Background

Chengdu Shishi High School was founded in 141 B.C. and has operated on the same site for more than 2,150 years. The school has an excellent reputation on a provincial and national level and is located in the downtown area.

Chengdu Shishi High School is a leading international school located in Chengdu, the capital of Sichuan Province in southwestern China. Chengdu is a vibrant and dynamic city with a rich cultural heritage. The city is famous for its spicy cuisine, giant pandas, and tea culture. It is also a hub for technology and innovation, with a thriving startup scene and a rapidly growing economy.

The Cambridge program

The international center follows Cambridge International exams for its A-level program.

The Teacher of Mathematics and Computer Science will join an international team, with teachers coming from a variety of countries, and work in partnership with college counselors and class tutors to provide a variety of experiences for students. The candidate will be teaching Mathematics at the A-level and Computer Science at IGCSE level.

The center runs clubs and activities including debating, music, and English competitions. This ensures that every student is well prepared to attend university abroad.

While students’ education in the center is extensive and rich, academics form the core of their learning, and center teachers are subject specialists. Students are encouraged to gain a broad outlook and teaching staff facilitate their participation in international mathematics and physics competitions, as well as overseas events such as summer camps in the United States and the London International Youth Science Forum.

Chengdu Shishi

About Dipont Education

You would be joining a large, established network of educators. We focus on collaboration, high-quality educational practice, and ongoing professional development. Our programmes are based within many of China’s top schools delivering A-level, Advance Placement, and the IB Diploma. You will be working with students who care about their education and developing their skills. Additionally, they are applying to some of the best universities overseas.

We only focus on the upper secondary level. Our extensive team of educators thrive in this academically rewarding and challenging environment.

We offer a competitive salary with a benefits package that includes accommodation allowance, annual return airfare, annual bonus, and worldwide medical cover.

Requirements

You will need to have a minimum of two years of relevant teaching experience and a bachelor’s degree. Great if you have a formal teaching qualification, but we also sponsor a PGCEi programme so we can support you in getting one.

*We are committed to a thorough and complete check of the credentials of all those employed to work with children in our organization.

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Presented by Brendan Law, Executive Principal, this will be a great chance for you to learn about their approach to teaching and learning, while also having the chance to speak directly with key representatives from the school.

Speakers at the event include the following:

Stefan Sjodin,  Head of Secondary School

Stefan is a career educator with a wealth of experience in education leadership. In his presentation Stefan will introduce the many Continuing Professional Development (CPD) opportunities for teachers there are at DSAS/KCIS.

CPD is a vital component of any school. These initiatives at DSAS are designed according to teacher preferences and needs with the goal of realizing their mission: to be a learning community aspiring to excellence.

Amy Loveday-Hu, Head of Kindergarten

Amy will share her wealth of knowledge in early years when talking about laying solid foundations for lifelong learning.  She strongly believes that initial school experiences are a particularly sensitive and important period for every child. In this must-see presentation

Amy will share her ideas on how key social and emotional skills are developed during these vital years. As she says, “Our goal of ‘fostering confident young learners’ takes us on exciting collaborative journeys every day.  What we do makes a difference, throughout children’s school careers.”

Yin Xie, Pastoral Assistant Head for the Lower Secondary School & Sophia Morling, Pastoral Assistant Head for the Primary School

Sophia and Yin share a deep dedication to student well-being, and will co-host a presentation on Pastoral Care at DSAS/KCIS. As Sophia says, “As educators, it is our duty to ensure the physical, social and emotional welfare of our pupils”.

The ideal of a fair, kind and responsible community lies at heart of the DSAS culture. Sophia and Yin look forward to talking about the school’s innovative and responsive pastoral care initiatives.

Magdi Elsayad, Head of ICT, Director of Co-Curricular Activities

Magdi has combined his passion for technology with his role as Director of co-curricular activities by introducing tech-related programs such as 3D printing to an already abundant and diverse roster.

He looks forward to sharing his ideas on the value of co-curricular activities, including how the fields of student interest are developing as technology becomes ever-more embedded in our lives.

Coco Fan, Director of Teaching and Learning (G1 – 9)

Coco has taught a broad range of grades and ages in her over twenty years’ experience in education. She will share her thoughts on the current state of education development in China.

Her presentation will be about blending Chinese Bilingual Curriculum with best international pedagogical practices, a stimulating and timely topic in tune with the evolving teaching and learning landscape in China.

Mike Hindle, Head of King’s College International School

Mike is a vastly experienced educational leader. He firmly believes that learning should be engaging, challenging and rewarding, and that every student has the capacity to excel. Mike  will draw from his broad experience to talk about overcoming cultural and language boundaries in a happy international community.

As Mike says, “Happy children learn better, whatever their cultural heritage and background. By celebrating the diversity of our school community we can joyfully prepare all our students for their future lives.”

Wuxi Dipont School of Arts and Science educates students to be well-rounded, innovative and collaborative individuals. It’s goal is to help students to appreciate their own, and others, cultures and traditions.

The school was founded with the strong support of the Wuxi local government, and through a partnership between two world-leading schools – Nanjing Foreign Language School, China and King’s College School, Wimbledon, UK.

The post Wuxi Dipont online recruitment open day appeared first on Dipont Education.

For the capable, the creative, and those dedicated to making a difference to the lives of Chinese students, there are a host of options to pursue at the next level. Introducing English Teaching 2.0: Beyond ESL.

“I give you an onion”

In a bright, modern classroom in Chengdu a semi-circle of students watch, curiously, as a teacher turns an onion over in his hands, then says:

Not a red rose or a satin heart.

I give you an onion.
It is a moon wrapped in brown paper.
It promises light
like the careful undressing of love.

This is not a cooking class. Simon Lee, Head of English at Dipont KCS Chengdu, is reciting Valentine by Carol Ann Duffy, a contemporary Scottish poet whose work is ideally suited to contemporary English instruction in China today.

Unlocking Nuance in Literature

Duffy’s use of irony and juxtaposition delights the reader through surprise and effects a reappraisal of the topic at hand. So, too, Mr. Lee is able to guide his students to a deeper, subtler, understanding of how communication and context intersect in any language. The class continues in discussion of the themes and suggestions embedded in the image of the onion, culminating in students producing their own versions of the text.

As Mr. Lee says: “We aim to not only help pupils have confidence expressing themselves in written and spoken communication, but also to really understand communication from others.”Moving away from the single, structural model available in textbooks, Mr. Lee believes that the study of literature helps students to become excellent communicators and listeners, better equipped to negotiate and wield language as it is used in daily life.

Honing Self-Expression Through Debate

In addition to teaching English Literature, Simon Lee also leads an Extracurricular Activity (ECA) in debate. As an experienced debater himself, Mr. Lee is a strong advocate for how debate can help students express themselves clearly, reason effectively and even persuade others.

As he says: “Debating focuses on logic, critical thinking and self-expression. Any education system or curriculum that does not depend on these fundamentals is incomplete. Debating is the opportunity to think and then test what you think. 

“I am sure when you ask the Head of Maths, or the Head of Science or any other department in the school whether logic, critical thinking and communication are important in their subject – they would all say ‘Yes’.”

Debate also sharpens the ability of students to evaluate the merit of the opinions of others, a communicative tool that will be a benefit for the rest of their lives. While Mr. Lee prepares students for competitive debate in the future, win or lose, it is this skill for recognizing logic, utilizing critical thought, and honing self-expression that will be the ultimate legacy of their time in the debate classroom.

More than Language Learning

At Dipont KCS Chengdu, English classes are about much more than language learning and acquisition. Teachers like Simon Lee use literature and debate to create an innovative and stimulating learning environment for their students, stepping away from textbooks and into the realm of language as it is used in the real world, in all its nuance and native complexity. In so doing, he is playing his part in the development of the next generation of powerful, confident communicators.

As a teacher, it doesn’t get better than this.

If you have experience teaching English at primary, middle or high school level, we have positions open for an August 2022 start in our schools and partner schools right across China. 

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Here Ally talks about her time in the Dipont team, and how the bilingual education landscape has evolved in recent years.

What attracted you to join Dipont?

First, the headquarters are in Shanghai. Before, I worked in Guangdong. They say the education revolution in Shanghai is 4.0, while in Guangdong we are still doing 3.0, so I wanted to work in Shanghai!

I also knew that Dipont was a mature company with a lot of experienced staff, so I thought it would be a good place to develop myself professionally. I had also heard that it was a very multicultural company that treated employees well, so that attracted me as well.

What was your role at headquarters?

I worked as Primary Academic Manager. I visited schools to observe lessons and do QAs, and coach teachers. That gave me a good idea of how the different schools work. We also worked on integrating national and western curricula for Grades 1-6. The material we made is still being used now!

▲ Ally’s current role is Head of Grade at RDFZ King’s College School Hangzhou

What are the unique challenges of working in a bilingual team?

Most expat teachers come from a background focused more on encouraging inquiry-based learning, and teaching students as lifelong learners. However, our local teachers also need to focus on short-term outcomes, to show the school, the local education bureau, and the parents the progress of the students. So the long- and short-term goals can sometimes be in conflict.

An example of this is assessment. Local teachers are focused on summative assessment so that they can communicate with parents better with data, while expat teachers consider formative assessment as being more important. They think we should communicate more about students learning habits and so on, rather than on marks, or levels. Because expat teachers don’t have as much direct contact with parents, they sometimes may not be aware of the parent’s perspective or of the pressure local teachers are under to show results.

On the other hand, the expat teacher’s philosophy also impacts on local teacher’s vision of education. Although we argue quite often we are always able to understand each other eventually. This can help everyone grow and become more flexible and adaptive. We learn from each other all the time.

You often hear expat teachers say: “The parents don’t know what their kids need, we know what they need!” How do you deal with that statement?

I think Hangzhou is unique in that, even in one class, there is a lot of diversity in the backgrounds of parents. Some of them have studied abroad, and all of them are very successful in their own career paths. I would say sometimes we can learn from the parents.

I always say to expat teachers that, not only can we learn from each other, but if we listen to parents maybe we can also get a better understanding of what they need, and what our school can do for students. Even though we are professional in teaching, there are always ways that we can improve.

▲ At Dipont, Ally has worked in supportive and close-knit multicultural teams

In your career, what changes have you noticed in international education?

Five or 10 years ago, or even still now in other schools, I think local teachers were considered simply as support to expat teachers. But at Dipont there is more of an understanding that expat and local teachers need to work together as equals to achieve the best results.

At Hangzhou this awareness makes people think in a more independent way because everyone can recognize themselves as great teachers. It’s not that only expat teachers are great or local teachers are great. Both of us are great. We consider each other as peers, or partners, instead of “I’m an assistant to you” or “You are an assistant to me”.

How have you developed professionally in your time with Dipont?

I’ve been lucky to work with great people, both at head office and here in Hangzhou. I’ve learnt a lot from high-level education professionals like Peter Derby-Crook and, before him, John Birchall. Working at head office really gave me a bigger vision of how we, as educators, can make changes for education in China.

Working at Hangzhou I’ve become better at communicating, and I’ve always felt like I’ve had support and guidance. Everyone is so transparent and willing to share their thinking and their resources. We can talk to anybody we want to, about support, how we can improve in our roles, or even how we can get to the next step in our careers. There is a lot of cooperation and empathy here, I’ve found.

▲ Ally feels she has become better at communicating since joining Dipont

What skills do you need to succeed at Dipont?

Be confident. Always try to communicate, instead of hiding, because everyone will listen to you if you want to be heard. Be open-minded. Be courageous. Have the courage to make mistakes and learn from them. Be bold, and you will be rewarded. That’s always been my experience!

What would you say to a Chinese education professional to encourage them to join us?

Dipont is a great company to work for. It is stable yet dynamic in its vision for education in China. Working here is challenging, but rewarding also. Dipont really cares about its staff. This is a great place to grow your skills and advance your career.

If you would like to follow in Ally’s footsteps, you can start by heading to our careers section to learn about Chinese Bilingual Teaching positions open for an August 2022 start.

The post Meet Ally Chen: A bilingual success story appeared first on Dipont Education.

Lili Ma is the Director of Curriculum Design and Development, Grades 1 – 9, based in the headquarters of Dipont Education in Shanghai, China. She has worked with the company for more than 12 years and has a wealth of experiences, memories and achievements from this time.

Here she talks about why she loves working for Dipont, the changing landscape of education in China and an exciting opportunity to join her team.

You’ve been working with Dipont for a long time. What has kept you here?

Dipont is a very innovative company. Every year I can embrace new ideas, which means I’m always studying, learning, improving, and creating. I can always learn from different people from different programs. I think that’s the thing I love about working with Dipont the most.

What is your team currently working on?

The Dipont Institute of Education is structured into two departments. My department is focused on Grade 1 to Grade 9, so Primary and Lower Secondary, while the other department is focused on Grade 10 and above, so High School. The overall goal for both departments is to continuously improve and support the teaching and learning in our schools.

In recent years, the Chinese government has introduced new policies related to compulsory education. Specific standards and examinations have always been a part of the Chinese National Curriculum (CNC). The big change is that now all schools must integrate these standards into their own curriculum. An example of this is the zhongkao, an important examination that students take in Grade 9. We now need to prepare our students in the years leading up to this important exam in addition to our existing curricula.

Our goal is to enhance teaching and learning through the development of integrated curriculum standards and educational resources. The integrated curricula are designed based on both CNC standards and western educational practice. The material we make needs to be in English and Chinese. That’s why we are currently recruiting more Chinese staff, and are also looking for expat education professionals to join our team.

▲ Lili’s team works to enhance teaching and learning in Dipont schools

You are recruiting for a Primary Academic Manager to join your team. Apart from strong subject knowledge and related experience, what personality traits will you be looking for in applicants?

You have to be very open-minded and flexible and have a growth mindset. You need to have very good communication skills, strong interpersonal skills, and especially cross-cultural skills. Because this position is not only about writing the curriculum in the office, it is also about communicating with teachers.

When you create and integrate a new curriculum in schools, you are actually challenging people’s mindsets and habits, which can be very difficult. So I would say that interpersonal and cross-cultural skills are very important.

What would be the unique challenges of this position?

Most teachers already work in schools, but the surroundings in the headquarters are very different, as is the routine, and pace of working. We have important deadlines to work towards as a team, and this way of working can be quite different from being only responsible for your students and your classroom.

When it comes to creating an integrated curriculum, it may be more challenging for expat staff than it is for Chinese staff. Everyone can always learn more about new standards and new methodologies. But expat teachers may need to learn more about the Chinese national standards, and the government requirements, as they wouldn’t have the same educational experiences as their Chinese colleagues. So this aspect may be quite challenging.

▲ Dipont HQ offers a stimulating working environment and incredible views

In your opinion, what is the most attractive thing about this position?

Everyone has their own passion. I would say, if you have always been a teacher, you may like to gain a new perspective on education. And if you are someone who likes to learn, study, research and create, then curriculum development would be a very good chance to do these things. It would give you a chance to explore your subject area very deeply, and to create something that integrates best practices in Chinese and western education. That is something that would be very attractive. At least it is for me!

If you are interested in joining Lili’s team as a Primary Academic Manager, please visit the job vacancy for more information and to apply.

The post Meet Lili Ma: curriculum visionary appeared first on Dipont Education.

He reflects on the process of coming to China, his life in Kunshan, the differences between US and Chinese students, and his experience working with a bilingual education team.

What influenced your decision to come to China?

First of all, seeing the school on the website really impressed me. The buildings here are phenomenal, as are the facilities.

I was impressed that the school wasn’t just academically oriented, but that it was also a place for character building, and social, emotional, and experiential learning. They put a big premium on these approaches to learning here at the school and I was interested in that.

Finally, I read about the leadership and was interested in working with Carol Santos, Founding Head, who has been in some really fine independent schools in the US and has a fine background, so I liked that. All put together, the opportunity was too good to miss.

How was your pre-arrival experience?

The paperwork is pretty overwhelming. But I think the Dipont people and the HR people at the school here do a wonderful job of holding your hand through the whole process.

I’m especially grateful to Rebecca Lu, who works in HR here at Dipont Huayao. Not only did she help me through the whole paperwork process, and the whole flight process, but also when I was in quarantine she ordered me food and got me things that I needed. She even set up my apartment for me. She found my apartment. I gave her a big list of everything I needed to set up and she bought all those things, and she got them to the apartment. When I got there my bed was made. It was pretty phenomenal. She took care of me from beginning to end, and I think that’s the kind of concern that a lot of the Dipont people show towards new employees.

Did you experience any culture shock when you arrived here?

The only day that’s been hard the whole time here was the first day I got here. You know, you fly into this gigantic airport with a completely empty airport terminal, and there are hundreds of people in hazmat suits spraying you down with chemicals, and they’re testing you, and they’re yelling at you to produce some phone app and all this kind of stuff. It was a little intimidating.

I was lucky to meet a Chinese graduate student, who was in my group, who helped me through the whole process. That was my first experience of how friendly and helpful the people can be here.

That night they put me in one of those quarantine hotels. I didn’t know where the heck I was going. In the middle of the night, they kind of dumped me at a hotel, and they gave me some forms that were all in Chinese, and they gave me two packs of noodles and sent me to my room and locked me in. And I was like, ‘Is this what the whole year is going to be like?’

By the next day, I was fine. I really enjoyed the quarantine hotel. I know that sounds strange, but I had my computer. I could work online, so I just put in an eight-hour day every day, then I relaxed and read and did some other things at night. I thought the food was fine. Since then I know there is much, much better food in China, but it was fine at the time.

When I got out of the hotel I moved into the apartment that the school had set up for me, and that was nice, and so I enjoyed that for two weeks. I was ready to get out of quarantine by the time that was over, but I was fine the whole time.

As far as culture shock, it’s all been pleasant. I thought that China was a much more closed and backward place, much more suspicious of foreigners. Instead, I found a place with beautiful areas, beautiful cars, friendly people and advanced technology, more advanced than the US in lots of ways.

What differences have you noticed between students in the US and students in China?

I’ve been struck by how similar they are. I interviewed students for admissions here just yesterday, and they like basketball, they like hip hop music, they like video games. They like some of the very same things as US kids. I find that the kids here are pretty much like good kids in the States. So, our kids are friendly, they are smart, they like to please their teachers. I don’t think there are huge differences.

I hate to say this, but I was kind of expecting robot students who do everything they’re told, and don’t question things, and don’t participate in class, and just like memorization and those kinds of things. While that might be typical of public school students, it’s not like that in our independent school.

They are much more energetic free thinkers, I have found.

What has been your experience of managing a bilingual team?

I’ve found it very interesting since I didn’t know any Chinese people. For the most part, I’ve found that they are just hard-working professionals who know an awful lot about education. I think they must have really good teacher training over here, as most of them are really well versed in teaching techniques and their content areas are strong.

We are fortunate that the expat half and the Chinese half of the faculty get along really well. We try to have everybody speak up and participate in decision-making. I don’t find it that much different from managing in the US, except here you’ve got a lot of really highly qualified, highly educated people to work with.

What advice would you give to someone who is thinking about moving to Kunshan?

Be adventurous, and take advantage of the opportunity. This has been a real eye-opening and life-altering experience for me in a positive way. I never really imagined myself being in China, but I think it’s nothing to fear, people should embrace the opportunity and I think they’ll be happy that they did.

Kunshan is a very nice place to live. It’s very affordable. People can make money that they can send home, and do well financially. The people are friendly and life is good here. I am glad I made the move.

By Mattias Hill – Own work, CC BY-SA 4.0

Would you like to join Jeff in Kunshan? We have positions available for qualified and energetic teachers at Dipont Huayao Collegiate School Kunshan for an August 2022 start.

Visit our independent schools jobs section to review these and other positions we have open across our broad network of exceptional schools in China.

The post My first 6 months at Dipont Huayao Collegiate appeared first on Dipont Education.

For more than two years now COVID-19 has been the disruptor that keeps on disrupting. From international travel restrictions to snap lockdowns and, of course, the pleasant sensation of having the back of your eyeball tickled by a q-tip in the cold, dusk open air, it has been a time of uncertainty for many, a time of tragedy for some, and a time of inconvenience for all.

Despite these troubles, there are some green shoots to be spotted if you know where to look. Here are four ways that COVID-19 has created opportunities for those of us still in China:

1. There have never been so many teaching jobs to choose from

In Shanghai, the number of expats has fallen by more than 20% since 2010, while in Beijing the drop-off has been double that. What this means for international teachers is the equivalent of a buyer’s market: there is a massive oversupply of jobs to choose from as schools across the country clamor to fill positions. If you are a teacher, you are in high demand.

2. Get local (and save a lot)

Travel has been difficult for a while now yet, unlike many other parts of the world, day-to-day life has been relatively unhindered in China. This presents an opportunity to get to know your local area in a way that you weren’t able to when you were bustling to Bali and back every holiday you had.

It has been a time for being situated, connected and in tune with your local community. If you haven’t learnt more Chinese during the past two years, you aren’t trying. If you haven’t saved a lot of money during this time, you are eating way too much takeaway.

3. Fatten out your teaching portfolio as you pivot like a boss

For many teachers in and outside of China the “new normal” was characterized by a leap from offline to online classes virtually overnight. The result? A cohort of limber and agile educators, fluent in communications technology, adept at innovating, on their way to becoming the teachers of tomorrow.

4. Bilingual education. Get in on the ground floor as the next learning paradigm is constructed

The norm in a bilingual classroom used to be a so-called ‘foreign expert’ supported by a team of local teaching assistants. Now a trend that preceded Covid has gained momentum: a new generation of qualified and professional career educators are emerging to take their deserved place in authentic cross-cultural education departments throughout China.

As an expat educator, you will find you will be working less in a bubble and more involved in the day-to-day life of your school. The next way is coming. It’s good for your career to be a part of positive changes like these.

Dipont Education has an abundance of teaching jobs across our broad network of schools in China. Visit our careers section to review vacancies for an August 2022 start.

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Brendan will join us in China in August 2022, taking over from Dipont’s Director of Education, Peter Derby-Crook, who stepped in to lead the school this academic year. In having worked with Brendan previously, Peter is utterly delighted: “We really couldn’t have wished for a better leader, in Brendan, to take this amazing school forward in its next stage of development. I can’t wait to see how the school evolves further under his guidance.”

Brendan brings with him a very impressive portfolio of achievements in international education, but this role provides a new type of challenge: “I’ve not worked in China before, and I’m fully aware that there will be a great deal I need to understand swiftly.

“The chance, however, to develop a young school with such prestigious foundations, already catering for nearly 2,000 students, with the added challenge of blending both Chinese and international educational models, will be such a professionally rewarding experience. I can’t wait to meet the whole school community who have contributed so much already.”

A legacy of success

Currently the Director General of Misk Schools, Brendan has responsibility for providing leadership in all aspects of the school’s operation. He brings over 35 years of international educational experience and is using it to shape and guide his team so that together, they can deliver the school’s ambitious vision for a new paradigm in Saudi education, as part of Crown Prince Mohammed bin Salman’s Misk Foundation and KSA’s Vision 2030.

“The chance to develop a young school with such prestigious foundations with the added challenge of blending both Chinese and international educational models will be such a professionally rewarding experience.”

Brendan joined Misk Schools in August 2019 from GEMS Education in Dubai, where he had responsibility for a portfolio of 14 British premium schools across the UAE and Africa.

Prior to his role at GEMS, Brendan was Director of Education at The Tourism Development & Investment Company (TDIC) in Abu Dhabi, and Founding Headmaster of its flagship school, Cranleigh Abu Dhabi, which he launched in 2014.

Under his vision and direction, Cranleigh became a multi-award-winning school, securing New British International School of the Year 2017 as well as a number of other accolades in recognition of the school’s creative curriculum and outreach programs. Prior to his time with TDIC, Brendan established and led Brighton College Abu Dhabi as Founding Headmaster. Based on the significance of his work in Abu Dhabi, he was listed as a UAE Education Influencer 2017 by WhichSchoolAdvisor.com.

“I’m at my best when I am building teams and galvanizing them behind a shared and inspiring vision. Wuxi Dipont School of Arts and Science has a bold, forward-thinking set of goals.”

Brendan began his career in 1985 in South Africa from where he moved to Sweden as private tutor to the President of SAAB’s children. His next career step was to the UK and into the independent boarding school sector. He joined Bedford School in 1995 to teach English and sports, where he also held the roles of Senior Boarding Housemaster and Acting Registrar. In 2003, he was appointed Headmaster at Westbourne House School where, during his eight-year tenure, the school grew by 33% and achieved record results.

Breaking new ground in China

Brendan is thrilled at the prospect of bringing his energy, talent, experience and expertise to his new posting.

As he says: “I’m at my best when I am building teams and galvanizing them behind a shared and inspiring vision. Wuxi Dipont School of Arts and Science has a bold, forward-thinking set of goals. I am greatly honored and privileged to be joining a team that is already delivering innovation in the classroom and to know that together, we are on an extraordinary journey to break new ground in K–12 education in China.”

Brendan will be joining Dipont alongside his wife, Linda, and we wish them both every success for this exciting new chapter of their lives.

The post New Executive Principal for Wuxi Dipont School of Arts and Science appeared first on Dipont Education.

Before coming to China, she worked as Head of Early Years at Sarum Hall School, in London and taught pupils of all ages for five years at the British International School, Cairo. Ms Brookes’ educational philosophy is one of research-based, child-centered practice and a commitment to providing an inclusive, welcoming and supportive environment in which all children can learn successfully and fulfill their potential.

Here, she talks to us about the primary school at our latest independent school in China.

How is the primary school curriculum set up?

We are a 12-year school with a curriculum based on the Chinese National Curriculum with modern educational elements, teaching resources and methods. We place a strong emphasis on subjects such as performing arts and sports and have Chinese and foreign teachers who have strong educational backgrounds and experience.

“I want to embed a belief in pupils taking personal responsibility for their learning and behavior as well as the development of well-rounded individuals. We seek to prepare pupils for modern life and work, whilst staying true to the traditional values of good manners, independence and resilience.”

Who are some of the outstanding teachers in the primary section?

Mr Miki Devitt is a British primary school and boarding specialist who boasts an enviable track record of supporting pupils with entrance examination success to some of the most prestigious schools in the United Kingdom. He sets equally high standards when coaching rugby, having refereed this popular British sport at a national level. Mr Devitt joins King’s Chengdu from the much-celebrated Oundle School, which is widely regarded as one of Britain’s leading co-educational day and boarding schools.

King’s Chengdu is delighted to have appointed Mr Andrew Nesbit to our English and EAL department. Such is his talent for making the apparently intangible tangible that he has amassed over 6,000 subscribers as the host of a popular YouTube channel for English teachers.

There are, of course, too many talented teachers from China and the UK who teach at KCS Chengdu that I can’t mention them all! We want our pupils to really thrive in a cultural environment that is both eastern and western.

What is a typical day at KCS Chengdu Primary School?

Pupils begin their day with their form tutor or class teacher before beginning their lessons at 8.45am. Lower Primary pupils stay mainly in their own classroom while Upper Primary pupils move around to specialist lessons.

Students will have lessons until 4.05pm after which time they go on to extracurricular activities. Friday afternoons from 2.20pm are given over to co-curricular activities and house competitions.

How does the school meet the needs of children with different educational backgrounds?

Teachers with the correct support and training should always be able to meet the needs of a diverse range of pupils. An important part of teacher training in the UK centers around the need to differentiate within a class to meet individual needs.

This means that when teachers plan their lessons they do not just use one exercise or one textbook, but take resources from a range of areas. They will also use a range of different teaching activities to engage different kinds of learners. In addition, where possible and where necessary, we will also stream a class (group pupils into similar levels) in order to provide more directed learning in that subject.

How does KCS assess pupils’ progress and development?

At KCS Chengdu we aim for rigor whilst also making lessons interesting, engaging and collaborative. As with all schools in the UK, we put emphasis on pupils doing things for themselves, as in the long term this is much more beneficial than being taught by rote. However, we also understand that parents want regular indications of their child’s progress and that’s why we send a monthly data report detailing various aspects such as effort and analysis of performance in all subjects.

Are there many children in the school who take extra lessons outside of the classroom?

I believe that the only extra classes any pupil should take are those that interest them or for the chance to try something new. I love to talk to pupils who have a real passion for something they do outside of school. However, when pupils take too many outside classes it can have a detrimental effect on their learning in school as they are often too tired to engage properly.

We believe that a pupil-centered school will produce outstanding pupils. On the KCS Chengdu campus, you won’t see studying machines with their heads in the sand, you will see radiant learners who are also artists, actors, directors, singers, computer specialists and runners. They are just like the British pupils I have worked with and even more remarkable because they have been immersed in a more international and bilingual environment from an early age.

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