students in Hong Kong are very happy with the large number of curricula on offer. This was one of the many key findings of the 2016 SCMP International School Survey: A Parent Perspective, a first-of-its-kind study conducted by Agenda Consulting and MMG Education. Using responses of more than 1,000 parents from over 53 different schools, the study aimed to pinpoint areas where the relationship between parents and schools could be strengthened. The results were largely positive, as the survey indicates that 80 per cent of respondents said that overall, their children’s school either met or exceeded expectations. Parents highlighted several key factors of consideration when choosing a school. These included quality of teaching, attention to student well-being, and a balanced,
40 GOOD SCHOOLS GUIDE
challenging and well-rounded core curriculum. “Overall, the results paint a picture of a top-quality, high-achieving education system that matches best international standards,” says Alex Gibbs, managing director of Agenda Consulting. “Also, parents understand the important function ICT (information and communications technology) plays in today’s learning environment and they expect that to be fully integrated into a school’s curriculum.” He adds, though, that international schools are well aware of this and are playing their part in preparing students for success in the 21st century world of work. The survey also showed the importance parents place on good communication with teachers, timely information, websites and social media, and introductory school tours.
SOUTH CHINA MORNING POST
INSIGHTS
Overall, the results paint a picture of a top-quality, high-achieving education system that matches the best international standards ALEX GIBBS
MONDAY, OCTOBER 31, 2016
GOOD SCHOOLS GUIDE 41
INSIGHTS
“We found a 76 per cent satisfaction level regarding communication channels, which is high, but not excellent,” says Gibbs, noting that such data will help schools improve where necessary. In particular, it is important to communicate anything relating to teaching aims and philosophies as clearly as possible. “This is often an area where schools can differentiate themselves,” he adds. From a business perspective, it is important to keep track of how the economy affects the ebb and flow of expatriates, and introduce appropriate changes in terms of pedagogy and subject choices. School fees also emerged as a key issue in the survey, with the focus on affordability and “justification of costs”. The satisfaction rating was alarmingly low in this area, with only 65 per cent of par-
42 GOOD SCHOOLS GUIDE
ents giving their approval. The level of satisfaction varied between schools, something Gibbs believes has a direct correlation with the transparency and efficiency of communication. “If the cost of international school education remains high, parents will continue to demand a return on their investments, and communication plays a big role in this,” he says. “This is obviously an area of focus for schools seeking to adapt to ongoing changes.” In addition, schools must be aware of the fact that while they provide services for students, it is the parents who are seen as customers. And because education has become such a “customer service” oriented industry, it has become more of a challenge for schools to remain student-centric while simultaneously meeting the high expectations of parents.
“They increasingly consider themselves stakeholders in the schools and, as such, are demanding more ‘bang for their buck’,” Gibbs says of the parents. He predicts that international schools that adopt to these changes and implement proactive communication strategies will add value to their “brand” and set themselves apart from the rest of the pack. With students at Hong Kong’s international schools regularly achieving strong results in broad-based assessments, it is no surprise that the survey revealed a notable rise in the percentage of parents with Hong Kong residency looking to take this option. “This underscores that there is a strong, healthy and successful international education environment in Hong Kong, which is also changing rapidly,” Gibb explains.
SOUTH CHINA MORNING POST
Box Hill ( H K ) International Kindergarten & Preschool 博 士 山(香港)國 際 幼 稚 園 暨 幼 兒 園
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GOOD SCHOOLS GUIDE 43
EARLY CHILDHOOD EDUCATION
Choosing the right curriculum
44 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
EARLY CHILDHOOD EDUCATION
Anjali A. Hazari teaches IB and IGCSE at the French International School.
Deciding on a kindergarten can be challenging, so understanding the different curricula available is of utmost importance, reports Anjali A. Hazari
I
n late September, the Hong Kong government announced its policy on free quality kindergarten education, which represents a new milestone in the development of early childhood teaching in the city. From the start of 2017/2018 school year, annual expenditure will increase from HK$4 billion to around HK$6.7 billion, with estimates indicating that nearly 75 per cent of half-day kindergartens will be free of charge. This is certainly an encouraging sign, as statistics show that the number of local kindergartens increased only marginally over the last six years, compared to an increase of close to 50 per cent for “non-local” schools. In the same period, pupil numbers increased by nearly 25 per cent, while the number of trained teachers with certificates in early child-
hood education grew by around 22 per cent. “There is no shortage of early childhood learning centres in Hong Kong,” says Urvanshi Mahbubani, a Year 1 teacher with nine years’ experience. “However, it is important to select one that is right for your child, since each school plans lessons within the framework of a specific curriculum and employs distinctive teaching methods.” The models of early years teaching most commonly used in Hong Kong include Montessori, Waldorf, Reggio Emilia, and other “traditional” methods. Montessori education emphasises child-centred learning and a relaxed environment, with the teacher acting more as a guide than an instructor. The children complete “work cycles” in which they select different resources to use at their own pace. The classrooms are of-
Photo: Jonathan Wong
MONDAY, OCTOBER 31, 2016
GOOD SCHOOLS GUIDE 45
EARLY CHILDHOOD EDUCATION
Photo: Nora Tam
ten organised in a way that children of different ages work together, with older kids serving as mentors for the younger ones. Waldorf education is based on the educational philosophies developed by Rudolf Steiner. It divides childhood into three developmental stages and sets out learning strategies appropriate for each one. There is a daily routine which includes free play, art work, circle time, outdoor recess, and practical tasks with rhythmic variations. At present, Highgate House is the only accredited Waldorf pre-school in Hong Kong. Schools following the Reggio Emilia approach include Fairchild Junior Academy and Blooming Buds preschool. Lessons look to inspire a spirit of inquiry, encouraging children to explore and better understand the world around them. Questions may lead on to projects, and in a system of
46 GOOD SCHOOLS GUIDE
“curiosity-based learning”, teachers tend to act more as mentors or partners than simply instructors. Mahbubani, who trained in the United States and completed a master’s in early childhood education in London says that in practice, many teachers incorporate key aspects of each method. “Although I teach a traditional Year 1 class, where conventional, instructional lessons are initially teacher-centred and child-observed, I do see the benefit in also giving students practical Montessori materials to work with,” she says. “For instance, children have the opportunity to fasten and unfasten things like Velcro straps, zippers, shoelaces, buttons and buckles.”
Research shows there are beneficial aspects to each model, but Mahbubani advises selecting a pre-school that best reflects a child’s needs and favoured methods of learning. Some children thrive when given the opportunity to explore and direct their own learning, while others do better with more structure and formal instruction.
has not yet been granted.
In addition, parents should be sure to do plenty of research and not be afraid to ask questions. Many schools offer trial classes and let parents observe part of a lesson, which offers useful insights. However, parents are advised to check each school’s credentials, as certain schools have been known to claim accreditation which
“Children need time and space to construct their own understanding,” Yuen says. “A play-based curriculum helps a child develop cognitively, socially and emotionally.”
Paulina Yuen, a lecturer at the School of Continuing Education at Hong Kong Baptist University, advises parents to look for developmentally appropriate curricula for their children. This is important for both building self-confidence, and establishing a strong relationship with teachers.
SOUTH CHINA MORNING POST
MONDAY, OCTOBER 31, 2016
GOOD SCHOOLS GUIDE 47
EVENTS
The Hong Kong Montessori Conference 2016 The high-spirited event brought together parents and educators from all over the world, writes Ben Young
I
n what was both a celebration and an exciting opportunity to educate parents, teachers and school executives on what is one of the fastestgrowing systems of education in the world, The Global Citizen Hong Kong Montessori Conference took place at the International Montessori School (IMS) in Stanley Market from October 7-8. The event featured over 300 delegates from 30 different countries, as well as dozens of informative workshops which catered to specific questions and needs regarding Montessori education. “Montessori is the opposite of the way most schools operate,” says Tim Seldin, chairman of the International Montessori Foundation and one of the event’s key note speakers. “Many are based on the sense of education as a burden, as something terribly serious. Our argument is that children are capable of amazing things. They are all born incredibly different, and their gifts will look dif-
48 GOOD SCHOOLS GUIDE
ferent. They don’t need to operate in a culture of fear,” he says. The curriculum has been widely successful in North America and Europe; however, Montessori has recently seen a boom in popularity in Hong Kong and different parts of Asia. “The growth of IMS shows what a huge demand there is for Montessori,” says Anne Sawyer, school founder of IMS. “When we first started we had 68 children, we were a small community school. Now we have about 900 kids,” she notes. Although Montessori is known mostly as an education framework for kindergarteners, IMS has helped the primary school curriculum gain traction in Hong Kong. “If you look back 13 years ago, people thought Montessori was just kindergarten,” says Karin Ann, another school founder of IMS. “We were the first school to bring primary here, and since then, the proliferation of primary curriculum all
SOUTH CHINA MORNING POST
EVENTS
Montessori is not a company, it’s a scientific approach to thinking about how children learn TIM SELDIN
around the world has really grown.” IMS is now the first internationally accredited Montessori primary school in greater China, and the second in Asia. Some notable attributes of Montessori education include the diverse age groups in classes, in which older children may serve as mentors to the younger ones. While the children are given specific assignments and tasks which they must complete, they are granted the freedom to choose “when, how and with whom” they do the work, meaning classmates can help each other depending on their specific strengths and weaknesses. “Follow the child”, a core philosophy of Montessori, is based on the idea that each child has a unique style of learning, and should not be forced to learn in a rigid, pre-determined way, as is often the case with some local Hong Kong schools. Ann, who experienced a local Hong Kong education grow-
MONDAY, OCTOBER 31, 2016
ing up, believes Montessori’s engaging teaching method is what appeals so strongly to parents. “The way we teach here at IMS, the children are often so engaged and challenged at just the right level, that it allows them to focus naturally without having to get told off,” she says. Seldin believes that the “follow the child” philosophy ultimately makes discipline less of an issue than with traditional, “assembly line” styles of teaching. “If you spend much time around good Montessori schools, you’re not going to see much in the way of misbehaviour,” he says. “The way we go about things is we believe in prevention, not punishment. We believe that we teach correct behaviour the same way other schools teach spelling and math. We demonstrate the correct behaviour ourselves, because it’s ridiculous and hypocritical to yell at a child and tell them to be silent,” he adds. Seldin acknowledges that
cultivating such a productive learning atmosphere can be challenging, and that high-level teaching is a necessary component in achieving this. “We put our teachers on a pedestal,” he says. “We look for the best and the brightest; and we put them through really rigorous, graduate level training.” Unlike many other popular curricula, Montessori education isn’t owned by a single corporation or governing body. “Montessori is not a company, it’s a scientific approach to thinking about how children learn,” explains Seldin, while noting that Maria Montessori, founder of Montessori education “didn’t copyright it because she was a scientist. She thought what she was discovering about humanity belonged to the world.” While the lack of copyright has allowed to Montessori education to expand at an exponentially fast rate, Ann and Sawyer urge parents who are considering enroll-
ing their children in Montessori schools to check their credentials. “Any school can just slap the Montessori name on it,” says Ann. “We tell parents what to look for,” explains Sawyer. “There are a lot of subtleties to look for, to see if a school is truly a Montessori school, but ‘are you accredited’ is a great one,” she explains. “If you get the accreditation, they look at everything; where your teachers were trained, how are your finances, how do you build your community, what’s your curriculum?” Sawyer believes that IMS’ primary curriculum provides a smooth transition into even the most rigorous secondary school curricula, such as those of International Baccalaureate Diploma Program. She adds that IMS is open to developing and running a Montessori secondary school curriculum in the future. “That is something which we as a school are committed to looking at strategically this year,” she says. GOOD SCHOOLS GUIDE 49
DISCUSSION
Education in the 21st century Experts in the field discuss modern issues related to schools and parenthood, writes Chris Davis
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or all the theories, advice, books and apps dedicated to choosing the right school, it can still be one of the most anxietyinducing, yet rewarding, aspects of being a parent. There is the local system run by the Education Bureau, mostly leading towards the DSE, as well as more than 50 international schools offering various curricula based on what’s being taught in countries such as the UK, Australia, Canada, France, Germany and the United States. Ruth Benny founded Top Schools to guide parents through the many choices available in the city, and the practical steps involved in selecting a particular school. For example, she advises expatriates working on a contract basis to think about possible future postings or the timing of a move
back home, as these could have direct bearings on what schools will be available to them. “If a child is at kindergarten age, we generally help parents devise a three to five-year plan based on family needs and preferences,” Benny says. “We include the need for flexibility to adapt to changing situations,” she adds. Benny understands why parents may have reservations about the local education system and, as a result, are chasing places at the city’s international schools. However, she also has concerns about “local” students getting an international education, but not having the all-important Chinese language skills many employers require. Anne Sawyer, co-founder of the International Montessori School, believes that mo-
tivation and the capacity to learn are the most important factors of educational success. “At every level, the goal is to create an environment that is intrinsically motivating, but where students are happy,” Sawyer says. To achieve this, she suggests that parents of younger children should think less about university prospects and possible career paths and more about what best suits their more immediate needs. She stresses the importance of letting children overcome challenges and minor problems by themselves. “By doing everything for them, parents are in effect saying you can’t even succeed at doing basic things,” explains Sawyer, who attended 13 different schools while growing up. Natalie Chan, founder of OWN Academy, concurs. She believes children need expe-
At every level, the goal is to create an environment that is intrinsically motivating, but where students are happy ANNE SAWYER
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DISCUSSION riences and opportunities to make decisions and form opinions. Also, activities which entail mindfulness, connected learning, social responsibility and creativity need to play a bigger role in the wide spectrum of childhood learning. “I am on a mission to redefine the future of education in Hong Kong,” says Chan, who is currently studying for a master’s in education. To help seven to 12-yearolds understand 21st century skills and apply them in different contexts, OWN Academy runs workshops where kids can learn from professionals in different disciplines. Topics have included urban farming, food photography, film making, animation and graphic design.
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John Jalsevac, school director at the recently opened American School Hong Kong (ASHK) in Tai Po, furthers the point that parents should not think the curriculum their three-year-old follows will determine what they eventually study at university. “I understand that parents want to know about IB scores and at which universities students continue their studies. But research and history tells us that students entering university with a particular subject or career path in mind often graduate and do something very different,” Jalsevac says. The key, therefore, is to furnish students with the skills and knowledge to be modern, global citizens capable of thriving in the 21st century.
Furthermore, Ian Clayton, head of the international section of the French International School, notes that what students can extract from their courses and put to effective use is really more important than the curriculum itself. With education being such a priority for so many families, tensions and anxieties can easily arise. For that reason, Odette Umali, managing director at Gordon Parenting, offers classes in Parent Effectiveness Training (PET). These are designed to enhance communication and interaction with children of any age. Umali says it is clear that many attendees are unsure about their approach and abilities. “Some are concerned about over par-
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enting, doing too much for their children, while pushing them to succeed and be the smartest. Others who want their children to have stress-free lives are then worried they will fall behind at school.” Based on the parenting model created by award-winning psychologist Dr Thomas Gordon, PET emphasises the concepts of active listening and the “no-lose” method of conflict resolution. These help parents establish strong, lasting relationship with their children. Catherine Khang Banson, a qualified PET instructor with Gordon Parenting, notes that pressure can build up when parents put too much emphasis on school results. She sees this even at the kindergarten level, with parents becoming overly anxious about their child’s reluctance to read, or failure come to terms with a second language. In the primary and middle school years, as children start to turn into independent teenagers, family strains and power struggles can often arise from disagreements about the balance between study and pursuing an active social life. Khang Banson believes the best methods for building healthy family relationships include staying calm and keeping the lines of communication open. 54 GOOD SCHOOLS GUIDE
“We need to realise that people are not born to be model parents, but if they listen, avoid raising their voice, speak calmly and stick to specifics, a lot of conflicts can be avoided.” Currently, more than 80 per cent of teachers at local government-run primary schools, and about 30 per cent at secondary schools are graduates of the Education University of Hong Kong (EduHK) programme in early childhood education (ECE). It places a great deal of importance on building strong relationships with the children, and being on the alert for possible problems. “Teachers support and empower parents by helping them observe and understand their children’s behaviour both at school and outside,” says programme co-ordinator Dr Betty Wong Kit-mei. She adds that advice can be something as simple as suggesting that a child should not be told to sit still if fidgeting at a public place, such as a restaurant, without any preamble or discussion. Teachers also remind parents that the typical attention span of a five-year-old is around 20 to 30 minutes. “So, parents shouldn’t be surprised if their children become distracted around the half-hour mark,” Wong says.
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The one-stop guide to your child’s future The Hong Kong School Directory is now online. You can now access comprehensive information about every primary school, secondary school, international school and university in Hong Kong on our site.
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Start searching today at www.educationpost.com.hk/school-directory
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