raintree

INTERNATIONAL SCHOOL
SathoRn • Sukhumvit

Curriculum

Curriculum

“ Positively equipped with resilience, confidence, empathy, self-regulation and effective communication skills, our children become empowered to thrive within a constantly evolving society. ”

The Raintree curriculum is based on the British Early Years Foundation Stage (EYFS) combined with a Reggio Emilia teaching philosophy which encourages children to learn through self-exploration and inquiry, led by their own interests.

Our approach prepares the children to meet the challenges of the future by helping them develop the skills they will need to succeed in all aspects of their life. Positively equipped with resilience, confidence, empathy, self-regulation and effective communication skills, our children become empowered to thrive within a constantly evolving society.

Our nursery and kindergarten curriculum are designed to allow the children to learn through hands-on discoveries in collaborative play. The teaching team are experts in creating enabling experiences for the children to explore in line with age appropriate developmental milestones.

At Raintree, the environment plays a vital role in the learning process. Our indoor and outdoor environments are purposefully designed to foster independence, creativity, and self-exploration, all in alignment with the school’s mission.

The Early Years Foundation Stage (EYFS) is a play-based framework that sets out the learning and development stages for children as they grow from birth to the age of five, recognising that children develop more rapidly during these first five years than at any other time in their lives. The framework ensures children are given a broad range of knowledge and skills with which to build a strong foundation for school and life. The EYFS sets out seven important inter-connected areas of learning. Of these, three are Prime areas crucial for building children’s capacity to learn, form relationships and thrive in their environment. These three prime areas form the foundation for the remaining four specific areas of learning.

The EYFS Framework recognises that an effective learning and development process depends on each child having opportunities to interact within positive relationships and an enabling environment.

At Raintree, these documents are used to guide teachers in their assessments of the children, inform of appropriate stages of development and guide provision and questioning with regards to next steps.

Teaching at Raintree is guided by the principles of the Reggio Emilia Approach. Our key principles are:

The View of the Child

The child is seen as a capable learner who is already full of knowledge. The child is trusted within the environment and by the adult to take the lead in their own learning, take risks and decisions for themselves.

The Role of the Learning Environmen

The environment is often called the ‘third teacher’. This is because it should be curated to allow the children to explore, collaborate and encourage curiosity. In order to encourage children to dig deep on their journey of self-discovery, exploration and collaboration, our environments are carefully constructed using high quality finishes, furnishings and fittings to create calm, well-organised, and beautiful spaces which are nonetheless homely, safe and comfortable. Natural materials are used wherever possible to emphasise the importance of nature and we limit the use of single use materials, in particular, single use plastic.

The Role of the Adult

The adult is viewed as a collaborator with the child. The adult’s role is not to impart knowledge but instead support the child in developing their interests through interactions and discussions. The adults should focus their attention on observing what they see the children doing within the classroom and find opportunities to enhance this.

Documentation

Through documentation, teachers learn to know the individual children better – their interests, thoughts, skills and potential. Making documentation visible to children and families can deepen a child’s understanding and identify their own possible next steps as well as learning from other children and appreciating each child’s experiences and interests. At Raintree, we use various ways to document and share children’s learning. These include weekly, individual observations, newsletters and long term project exhibitions.

Before the age of six, children are naturally adept at mimicking new sounds, allowing them to learn new languages with increased proficiency. At Raintree we believe that by immersing children in a language rich environment, we can cultivate the children’s natural ability to acquire language. Research has shown that children who learn more than one language grow up to be more empathetic and with an increased flexibility of mind, making them more creative and better critical thinkers. In addition, once they have acquired the language learning capacity, they can go on to learn subsequent languages more effectively.
English is the main language of the school, complemented by Chinese and Thai where the emphasis is on speaking and listening. The children, exposed to all three languages, develop the ability to think, understand concepts and communicate in either language. Thus, the acquisition of language becomes a natural and engaging process.

Chinese Teaching

At Raintree, English and Chinese teachers ‘co-teach’ in the same classroom to create an authentic bi-lingual environment, ensuring that the children’s exposure to language is of the highest quality. In Nursery, the English and Chinese teachers work together telling stories, singing songs and engaging with the children in play-based activities. Once the children reach Kindergarten, the co-teaching approach is supplemented by three focused Chinese circle times.

Thai

The Raintree curriculum also includes Thai studies for 1-3 sessions per week depending on age. Our Thai studies incorporate both language and culture, supporting the home language of our Thai children and helping our international children to engage with the Thai community in which they live.

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