The Foundation Year at CIS Elementary has begun, bringing with it new hopes and possibilities each day. We are committed to creating a warm and vibrant learning environment for every student, where they can thrive in an atmosphere of love and support.
Through this article, let's explore how CIS elementary students spend a day in an environment where they are cared for and empowered on campus.
A Warm Beginning
Every morning at our elementary school begins with a warm and welcoming atmosphere. As students arrive, they are greeted by senior leadership, setting a positive tone for the day ahead. This initial interaction is more than just a friendly hello; it fosters a sense of belonging and community right from the start.
Lynne, CIS Principal (first from the left), welcoming students to school
Classroom Preparations
and Morning Routines
Once inside, students are guided to their classrooms by their Learning Partners. This unique approach ensures that every child feels supported as they transition into their learning environment. Upon entering their homerooms, students find engaging activities waiting for them, designed to spark creativity and curiosity until the official start of the day’s agenda.
Class Meeting:
Class Meeting:
The Bond of Community and Care
The school day kicks off with a 15-minute class meeting, a vital component of our routine focused on pastoral care and community building. This time allows students to connect with one another, share thoughts, and discuss daily expectations. It sets the foundation for collaboration and respect among classmates.
A Rich Academic Curriculum
As the day unfolds, students embark on an academic journey through eight structured sessions. They dive into subjects such as English, Math, Social Studies, Science, and Chinese, along with various specialist subjects like Art, Music, Physical Education or STEAM. Each class is crafted to be interactive, encouraging active participation and engagement. Teachers utilize creative teaching methods to make learning enjoyable, ensuring that students remain enthusiastic about their education.
Nutritional Breaks
and Lunchtime
Understanding the importance of balance, our schedule includes two nutrition breaks where children can refuel with healthy snacks. These breaks not only promote healthy eating habits but also provide a moment for social interaction.
Lunch is another opportunity for nourishment, featuring a variety of delicious options that cater to our students' nutritional needs. At lunch our students sit with their teachers in class groups to create a family atmosphere.
Playtimes:
Opportunities for
Relaxation and Socialization
In addition to academic and nutritional components, we prioritize playtime in our daily routine. Students are given three designated playtimes throughout the day, allowing them to unwind, socialize, and expend energy. These moments of physical activity are crucial for maintaining focus and enhancing overall well-being.
A Rich Academic Curriculum
CIS elementary school day is thoughtfully structured to nurture both the mind and body. By blending academic rigor with opportunities for socialization and physical activity, we create an enriching environment where students can thrive not only acadmically but socially and emotionally too.
Every aspect of our routine is designed to ensure that each child feels valued, engaged, and ready to learn.
Appendix—
Introduction to the Elementary Schoo lAcademic Team
(Ongoing updates...)
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Elementary School Principal
Educational Background:
Bachelor of Special Education (Primary) and Diploma of Teaching, Western Sydney University, Australia
Educational Experience:
Lynne has worked in China for over 7 years and has held various key roles in education, including teacher for all grade levels, elementary and middle-high school principal, K-12 vice principal, and director of student engagement.
"As the Elementary School Principal, to make sure that 'academic excellence and caring community' is put into action. We want to create a safe and friendly atmosphere where students feel valued, and parents are involved in their children's education."
Educational Background:
Primary Education, University of Greenwich, United Kingdom
Educational Experience:
Over 20 years of experience in international schools
"I think it's important to create a supportive environment where the students are given a lot of encouragement and feel confident to express themselves."
Anton Mulder Oosthuizen
South African
Educational Background:
Educational Experience:
8 years of experience in international school education
"My goal is to nurture critical thinking and problem-solving skills in my students, essential abilities for our ever-changing world."
Educational Background:
Bachelor’s Degree in Elementary Education
Master’s Degree in Early Childhood Education, Moreland University, USA
Educational Experience:
20 years of teaching experience, with nearly half of her career immersed in the enriching environment of the International Baccalaureate Primary Years Programme (PYP).
"As a teacher, I want my students to understand what lifelong learning means.I want them to have this goal of understanding the concept of being a lifelong learner,who continuously build their skills and knowledge throughout their lifetime."
Educational Background:
B.S. Business Administration, San Diego State University, USA
Educational Experience:
Over 10 years of teaching experience
“I believe it’s crucial to meet students where they are and cultivate their learning in positive and uplifting ways. By building on their strengths and providing a fun and engaging learning environment, we can foster their growth and curiosity.”
Nicholas Fouche
South African
Educational background:
MEd ICT in Education , University of Johannesburg, South Africa
Educational experience:
Over 8 years of teaching experience
"Children are the future of the planet and it's our responsibility as a school community to prepare them for the real world."
Claudius Onassie Maye
Jamaica
Educational Background:
Masters of Science in Education, Walden University, Minneapolis, United States
Bachelor of Music Education, Edna Manley College of the Visual and Performing Arts, Kingston, Jamaica
Diploma in Teaching (Music Education), Edna Manley College of the Visual and Performing Arts
Teaching Experience:
Over 20 years of experience in international schools
"I am here to inspire, teach, learn, and grow"
Educational Background:
Bachelor of Physical Education, University of Auckland, New Zealand
Educational Experience:
13 years of teaching experience
“I firmly believe in cultivating a classroom environment where students value their physical fitness and well-being by promoting attributes such as collaboration, communication, and critical thinking.”
Educational Background:
Master of Education, University of Sydney, Australia
TESOL Certification in English Language and Literature
Educational Experience:
5 years of experience in English teaching, including 3 years as a primary school English teacher and homeroom teacher
Educational Background:
Bachelor's Degree in English Education, Huanghuai University
Educational Experience:
Extensive experience in teaching English at the secondary school level
Educational Background:
Bachelor's Degree in English, Zhuhai Campus of Beijing Institute of Technology
Educational Experience:
Extensive experience as as a primary school English teacher and homeroom teacher
Educational Background:
Bachelor of Arts
Educational Experience:
5 years of experience as an art teacher, including 2 years as a homeroom teacher
Educational Background:
Bachelor’s Degree
Mechanical Engineering and Automation
Master’s Degree (In Progress)
Higher Education
Royal University of Phnom Penh
Educational Experience:
Over 10 Years of Experience, Eton House & H.T Chinese Learning Center
(Cambodia)
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