Our internationally recognised and personalised pedagogy
develop the critical thinking needed in the 22nd century
We want to fulfil every child’s true potential
Everything we do at EtonHouse is designed to shape students into confident global citizens. The learning environments are purposefully designed to support children’s curiosity about the world around them, and our curriculum is personalised to engage and challenge each and every student.
In line with our goal to provide an internationally recognised K12 education pathway, we offer the International Baccalaureate (IB) Primary Years Programme (PYP), the Cambridge-approved International General Certificate of Secondary Education (IGCSE) qualification in secondary, and the IB Diploma programme in high school. We have 10 IB World schools in the EtonHouse family. Our pre-schools offer the inquiry focussed Inquire Think Learn curriculum inspired by the Reggio Emilia approach to education. These research-based internationally acclaimed programmes lay the foundation for the future of our confident and competent global citizens.
The big ideas that underpin our curriculum:
Our Image of Child
EtonHouse schools regard the child as the first and singularly most important consideration. Our ‘image of child’ informs not only our philosophy, curriculum, and environment design but also our training and recruitment.
In our schools, we view children as competent thinkers and communicators. They are:
The IB learner profile:
In our primary years, we are guided by the IB pedagogy and subscribe to the following learner profiles:
Knowledgeable – They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire in‐depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers – They apply critical and creative thinking skills to solving complex problems reasonably and ethically.
Communicators – They understand and express ideas confidently and creatively in more than one language and in a variety of modes of communication. They also collaborate effectively and willingly with others.
Inquirers – They develop their natural curiosity and acquire the skills necessary to conduct independent inquiry and research. Over time, they actively enjoy learning, and this love of learning is sustained throughout their lives.
Principle – They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of others. They take responsibility for their own actions and the consequences that accompany them.
Open‐minded – They understand and appreciate their own cultures and personal histories, and are receptive to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking a range of points of view, and are willing to grow from the experience.
Caring – They show empathy and respect toward others. They have a personal commitment to service, and act to make a positive difference to the lives of others and the environment.
Risk‐takers – They approach uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are also brave in defending their beliefs.
Balanced – They understand intellectual, physical and emotional needs are all equally important to personal well-being.
Reflective – They give thoughtful consideration to their own learning and experience. They are able to assess their strengths and limitations in order to support their learning and personal development.
Our Image of Educator
Our teachers are a community of life-long learners who are committed to working with colleagues, children, and families to create genuinely responsive and meaningful learning for your children. They recognise the importance of observing each child within a socio-cultural context and using inquiry and exploration as central modes of learning. They make teaching and learning visible as they invest time and effort into developing deeply reflective pedagogical documentation.
We believe the environment acts as the third teacher and is a reflection of the philosophy and pedagogy that the school subscribes to. For example, when you walk into a classroom where documentation is at the child’s eye level, and each child’s work is beautifully displayed, it reflects that the child is at the centre of all decision making.
An environment can be intentionally designed to inspire exploration, collaboration, and creativity, or it can be laid out in a way that encourages individual work.
In our schools, you will see materials and provocations laid out in purposeful ways to spark curiosity and conversations. You will find resources that are developed based on sustainable.
Our Unique Pedagogy
Our curriculum from Pre-School to High School is designed to empower students to become independent and passionate learners.
In Pre-School, our Inquiry-based pedagogy that is inspired by the Reggio Emilia approach supports children’s natural curiosity. We are such strong believers in this world-renowned approach that we founded Reggio Emilia in Asia for Children (REACH) in 2013 as one of the acknowledged reference points in the region for the dissemination of information about the Educational Project of Reggio Emilia.
The Primary programme follows the IB Primary Years Programme (PYP) — it continues to use an inquiry-based approach to help children acquire important skills and knowledge, but there is an added emphasis on inculcating them with the IB Learner Profile.
Our interdisciplinary approach to education helps students in Secondary School to make meaningful connections between subjects, and consolidate learning. Examination skills-based training also ensures they are well-prepped to complete the IGCSE.
By the time EtonHouse students enter High School, they have a robust foundation to coping with the academic rigour of the IB Diploma, and the focus moves to prepping them to take on University and the world. Student agency drives the pedagogy — students take charge of their own learning so they develop the innovation and critical thinking skills needed to be protagonists of change in the future.
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