Core Content Areas:
Chinese Language Arts
We use two sets of standards to guide the design of our Chinese language arts curriculum: CCSS (Common Core State Standards), which is the native language model, and ACTFL (American Council on the Teaching of Foreign Languages), the second language model. At YHIS, we see the acquisition of Chinese language as a powerful, organic hybrid of the two models, which has effectively helped our students to become competent readers and writers of the language.
Below are some milestones of the CLA program at YHIS. For a complete picture, please visit our school to see for yourself the amazing learning in action!
Reading:
G1 & G2: Leveled readers with auditory support
G3: Read for content in Units of Inquiry; beginning of Literature Study (simple chapter books)
G4: Literature Study (chapter books, 4 or more a year)
G5: Abridged version of Chinese classics; a wide variety of authentic texts – newspaper articles, blogs, magazines; texts taken from 5th grade Chinese textbooks from mainland China and Taiwan
G1 & G2: Leveled readers with auditory support
G3: Read for content in Units of Inquiry; beginning of Literature Study (simple chapter books)
G4: Literature Study (chapter books, 4 or more a year)
G5: Abridged version of Chinese classics; a wide variety of authentic texts – newspaper articles, blogs, magazines; texts taken from 5th grade Chinese textbooks from mainland China and Taiwan
Writing:
G1: Phrase- and sentence-writing (build phrases from single characters; connect phrases into sentences)
G2: Coherent writing of 3+ sentences as illustration or in response to prompts
G3: Coherent paragraph; simple 3-part writing in paragraphs; some writing for unit of inquiry projects based on simple research
G4: Genre-writing (narrative, informational, opinion, and poetry) following the writing process; writing techniques in connection with literature study; some writing for unit of inquiry projects based on research
G5: Continue genre-writing; poetry of various kinds; explore writing process of research paper based on unit of inquiry projects; more writing techniques in connection with literature study
G1: Phrase- and sentence-writing (build phrases from single characters; connect phrases into sentences)
G2: Coherent writing of 3+ sentences as illustration or in response to prompts
G3: Coherent paragraph; simple 3-part writing in paragraphs; some writing for unit of inquiry projects based on simple research
G4: Genre-writing (narrative, informational, opinion, and poetry) following the writing process; writing techniques in connection with literature study; some writing for unit of inquiry projects based on research
G5: Continue genre-writing; poetry of various kinds; explore writing process of research paper based on unit of inquiry projects; more writing techniques in connection with literature study
English Language Arts
English lessons at YHIS, taught by native English speakers, focus on phonics, spelling, vocabulary, grammar, reading and writing, all elements unique to the English language. Other aspects of Language Arts, such as story analysis, can be taught in any language and transferred. Our students are exposed to literature, poetry, folk tales, mythology, and non-fiction, in both Chinese and English, which reinforces the components and cultural richness of both languages.
At our school, English and Chinese homeroom teachers work closely with each other to coordinate their lessons precisely so students acquire the full sets of skills in both languages within the meaningful context of the units of inquiry. We pride ourselves in offering an academically advanced English curriculum that gives students the opportunity to read with purpose and understanding, and write creatively and confidently.
Mathematics
Overview:
At YHIS, Mathematics is considered a global language and vehicle through which we make sense of the world around us. Students begin to use it as a way of thinking rather than seeing it as a series of facts and equations to be memorized. It is fundamental to the philosophy of YHIS that students acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction.
At YHIS, Mathematics is considered a global language and vehicle through which we make sense of the world around us. Students begin to use it as a way of thinking rather than seeing it as a series of facts and equations to be memorized. It is fundamental to the philosophy of YHIS that students acquire mathematical understanding by constructing their own meaning through ever-increasing levels of abstraction.
Connections with Units of Inquiry:
Wherever possible, Mathematics is taught through the relevant, realistic context of the units of inquiry. The direct teaching of mathematics in a unit of inquiry may not always be feasible but, where appropriate, prior learning or follow-up activities are used to help students make connections between the different aspects of the curriculum. A developing understanding of these connections contributes to the students’ understanding of mathematics in the world and to their understanding of the transdisciplinary theme.
Wherever possible, Mathematics is taught through the relevant, realistic context of the units of inquiry. The direct teaching of mathematics in a unit of inquiry may not always be feasible but, where appropriate, prior learning or follow-up activities are used to help students make connections between the different aspects of the curriculum. A developing understanding of these connections contributes to the students’ understanding of mathematics in the world and to their understanding of the transdisciplinary theme.
Curriculum Design:
YHIS uses as the main math textbook a widely-used version of Chinese national math curriculum (edited by Zhang Tianxiao 张天孝). It is a comprehensive mathematics curriculum with goals to challenge students with meaningful and increasingly sophisticated mathematical problems with an emphasis on depth in mathematical thinking rather than exposure to a series of fragmented topics.
YHIS uses as the main math textbook a widely-used version of Chinese national math curriculum (edited by Zhang Tianxiao 张天孝). It is a comprehensive mathematics curriculum with goals to challenge students with meaningful and increasingly sophisticated mathematical problems with an emphasis on depth in mathematical thinking rather than exposure to a series of fragmented topics.
An over-simplified list of collateral skills by grade level is as follows:
G1: Addition & subtraction within 20; length
G2: Addition & subtraction within 100; multiplication & division (times tables); weight
G3: Multiplication & division of multi-digits; large numbers; extension of measurement in both systems
G4: Decimals and fractions; large numbers; basic perimeter & area
G5: Decimals & fractions in depth; perimeter & area in depth
G1: Addition & subtraction within 20; length
G2: Addition & subtraction within 100; multiplication & division (times tables); weight
G3: Multiplication & division of multi-digits; large numbers; extension of measurement in both systems
G4: Decimals and fractions; large numbers; basic perimeter & area
G5: Decimals & fractions in depth; perimeter & area in depth
The following concepts are explored, tested, established and applied during G1-G5 math lessons:
Data handling: Collect, display and interpret data; design, conduct and analyze surveys, probability
Measurement: Estimate, measure, compare and compute length, mass, time， temperature， perimeter, area and volume
Shape and space: Classify, describe, model, transfer and combine regular and irregular 2-D and 3-D shapes and angles
Pattern and function: Use algebraic formulas based on the four operations to solve real-life problems
Data handling: Collect, display and interpret data; design, conduct and analyze surveys, probability
Measurement: Estimate, measure, compare and compute length, mass, time， temperature， perimeter, area and volume
Shape and space: Classify, describe, model, transfer and combine regular and irregular 2-D and 3-D shapes and angles
Pattern and function: Use algebraic formulas based on the four operations to solve real-life problems
Science & Social Studies
At YHIS, Science learning and Social Studies are fully integrated in the highly hands-on units of inquiry. See here for details.
Visual Art
The four main goals of visual art education for G1-G5 are to:1. Create works of art that are based on imagination and observations of the physical world and that illustrate how art is part of – and transcends – everyday life, using a wide variety of art mediums through the interaction of color, line, shape, form, and texture.
2. Develop purpose, process, persistence, and problem-solving skills while working independently and collaboratively with others to complete a piece of artwork.
3. Discover, develop and sharpen individual preferences and sensitivity that will shape an artistic vision that is unique to oneself.
4. Participate in the appreciation of and discussions about artists' works from aesthetic, historical and cultural perspectives.
Performing Art
Students in first grade have weekly dance lessons from a Professional Dance Teacher and Choreographer. After first grade, students may choose Dance Troupe as their weekly arts elective. Students in every elementary grade participate in weekly lessons of Chorus and Recorder Ensemble, Rhythm Training, and appreciation of Classical Western and Eastern music. In addition, students in second grade and above play an orchestra string instrument in group classes. Students enjoy weekly Arts Electives of their choice to engage and excite their artistic passions.
