Our Unique Inquiry-Based Curriculum set in a
culture of love, care, and respect

Young children have an almost limitless capacity to learn… their energy is captivating and infectious. In the most important foundation years at AIS, the opportunities to learn, to be inspired, to grow and to develop are limitless.

With over 29 years’ experience to draw upon, we know that young children learn best when they are at play, when they feel comfortable to ask questions and take calculated risks in a supportive environment.

Providing the right setting is a key part of a successful foundation, which is why we have created a bespoke environment for our youngest students that is innovative and creative, yet warm and most importantly purpose-built for them… a new way to educate bright, inquiring minds from 2 months to 6 years.

Our Early Years promotes pedagogical excellence through the use of the Australian Early Years Learning Framework ( EYLF) which is mapped and aligned within the Primary Years Programme (PYP). The inquiry-based curriculum encourages children to explore concepts rather than themes, weaving in skills and knowledge from many disciplines, including early numeracy and literacy skills, science, technology, engineering, or art. We believe that young children learn most effectively when involved in engaging, relevant, challenging and significant learning experiences which take individuality and uniqueness of each learner into account.

Early Childhood is an important time when children lay the foundations for their view of themselves as learners and their ability to decide the course to take within learning groups. They develop their sense of autonomy and identity and their ability to make informed decisions within environments that offer opportunities for them to actively interact and reflect. Because play offers these opportunities, it is essential in the lives of young children for cognitive, social, emotional, physical and brain development. Through play, children become increasingly skilled at being group members, initiating and working through projects, asking questions and exploring possible worlds through imagination. Over time, children define, construct and negotiate meaning and identity, situating themselves as members of a learning community.

The inquiry-based approach of the IB Primary Years Programe is introduced from 3 years old, igniting curiosity and providing the foundation for success in the Elementary School. We aim to help shape global citizens who are internationally-minded, responsible and engaged lifelong learners. We build children’s awareness of global issues such as equity or sustainability through units of inquiry and school-wide projects.

Our youngest learners benefit from opportunities to explore and learn in developmentally-appropriate ways through the use of the emergent curriculum. The curriculum originates from sensitive observations of children at play and in interactions with the environment or each other. Teachers design curricular extensions and further invitations to explore and discover with the EYLF framework (Early Years Learning Framework) in mind. The collaboration between home and school environments assures continuity of learning and the joy of participation in your child’s learning.

Our unique curriculum draws on the principles of Reggio Emilia philosophy which places the child at the center of the learning experience. Children’s agency is respected as they are empowered to take an active role in co-designing the curriculum.

Our unique philosophy of love care and respect permeates everything that we do with and for the children as well as families. We aim for each child to feel secure, appreciated, and feel that “somebody is deeply, truly interested in me”. By the way we just look, the way we just listen, we can positively influence a child’s whole personality. In all we do, we ask ourselves: Is this loving? Is this caring? Is this respectful?

At the Early Learning Village children’s authentic lives and experieces are treated as part of the lived curriculum. We believe that the family-style dining, daily routines and rituals, the simple caregiving moments are equal opportunities for learning about self and others.

Children’s language and literacy development begins at birth and continues through the early years. At AIS we acknowledge the many rich opportunities we have to support children’s communication, language and literacy skills beginning in Infant Care and carrying through to Elementary School.

A personalized approach:

Each child’s language development and learning is individual, and happens at different rates. Your child’s educators are sensitive observers who understand what each child needs in order to be a successful learner. In the Early Years we intentionally look for opportunities to support your child’s communication skills. Teachers provide daily speaking and listening activities that are well matched to children’s developing abilities and interests, drawing upon observations and assessments to plan for progression.

PreLit is a skills-based early literacy preparation program for preschool children. In our four-year old classes, we have implemented this program to teach pre-literacy skills and concepts, whilst also complimenting our play-based environment. The program provides a framework and sequence for children to progress at their own pace and developmental level and lays the foundation on which later reading instruction builds. Research identifies that the most important prerequisite skills for learning to read are phonological awareness and developing oral language skills. A focus on these two skill sets ensures that the basic building blocks of literacy are in place for all children when they begin formal schooling. PreLit also aligns with the literacy instruction that takes place in the Elementary School so we can ensure that our children receive a consistent approach to teaching in this area.

The Early Years program at AIS includes weekly: Mandarin, Music, Literacy, SmartSteps, Science, Technology, Engineering, Arts and Mathematics

Early Years parents receive:

• 1 Weekly Newsletter
• 5 Individual Learning Stories Every Term
• 4 Parent Teacher Conferences

We recognize that assessment, when done right, is developmentally-appropriate and provides evidence for further teaching and learning. We continually evaluate the progress and ask ourselves where the learning can take us next. To check the progress of learning against personalized goals for each child, we use elaborate planners and observation notes which serve as inspiration for more amazing inquiries! We document all this inspiring learning through colorful and engaging displays in the classrooms and through our Storypark platform, children’s digital portfolios. The learning captured in the classroom is measured in dialogue with the children. Reflective educators listen closely to gauge children’s understanding of the concepts, their wonderings and feedback. Finally, the learning is shared with the parents through children’s digital portfolios and in parent teacher conferences.