2007 / 2008

The Early Years – Reception and the Primary Programme

Introduction: 

Korean International School English Section has a complete program of studies beginning at reception with children of ages 4 to 5 years old and ending with grade 12 students.  The primary program is designed around the English, mathematics and science curriculum of the Cambridge International Primary Programme [CIPP] that the school features because we are a member of CIPP.  Given the quality of the CIPP parents can be assured that this academic core of English, math and science is comparable to any other program offered at other international schools in Hong Kong. 

Languages: 

Because Korean International School operates in an Asian environment the academic core subjects are supplemented by other courses that are relevant to our context.  Rather than choosing a foreign language like French or German we have selected Mandarin and Korean as our second languages for students and we offer classes for different ability levels in language, meaning that beginning and advanced students can both be accommodated.  With language classes that meet often each week and have small numbers of students, we feel our language programmes are among the best currently offered in Hong Kong.  

English as a Second Language: 

Like all other international schools in Hong Kong, many of our students require special assistance in the learning of English.  Korean International School has a vibrant English Second Language program where students are removed from normal English classes and taught in small groups using a curriculum designed by our ESL specialist teachers.  But, significantly, ESL students have the opportunity to interact with native English speaking students in all their other classes.  We believe strongly that this inclusive approach benefits the class as a whole and will enable ESL students to progress faster than they would in programmes where they are segregated from the other students.  We take this approach because research has shown that peer-based learning is a vital component in language acquisition.  It is important to note also that all of our teachers have experience working with ESL students in classroom environments where English language competence varies.

The school also has an active after-school tutorial programme for ESL students designed around another Cambridge product, the Young Learners English [YLE] where students can move through different levels.  At the end of each level students are evaluated and issued certificates that recognize their achievement.  The primary tutorials are integrated with a tutorial programme in the secondary section which also uses Cambridge ESOL materials. 

The combination of special English programmes in class and after school means that Korean International School has over 9 hours per week of ESL as part of the primary curriculum.

Social Studies: 

Though the school implements the British National Curriculum, in social studies the central focus is on Asia and its place in the world.  As students progress through higher primary grades, social studies is expanded from Asia to major world regions like Africa, India, South and Central America as well as the traditional areas of study like Europe and North America.  The school believes strongly that understanding different cultures - especially those from less developed regions - is an area where many students are deficient and programmes of study have to address that void.

Physical Education: 

To deal with the high maturation rates of primary students, the primary programme features physical education daily and given that the school has a large gymnasium, two playing fields, a roof-top tennis court and a heated swimming pool, there is no shortage of facilities for students to use.  Additionally, primary students have extra-curricular activities most days after school in a programme staffed by trained professionals.  With an active house system that fosters team participation and periods of the year dedicated to school-wide competition, students will get the exercise fundamental to growth and development and the opportunity to socially interact with their peers in game situations.

Information and Communication Technology:

Because we live in an information age where technology is developing at an exponential rate, the school takes computer literacy very seriously and has the resources to deliver on this commitment with over 100 computers in four resource areas of the school: two large computer rooms, the library [with effect in term 2] and the science laboratory.  All students take an ICT class with a trained computer teacher and the class teacher has dedicated periods in the computer rooms as well.

Teachers are also working to develop materials that are integrated with their curriculum and internet-based.  As a member of the Cambridge International Primary Programme, teachers will have access to additional resources that will assist them to extend the curriculum in challenging and motivating ways.

Performance Arts: 

To round out the curriculum, students also take music and art classes through the week.  Drama is included as part of the English program.  In art students use a variety of media and over time learn to produce work of real quality.  Music is taught by a trained music teacher in a dedicated area.  Through the course of the year, students have the opportunity to perform both for their classmates and the public at-large in the form of assemblies, concerts and less formal but highly motivating activities like KIS Idol.

Outdoor Education:

It is the final piece of the puzzle and the primary program has classes that spend time out of school for varying lengths of time depending on the grade level of students.  The school works with local outdoor companies who have the expertise and resources necessary to offer the quality programme required.

Answering Questions:

Given the many interviews that have been completed over the last few months, some common questions parents usually have are listed below and responded to in passages that follow.  By responding to the questions it is hoped that interested persons will gain an insight into the real structure of the school - a glimpse of what Korean International School is all about.  Parents should feel free to address any other questions directly to the principal, Dr. P. Leesinsky, using the email link pleesinsky@kis.edu.hk

FAQ: 

• What is different about KIS compared to other international schools?  Why should a parent select KIS over other schools?

Response:  KIS is unique in many ways that separate it from its competition.  Our language programmes in English and Mandarin are offered at different levels which makes it inclusive.  Swedish students, for example, study Chinese as a Foreign language in our school and we believe strongly that parents who really want Hong Kong to be a different learning experience for their child will select KIS over international schools that try to duplicate in Hong Kong what is done in a foreign country like Canada or England.  We import the core subjects of math, science and English as they are organized in the Cambridge International Primary Programme but we enjoy the challenge of constructing the rest of the curriculum in an Asian context.

KIS has a real focus on academic achievement and we integrate external assessment into our primary programme.  Where many international schools take a 'soft' approach to assessment that depends on broad, general qualitative measures that are difficult to understand and ambiguous, KIS supplements its qualitative measures with external evaluation we inherit as part of the Cambridge International Primary Programme.  Student reports will reflect this as they feature teacher comments coupled with percent and letter grades.  Though we don't allow examinations and their preparation to dominate our programme, we value the contribution quantitative assessment makes to student and teacher motivation.

Rather than trying to be all things to all people, KIS limits its focus to what we see as being simply important to learning.  Teachers set homework regularly and they correct it personally, making comments that directly assist students.  Teaching at KIS is viewed as collaborative and interactive, but ultimately the responsibility of the teacher.  Though there is a value in group work, KIS is more traditional - some would say old-fashioned - in its view of the role of the teacher.  When selecting staff we have used academic performance in university as an important measure.  We assume that good teachers were good students and look closely at the kind of student our teachers were.  We require teachers to regularly present to their classes and that should be done a way that makes subject matter clear and related to past knowledge.  We see the teacher as a subject expert who has real knowledge to share and that sharing should be done in a way that students have the opportunity to explore and challenge what is being presented.

What really sets KIS apart from other international schools is the close relation we have with students and parents.  Teachers at KIS are required to post all grades and assignments online and to update those regularly.  When and if there are problems, parents are informed personally and if required, we will meet with parents to effect necessary changes after school.  Because classes are small, we get to know students really well.  I am very proud of the staff that has been assembled and a major criterion used to select staff has been their ability to relate to students and parents.  I believe that all parents will be very impressed with the quality of personal relations we have with our clients - the students and the parents.

• Do we have to take Korean as a subject?  Are all the other students Korean? 

So, students in the English section generally take Mandarin as a second language and not Korean, though it can be offered.  And the students - though principally Asian - are from many different countries. 

The teachers in the English section are all native English speakers mostly from Canada and Britain but all of them like working in Hong Kong and find the students fantastic to work with.  Most are young professionals in their late twenties or early thirties who are building their careers.

• Why has the school chosen the Cambridge International Primary Programme when many schools have selected the Primary Years Programme of the International Baccalaureate Organization?

Response:  The school has been a member of the Cambridge International Examination organization for many years and we have learned to rely on the quality of assessment and teacher support that organization has offered us.  There is a flexibility to Cambridge programmes that allows schools to build a context-relevant curriculum around a core of subjects - principally math, science and English at the primary level - whereas the IB programmes extend their 'control' over much more of the programme of studies.  Put simply, we believe we will have more freedom to design our programme of studies within the Cambridge framework.

August 18 2007.