Search Results for “feed” – EtonHouse International School & Pre-Schools

EAL Programmes

Rebecca Lim — Tue, 18 Mar 2025 07:53:04 +0000

English for Non-Native Speakers

At EtonHouse Orchard, we welcome students from around 40 nationalities, many of whom do not speak English as a first language. To help them thrive in an English-speaking environment, we offer the following English programmes designed to help students acquire the essential English skills they need to express themselves, communicate socially and understand the curriculum.

EAL For Primary (Year 1 to Year 6)

Our English as an Additional Language (EAL) programme is designed to help students acquire the essential English skills they need to express themselves, communicate socially and understand the curriculum.

We offer two levels of EAL classes, and all non-native English-speaking students will need to take an English Placement Test when joining to understand the type of support they require.

Regular EAL	4 hours / week	For all students who need help to develop their English language proficiency to access the mainstream lessons
Intensive EAL	8 hours / week	For students who know very little English, providing immediate, short-term acquisition of essential English skills to function socially and academically and ensure seamless integration into an English-speaking environment.

With a focus on building a strong foundation, specific emphasis is placed on developing our students’ vocabulary and proficiency in spoken English. As every student has a different learning curve, lessons are planned based on the needs of each individual student. By keeping class numbers small, we provide a risk-free and comfortable setting for our students to practise the language. With the aim of integrating students back into mainstream classes, we will conduct regular assessments throughout the year to assess their progress and proficiency.

EAP For Secondary (Year 7 to 9)

Understanding the higher demands for English proficiency in the secondary years, our English for Academic Progress (EAP) programme is designed to help students rapidly improve their English while incorporating key concepts from subjects like History, Geography, and Science. With 20 hours of English instruction per week, students enhance their language skills—reading, writing, listening, and speaking—while also gaining subject-specific knowledge and terminology. This programme equips students with the essential proficiency to transition smoothly into mainstream classes and engage effectively with the curriculum.

How is EAP different from regular EAL / intensive EAL:

Hybrid Learning Model: Combines intensive English learning with subject knowledge and integration into mainstream classes to support language development, academic achievement, and holistic growth.
Enhanced Language Proficiency: 20 hours of EAL instruction per week, which incorporates concepts and content from subjects like History, Geography and Science, accelerates English fluency and boosts students’ linguistic confidence, helping them succeed across all academic areas.
Individualised Support: Small-group EAL lessons offer personalised attention to support each student’s language development and academic progress, with subject matter taught in a way tailored to their profile, ensuring personalised learning rather than a one-size-fits-all approach within a group of varying comprehension levels.
Expert-Led Instruction: Experienced EAL teachers, small class sizes, and high-quality learning resources create an optimal environment for language acquisition.
Holistic Approach: Beyond English acquisition, the programme supports students’ social, emotional, and cultural integration, creating a well-rounded learning experience.
Seamless Social Integration: Students engage with native English speakers in mainstream classes (for Mathematics, Physical Education, and Art, and the school-wide Enrichment Hour) and social settings. This real-world language immersion enhance communication skills, promote cultural understanding, and build overall confidence.
Wraparound Care: Recognising that successful learning extends beyond the classroom, our EAP programme provides comprehensive student support, supporting students’ transition and adjustment to their new school environment through structured mentorship and buddy systems.

Programme Structure

The EAP programme provides comprehensive, multi-level support, tailored to each student’s English proficiency. It consists of:

20 hours of focused EAL instruction per week

Targeted lessons in reading, writing, listening, and speaking are designed to accelerate language proficiency while incorporating key concepts and terminology from subjects like History, Geography, and Science. EAL specialists closely monitor progress and provide differentiated materials as needed, ensuring that students develop both language skills and subject knowledge, empowering them to confidently engage with the curriculum and support their eventual integration into mainstream classes.

10 hours of integrated lessons per week

Students join their non-EAP peers for subjects like Mathematics, Physical Education, Art, and Whole-School Enrichment. These experiences provide practical language immersion, enhancing English proficiency through relevant, real-world contexts beyond the standard curriculum.

Personalised Pathway Plan

Each student undergoes an Initial Diagnostic Assessment to determine their appropriate EAP level. A customised learning pathway is then developed for each student outlining specific language goals and a timeline for successful graduation from EAP. Regular progress reviews ensure goals are adjusted as needed, with personalised feedback to keep students on track.

Ongoing Monitoring and Progress Reviews

Student progress is reviewed every half-term, with reports provided each term to ensure they are on track to be IGCSE-ready by Year 10. Both academic and language proficiency are assessed, with targeted feedback and support offered by form tutors, subject teachers, and English specialists.

At the end of each academic year, a level placement review is conducted to evaluate student progress and determine their readiness for advancing to the next EAP level or graduate from EAP. This ensures a structured progression towards academic success.

Support After Graduating from EAP

During the first two weeks of transition, students’ progress is closely monitored and supported by their Form Tutor and subject teachers. This ensures students can fully participate in mainstream lessons without EAP support.

Our Success Story

Shun Kuroki, a member of EtonHouse’s first cohort of International A-Level graduates, joined in Year 9 with limited English proficiency. Through personalised support in EtonHouse’s English as an Additional Language (EAL) programme, Shun achieved outstanding academic results, including straight As and A*s in his A-Levels.

His passion for learning led him to earn an A* for his Extended Project Qualification (EPQ) on teleportation. Shun also completed the Duke of Edinburgh Award and placed 3rd in the ACSIS U19 cross-country competition, demonstrating his well-rounded abilities.

Shun’s success reflects EtonHouse’s commitment to personalised education, fostering both academic and personal growth.

Glimpses

Play

Kentaro and Miho Tajimi, Parents of Tamaki and Itsuki, Orchard

I like the comprehensive or interdisciplinary study style used. The curriculum is planned to integrate science, social studies, math, language and art. For example, “human rights” was the theme in the first term and Year 6 students read stories about refugees, watched photo collections, made dioramas. The annual plan of study includes themes on religion, faith and culture. I am happy to be a part of EtonHouse International School at Orchard. Read more here

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Learning Stories

Rebecca Lim — Fri, 27 Dec 2024 07:01:11 +0000

Learning Stories

Through inquiry-based learning, we witness our learners’ journey unfold, each step marked by curiosity, exploration, and profound discovery. This documentation of learning stories shows their evolving understanding of the world, capturing their triumphs, insights and growth milestones.

Nursery 2 - Capturing Nature: Prints and Pigments

In our journey inspired by the book, ‘The Things That I Love About Trees’, we embarked on a delightful exploration of nature’s artistry. This book invited us to observe the physical changes that trees undergo throughout the seasons, encouraging us to pause and truly see the world around us.

I saw the tree in summer has lots of leaves. I saw some clouds. The leaves change colour in autumn. Anupriya, 3.8

There are no leaves because the leaves are gone. It’s winter. In summer there are many leaves. In autumn the leaves change then they flew, flew far away and fall down. Annanya, 3.9

Lot of leaf falling. So many leaf falling down. Sai Pang, 3.4

As we ventured into the school garden, our curiosity flourished. We eagerly picked up items of interest and recorded our observations of the diverse plants, trees, fruits, flowers and leaves. Capturing our observations with observational drawings, we shared our findings with others.

I look at flowers. I draw leaves and flowers here. Lily-Rose,3.6

I see big tree and orange flower and I see mango tree. I draw so many mango.
Mushen, 4.2

Some of us began experimenting with flowers. As we crushed the flowers onto paper, we observed the vibrant marks they left behind. Excited by these discoveries, we shared our observations with one another, sparking a deeper interest in our exploration.

I crush it. It’s working. I drawing. I make orange with flowers. I make green with leaves. Mushen, 4.2

I put flowers on the paper. I pressed it and it put colour on the paper. Annanya, 3.9

I used a bit of red and yellow. I crushed it and the flower come on the paper. Thea, 3.7

Look, little green. I crush the leaf. I can smell it! Nicholas, 3.5

Experimenting, Observing

With the introduction of various tools and materials, such as rolling pins, mallets, mortar and pestles, mullers, hammers, clipboards, paper, and cloth our scientific discovery space became a vibrant hub for investigating nature prints.

Enthusiastically participating in this multi-sensory experience, we carefully analyzed our findings, observing the unique characteristics of each print. We evaluated and tested our ideas, identifying which flowers and leaves produced the most effective prints on paper and cloth as we crushed them using different tools.

The big mallet works. The green is because I crush the leaves. I use a paper to press it down and I used some of these tools and I didn’t take it up so high. I only hit up and down, up and down. Thea, 3.7

Causation

In response to prompts, we generated new ideas and experimented with a variety of techniques, noticing the differences in the prints and marks left behind. As we demonstrated our growing understanding of shapes and patterns, we created and extended simple patterns using the flowers, deepening our exploration of nature’s artistry.

Because I crush it with hammer. I hit it so hard and I so strong. I press it so hard. I use that one (wooden muller). Lily-Rose, 3.6

I use that (metal hammer). It crush the flower, the colour come out. Sai Pang, 3.4

I hammer. Crush leaf, no colour because already dry. Hammer is good. I get more colour. Mushen, 4.2

Hypothesis

As we engaged our senses and honed our observational skills, we discovered that bright flowers produced stronger, more visible prints on the cloth. We also noticed that the fragrance of the flowers became more pronounced when we crushed them. However, as we continued to use the same flowers throughout the week, we found it increasingly difficult to create prints as effectively as we had before.

Reflecting on our experiences as thoughtful learners, we employed our critical thinking skills to draw simple conclusions based on our observations. Despite facing challenges, we demonstrated resilience and persevered to brainstorm ideas for extracting pigments from the flowers that were beginning to dry out.

Need to crush it. Because the flower have no colour. Youzhen, 3.9

We can put a little water on it, and after some time the colour will come out. Anupriya, 3.8

I think we should crush the flowers and put them in the bottle with water. Thea, 3.7

Sharing findings

Demonstrating agency in our learning, we drew meaningful conclusions from our investigations. Taking initiative, we recorded our observations and findings through various mediums, including photos, videos, specimens, and mark-making.

To enhance our data collection, we utilised instruments, such as microscopes and iPads to capture images and videos. Additionally, we created observational drawings of the plants, trees, and flowers we used in our experiments. This diverse approach not only enriched our understanding but also fostered a deeper connection to our explorations in nature.

It is blue now. So much blue. Nicholas, 3.5

The water in my bottle is blue because I put the blue flowers. Jaidee, 3.5

We delved into the use of maps as a means of locating the plants and trees involved in our experiments. To enrich our documentation process, we consulted books, deepening our inquiry into the concept of mapping. With our strengthened understanding of key concepts of form and perspective, we produced several drafts of our maps. Engaging in a cycle of review, we provided and received constructive feedback, which allowed us to refine our maps over time.

Collaborating closely, we brought together our observational drawings, specimens, maps, photos, and videos to create a comprehensive catalogue of our explorations and findings, highlighting the richness of our collective inquiry.

Kindergarten 1 - Magnetic Marvels Unraveling the Forces Within

As we delved into the central idea, ‘Scientific investigations help us learn about the world’, we made meaningful connections to the line of inquiry, ’Reasons for exploration’. Through collaborative discussions, we shared what ‘exploration’ and ‘experimentation’ mean within the realm of science.

These reflections emerged from our recent experience in the sandpit, where we engaged in an experiment using hollow planks.

Our conversations highlighted our strong communication skills, as we effectively shared our thoughts and ideas, utilising relevant vocabulary to articulate our understanding. This exchange of information not only deepened our learning but also fostered a collaborative spirit among us.

Doing experiments is like art but it is not. We use different materials to make things.
Keyan, 5.4

Try and see what happens. Shivanshi, 5.8

It is like when we build a building with bricks and test it. Anavi, 6.1

Learn what new things do and you can go make it by yourself. Harry, 6

When we try something new. Lana, 5.7

One of our peers shared a book centered around experiments using Lego toys. Inspired by its content, we gathered to discuss the potential for exploring a variety of experiments, using the book as our guide. This sparked our curiosity and encouraged collaborative thinking as we envisioned our projects.

就是很像我们尝试不同的东西。像是⽤⽓球让⼀个⻋往前⾛ (We try new things, it is like we use to make balloon to make a car move) Yukun, 5.5

Our investigations made us curious about constructing a balloon-powered car. Collaborating with our group, we explored various recyclables, experimenting together to bring our ideas to life. This hands-on approach fostered creativity and teamwork as we designed and built our own balloon- powered cars.

The Process of Inquiry

While constructing the balloon-powered car, we stumbled upon the use of magnetic force to power cars and this lead us into investigating metallic versus non-metallic objects. Focusing on the key concept of perspective, we documented our findings with a clipboard and paper as we moved around the school, experimenting and testing varied surfaces and objects.

During the inquiry process, we encountered items that initially seemed metallic and magnetic but turned out to be non-magnetic. A notable example was the door handle of our classroom, which highlighted the importance of careful observation in distinguishing between true magnetic properties and surface appearances.

Maybe it is made of plastic that looks like metal. Keyan, 5.4

Yeah it is not! See Janelle, it does not stick! The magnet does not stick. Lana, 5.7

“How about this one?” Atharv, 6.3

No, they don’t stick! Keyan, 5.4

Which means it is not magnetic! Reeya, 6.0

Discovering magnetic properties

Subsequently, we delved deeper into the exploration of the world of magnets. While engaging with the magnets on the provocation table, we made the intriguing discovery that a magnet positioned beneath the table could move another magnet placed on top. This realisation led us to understand that the magnetic force can pass through certain objects and materials.

Curious about this phenomenon, we used various materials found in the classroom to conduct an experiment. Together, we researched which objects allowed the magnetic force to pass through, fostering our collaborative spirit and deepening our understanding of magnetism.

Oh my gosh, it can pass through this big board! Reeya,6

It can pass through my book and the magnet doesn’t fall! I wonder how many pages I can use until it stops getting magnetic. I think I should try ten more pages! Madison, 5.11

Our Actions

As we deepened our understanding of the characteristics of magnets, we engaged in a rich discussion about whether magnets retain their magnetic properties when submerged in water. Our curiosity led us to wonder if the magnetic force could persist and pass through water.

Inspired by our inquiries, we decided to test this notion through a hands-on experiment. This process allowed us to demonstrate our ability to collaborate, articulate our ideas, and set meaningful goals for our group interactions.

We can watch the video and the video will tell us how we can make our own magnet! Keyan, 5.4

How did it even do that? The nail is not attracted to the (stapler) bullets but after we rub the magnet on it, it just sticks to the bullets for a short while! We can’t do that for the other nail because it is too old and rusty. Madison, 5.11

As we reflected on our learning, we posed an intriguing question: “Can we make our own magnets?” We eagerly explored online resources and watched videos about the possibilities of magnet creation.

In our research, we discovered the stroke method, where a permanent magnet is used to stroke a metal object—like a metal bar or nail—to transfer magnetic force. Inspired by this newfound knowledge, we gathered the necessary materials and set out to conduct this experiment together, embodying the collaborative spirit of our learning community.

Glimpses

Parent Testimonial

Arpit Marthur, Parent of Ameya, Nature Pre-School

We saw a very nurturing and thriving environment being offered by the teachers and other staff members. The teaching styles are tailored to cater for each child’s needs. Ameya is always happy going to school and surprises us with his learnings. Read more here

Wei Fang Lin, Parent of Joey, Nature Pre-School

We are very glad to see Joey’s new development in:

Willing to share what she sees and what she hears everyday;
Speaking English and Mandarin with different people effortlessly;
Be willing to try new things and sports activities (such as walking to the subway station, riding a bicycle, etc.).

Prakash Maheswari, Parent of Kabir, Nature Pre-School

Moving countries was a big change for our son, but the environment was so welcoming and the teachers and staff so friendly and loving, that he settled in very well, very soon. It is a great campus with tons of outdoor experiences and ample space for independent inquiry and thinking. Kabir looks forward to coming to school everyday. Read more here

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Learning Stories

Rebecca Lim — Thu, 30 May 2024 01:42:35 +0000

Learning Stories

Nursery 1 - Communication Capabilities

Big Idea: People use their “Hundred Languages“ to express themselves

Our learners at Mountbatten 223 explore the big idea of using “100 languages” to express themselves.

So what is the “100 languages”?

The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred
ways of listening
of marveling of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.

The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and Christmas.
They tell the child:
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child:
that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.

And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.

Loris Malaguzzi (translated by Lella Gandini)

The poem points out that school and culture rob the children of their rights to learning in different ways and expressing in a variety of “languages”. With the image of educators as researchers, they will embark on a journey to find out how children can express themselves in a ‘100 languages’ and what are the different “languages” they would use.

With Earth Day coming up, the educators use books, different narratives and provocations to spark interests among the children. The educators introduce children to recycled materials and the idea of reusing, reducing and recycling.

During circle time, the educators, together with the children, share ideas about the possibility of creating ‘things’ from recycled materials.

Miss E: Ah! I can use this cardboard to replace our basket outside (used to put hand sanitiser, torchlight, a packet of wet wipes and thermometer).

Jamie: I want to make an aeroplane!

Several other children also respond to his idea;

I want to make an aeroplane too.
I want to make a race car!
I want to make an airport!
I want to make a fairy!
I want to make a bus.

Inquiry Project: What can we make with different (recycled) materials?

What is the shape of the wing of an aeroplane?

A group of children decided to make use of the recycled materials they had picked out from our Gurung Kuni Recycling Centre to construct an aeroplane.

It is like a triangle.
It is like the fan!
I think it is like a rectangle.

By observing the children and listening to them, we started small research to find out the shape of the wing of an aeroplane.

A child remembers that there are some aeroplane models in the TE+D (Technology, Engineering + Design) space and off we went.

Children make use of the materials offered to interpret and express their ideas about the shape of the aeroplane wings.

Rectangle!
Triangle!
Big and small.
Straight over here.
Pointy here.

Back in the classroom, an area has been set up for the children to explore the characteristics of recycled materials such as cardboard, plastic and cloth. The educator proposes using their drawings to start creating a 3D model of their planes. The proposal is done with the intention to introduce children to the idea of planning and reflecting, to build the habit of thinking before acting, and to promote thinking skills.

The tissue box is a rectangle.
The aeroplane wing is a triangle.
There are 2 big wings and 2 small wings. And the body.

Concurrently, another group of children took interest to the car. A separate investigation began….

What can you see on a car?

Wheels. Go round and round. Circle.

All seats and windows here.

Another group of children displays interest in making race cars and sports cars. We began to wonder;

What is the difference between a race car, sports car & ‘normal’ car?

In TE+D – Using 3D image

Race Car	Sports Car
I can see on a race car road. It is a race car track. It has fins. Race car has wings Wing is pointing backwards. It has a long nose.	Sports car can drive super fast. It has wheels so it is a sports car. So fast. So scary.

In the Classroom – Using Photos & 3D Structures

The investigation continues in the Atelier where our Atelierista, Miss Afiqah extended the children’s knowledge of the wheels using toy cars and recycled materials.

Miss A: What happens when I take away one wheel? How about two wheels?

The children experiments with removing and putting on the wheels on the toy cars to explore the concept of stability.

Recycled materials such as paper rolls, bottle caps, bottle lids, popsicle sticks and straws were presented to invite children to create their own cars.

In the Atelier – Using Toy Cars & Recycled Materials

Language of Blocks

A designated wooden blocks area was set up in the classroom for children to use as a way to express themselves. Through the meaningful interactions between the adults and peers, children learnt the concept of shapes when sorting the blocks, the concept of stability and balance when stacking the blocks, and the concept of gravitational force when observing cars rolling off the ramps.

Make taller and taller! – Takes more blocks to stack

A tunnel! – Uses a toy car to go through the structure

Language of Clay
Clay is a material that is easily malleable and full of possibilities. Its properties allow children to manipulate it in many ways, which encourages creativity and imagination.

Circle for the wheels.

My fighter jet.

Handbag for mummy.

A child’s daily experiences can all be represented.

Our children use different “languages” to make symbolic representations of their mental images.

Spiralling slide

Walking on the road

Train and swing

Our children express their ideas and thoughts through the unique characteristics of the materials that are intentionally offered by the educators.

This is my daddy’s car on the road. The race car is turning!

After weeks of exploration to identify different ways to express ideas and thoughts, our educators wonder if children are aware of their mental thoughts and how they can make people around them understand them – the concept of perspective-taking.

How do we express our ideas and thoughts in different languages so that others understand us?

“Studies have shown that young children ages three to six have the mental skills to make thoughtful decisions about their behaviour and actions. It is a time when we can start to develop metacognition – the higher-level thinking and problem-solving skills by encouraging children to reflect, predict, question, and hypothesise.”

In order for the children to become more aware of their thoughts, adults can engage the children in conversations using a variety of communication strategies such as prompts and open-ended questions to encourage them to extend their thinking and learning.

Our educators will continue to use interactions, the environment and learning experiences to encourage children to think about their mental thoughts, e.g. what they would like to draw, make or say before expressing them, to build the habit of planning and to reflect on promoting thinking skills.

Nursery 2 - A Journey into Recycling Inspired by Earth Day

Our Nursery 2 children’s inquiry began with a meaningful conversation around Earth Day—a time when we reflected together on how we can care for the planet. As we explored ideas on protecting the Earth, the children became particularly interested in the concept of recycling. What does it mean to recycle? What can be recycled? Why is it important?

During one of our class discussions about reducing paper wastage, the children began to wonder where paper come from and if we could make our own paper. The journey then began on using unwanted paper to make new paper, which extended to experimenting with different types of paper.

To evoke interest and further investigations, a demonstration was done for the children on making recycled paper using unwanted paper. The children were very excited to make use of the new tools and equipment (blender and sieves) and were engaged in the demonstration as well as the hands-on opportunities throughout the process.

It’s blue! – Geraldine
Looks like swimming pool! – Ryan
I want to touch it! – Naira
So loud! – Cedric
Looks like water! – Evan

They embarked on a hands-on exploration using different kinds of used paper to try recycling it themselves. Through this process, they discovered that not all paper could be recycled in the same way—and that different types of paper produced different results. The journey began to compare the similarities and differences of the paper used, while experimenting with changes in the process.

Drawing Paper

The children were curious to draw on the recycled paper, making connections to tearing the unwanted drawing paper and turning them into ‘new’ paper which could be used to draw again.

I make a hole. – Geraldine
I can draw on it! – Jamie

Egg Cartons (Cardboard)

The children were invited to tear the egg carton and blending them into a pulp with water. With their prior experience of tearing drawing paper the day before, they began to make comparisons and gained new knowledge.

Harder to tear. – Jamie
Become soft. – Kaelyn
Look like coffee! – Elliot
Look like muddy puddle! – Everett

Magazine Paper

Our investigation continued with magazine paper. New processes and tools were introduced to make “paper without holes” and “make a rabbit”, as proposed by the children.

The children proposed shaping the recycled paper into forms such as hearts, circles, stars, and more, as well as adding dried flowers and leaves. They began experimenting with ways to make this possible.

The journey continues as the children explore, experiment and make new discoveries.

How about blending the flowers and leaves with paper?

What happen if we didn’t add water?

This discovery sparked a deeper curiosity: What else can be recycled besides paper? Their interest expanded to food waste recycling, an area they had not explored before. They were intrigued to learn that leftover food could also be recycled —and during a learning journey to a food waste recycling facility, they were even more fascinated when they found out that black soldier fly larvae are nature’s very own food waste recyclers.

This led to a new phase of the inquiry.

The children recorded their observations through mark-making. While making new discoveries about what was in the tank, they simultaneously honed their fine motor skills, hand-eye coordination and observation skills.

What can you see? Draw them!

Making use of all senses.
Using a digital microscope to amplify the details on the larvae.

An invitation for closer observation.

A Learning Journey to a Food Waste Recycling Facility

After weeks of exploration and observation, the children went on a learning journey to Ento Industries – a food waste recycling facility at Tuas which uses the black soldier fly larvae to recycle food waste.

They are not worms, they are the ‘babies’ of Black Soldier Flies!

Our children observed and recorded the growth and life cycle of the larvae, documenting their observations through drawings, discussions, and questions. They explored what the larvae ate, how they changed over time, and how they helped reduce food waste.

Using the leftover food from lunch and food scraps from the kitchen (e.g. apple skin), the children experienced feeding the black soldier fly larvae and observed the changes that took place.

Feeding the larvae with leftover chicken meat and pumpkin

What began as a simple discussion about Earth Day grew into a rich, child-led investigation into materials, sustainability, life cycles, and ecological responsibility—highlighting the children’s natural curiosity, their capacity to wonder, and their role as thoughtful stewards of the environment.

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FAQs

Kham Liang — Tue, 24 Nov 2020 02:17:11 +0000

Frequently Asked Questions

Browse through the frequently asked questions

Pre-School
International School

Curriculum

Are there any ECAs or Enrichment after school?

Yes, EtonHouse schools offer a rich extra-curricular programme with a wide range of after-school activities tailored to the interests of each learning community. Students can choose from options such as soccer, robotics, dance, taekwondo, mini sports, and more, with the offerings varying across schools.

In addition, as part of the core curriculum, students enjoy physical education, art, and music & movement classes taught by our full-time EtonHouse specialists.

What other languages do you offer?

All EtonHouse Pre-Schools are bilingual except EtonHouse Zhong Hua Pre-School which offers the EtonHouse Full Mandarin Immersion Programme.

In addition:

EtonHouse Newton, Mountbatten 223, and City offers Japanese.
EtonHouse Mountbatten 223 also offers Hindi, Malay,Tamil and Japanese.
EtonHouse ZhongHua Pre-School offers the Full Mandarin Immersion Programme, which is also available at Upper Bukit Timah, Vanda, Newton, and City Pre-School.

EtonHouse Zhong Hua, our Full Mandarin Immersion Pre-School located in Hwa Chong International School, offers a programme entirely conducted in Mandarin for children as young as 18 months old. This EtonHouse ZhongHua Full Mandarin Immersion Programme is also offered in our Newton, City Pre-School, Vanda and Upper Bukit Timah campus.

How does Mandarin learning take place?

At every EtonHouse Pre-School, children are immersed in an integrated bilingual environment, with both an English and Mandarin-speaking teacher present in the classroom at all times. Each teacher interacts with the children in their respective language, creating authentic opportunities for communication and understanding.

Over the years, we have adapted our second language programme to align with our inquiry-based philosophy. As a result, Chinese language learning is responsive to children’s interests, making it spontaneous, meaningful, and enjoyable. Children are actively involved in the process and develop a sense of ownership in their learning journey.

We also believe that a strong multicultural foundation is just as important as a multilingual one. Cultural immersion is therefore a vital part of our Mandarin programme, enriched with experiences such as calligraphy, Chinese performing arts, and other traditions that bring the language to life.

Do you follow the IB curriculum?

Some of our larger campuses such as Newton and Nature Pre-School are IB authorised schools. These schools follow the IB curriculum framework. The other pre-schools follow an inquiry-based approach.

All schools are unified in their curriculum approach and are inspired by the Reggio Emilia of Northern Italy. We believe that young children should be respected as competent thinkers and communicators who are offered many opportunities to engage with a range of materials and resources that extend and challenge their thinking. We believe in delivering a programme that is relevant and meaningful to our families-an international perspective with Asian roots.

EtonHouse Newton is the first stand-alone IB authorised pre-schools in Singapore.

Apart from our International Schools, our standalone Pre-Schools at Nature Pre-School and Newton are also IB authorised schools that follow the IB curriculum framework for the pre-school levels. The other pre-schools follow EtonHouse's Inquire.Think.Learn curriculum.

Can you explain your curriculum and how it is different from the other schools?

Our Inquire.Think.Learn curriculum (inspired by the Educational Project of Reggio Emilia) has been designed to integrate content/learning across all areas of the curriculum i.e. children develop mathematical understanding as they cook (measure and count); work outdoors (use spatial language as they climb up, over, through) or access blocks (height, measurement and geometry).

educators are supported in developing observation skills i.e. to observe children’s learning as they are engaged in play and work experiences. educators access these observations of children’s ideas and interests to determine the next step in curriculum design. As such, the curriculum is individualised and highly in tune with children’s ideas, interests and motivations.

In EtonHouse, children are active participants in their own learning. We value and support children’s curiosity and skills of observation as the basis of a curriculum which aims to build skills of exploration and discovery; investigation and research; collaboration and team membership abilities. Working with an established set of goals, educators shape curriculum experiences to extend and complicate children’s initial thinking.

Documentation of children’s learning is also a very vital component of our curriculum, ensuring that children’s learning and our teaching is made visible to others.

Mandarin is a critical component of an EtonHouse education and in every pre-school, children are immersed in an integrated bilingual environment where all our classrooms have an English and a Mandarin-speaking teacher at all times interacting with the children in their respective languages.

We are especially proud of our unique learning environments. Apart from classroom environments that seamlessly integrate with the common areas, our schools have beautifully designed studios to encourage the ‘100 languages of children’-storytelling studio, light studio, tinkering studio, art studios to name a few. We also have specialist educators in PE, Music and Art. Our visual and performing arts specialists offer a very unique programme that empowers children to express themselves confidently and creatively.

What specialists will my child access in Pre-School?

Pre-School children will have access to specialist classes that include Art, Music, Library, Drama, Physical Education and Infocom Technology.

.Pre-School Care and Routine

What is your policy on behaviour guidance?

At EtonHouse we respect children as independent and capable individuals. We aim to foster respect for people, feelings, our environment and ourselves. Kind, appropriate and polite words will always be used by everyone in the school community. We therefore instil positive behaviour in children through positive guidance.

We call it ‘positive behaviour guidance’ as against ‘disciplining’ or ‘punishing’ children. The strategies used in a positive guidance approach help children to reflect on their actions; to verbalise their emotions and to express their feelings and views which must then be listened to and respected. Our strategies are based on negotiation, communication and collaboration with young children to instil positive behaviour that is intrinsically motivated rather than dependent on external factors.

Our teaching staff work with children to assist them in understanding the need for guidelines, boundaries and appropriate behaviour in our school community. Positive guidance could include offering choices to children; reinforcing empathy, instilling social responsibility and self regulation strategies and setting examples of positive behaviour. We are against acts of aggression or punishment inflicted both physically and mentally.

What’s the menu like?

In school, the children will receive morning tea, lunch and afternoon tea. Our schools serve 3 types of meals: Non-vegetarian (consists of chicken, fish, egg and vegetables), Vegetarian (consists of protein-rich vegetarian sources and eggs) and Special Meal which consist of options such as Dairy-free, Gluten-free, egg-free. Every meal is thoughtfully prepared by our Executive Chef, in close collaboration with certified nutritionists. Fresh vegetables and fruits are always part of the spread, making each bite both healthy and exciting.

Wherever possible, ingredients are sourced locally, reflecting our farm-to-table philosophy. Students often get hands-on, harvesting their own greens or assembling fresh salads and transforming mealtime into an experience that is sensory, interactive, and enjoyable.

What will the educators do to handle children with allergies?

EtonHouse schools adopt a ‘no nut policy’. We have a policy in place for the management of Food Allergy and Anaphylaxis.

Upon enrolment, parents must inform the school about their children’s allergies to either food (including nuts) or medication. Notifications are sent to all class educators and teaching assistants at the beginning of the school year to ensure the community is aware of the child's allergies.

If your child requires an ‘epi pen’ to be kept in school, please contact the Parent Liaison Office to make the arrangements and complete the necessary forms for administering medicine.

How long does a child take to settle-in?

This can vary from child to child; what point they start in the school year and whether they have attended school before. Our educators are always here to support the children, and their families, in the transition as they adjust to the new school environment.

Be sure to talk positively about school and take the opportunity to walk or drive past several times to help build a level of familiarity before your child attends for the first time. You can read other tips here.

We want your child to have a positive transition into school and will be on hand to chat if you need any further advice or support.

Is school bus service available?

Kindly approach the school’s Parent Liaison Office for details on the routes and bus fees.

What does outdoor time consist of?

As a Reggio-inspired school, we place strong emphasis on nature and the natural world as part of the learning journey. Our children are very fortunate to enjoy a wide variety of outdoor spaces, including gardens, fields, sandpits, water-play areas, cycling tracks, and playgrounds. Our outdoor spaces allow for diverse opportunities for exploration and play.

Will my child have a nap at school?

Yes, there will be designated quiet or sleep times in the school timetable during the day, giving children the opportunity to rest.

Pre-School Teachers

Where are your educators from and what are their qualifications?

EtonHouse educators are recruited from all over the world including the United Kingdom, Ireland, United States of America, Canada, Australia, China, Korea, Japan and Singapore.

Core educators have a Diploma in Early Childhood. Most of them have gone above the minimum qualification requirements and have already attained their Degree qualification or are pursuing their studies while teaching. All our Principals have a leadership qualification in early childhood over and above their teaching qualification and numerous years of experience in the profession.

EtonHouse has a dedicated in-house research and development arm with pedagogists who focus on quality and bringing in research and best practice from around the world. Apart from strengthening the programmes on EtonHouse campuses and providing continuous professional development opportunities to EtonHouse educators, it regularly organises industry forums and workshops that attract educators from the Asian region and around the globe.

What is the teacher-child ratio?

At EtonHouse, we have a very rich ratio to cater to the individual strengths and interests of children in our care. The ratio helps our teaching staff to develop learning programmes that respond to the individual child. The ratio can be found on our individual school webpage.

School Community

How do parents communicate with educators?

Parents receive regular updates and broadcasts through the EtonHouse Parent App while educators can be contacted via email.

In addition, there are opportunities for daily face-to-face conversations during drop-off and pick-up times. To further support deeper understanding of each child’s learning journey, Parent-Teacher Conferences are held twice a year.

What’s the nationality mix like in your schools?

Our schools welcome children from a wide range of nationalities, creating a vibrant and truly international community. In each class, it’s common to have children from many different countries, which provides a rich, multicultural environment.

Within this setting, children explore and learn about different cultures and traditions through inquiry, celebrations, shared stories and meaningful exchanges with peers. These experiences nurture a deeper respect for diversity, broaden their perspectives, and help them develop the skills to collaborate and thrive in diverse socio-cultural contexts, laying a strong foundation for lifelong learning.

Broadrick

Does the school provide any Extracurricular Activities (ECAs)?

ECAs are held on Mondays to Wednesdays from 3.45pm to 4.30pm. Students may select up to three ECAs per week. Buses will be provided to take your child home if required.

What is the laptop policy?

Students from Year 5 onwards, are required to have their own laptop to facilitate learning through technology. Requirements: Laptop or hybrid with a Quad Core Processor of i5 or above and a minimum of 4GB of RAM.

What are the additional language offerings?

Chinese, Hindi and Japanese are offered as additional languages. EAL is offered to students who need additional support in English.

Does the school practise rolling enrollment?

Our school practises rolling enrolment because we understand that some relocation plans are unforeseen or last minute. As long as there are places available and that students meet all entrance requirements, we are able to admit students throughout the year.

How can I purchase uniforms?

The School Uniform may be purchased directly from the school campus.

Is there school bus services provided?

Two-way transport is available. The school bus managed by a third party company. Parents may contact the parent liaison office of EtonHouse Broadrick for more details.

Are there meals provided?

Students can purchase their meal from the school, for the academic year. The food is served in the canteen, prepared by the kitchen in Broadrick. Alternatively, students can bring their own packed lunch. There is a fridge in the kitchen, and students are welcome to use the fridge for food that requires refrigeration.

How is the bilingual programme taught?

EtonHouse schools offer both the Chinese immersion and dual-language English-Chinese programme. In the early years, EtonHouse 717 Mountbatten Road, Robertson Walk, and Zhonghua offer a 100% Chinese immersion programme. Other pre-schools offer a dual-language programme with an English and Chinese teacher in the classroom at all time. In primary (Broadrick campus in the East), students can choose either the bilingual immersion programme or a mainstream programme with Chinese as a second language.

In the bilingual immersion programme, students have Chinese language lessons on a daily basis. The number of hours of Chinese learning can go up to 19 hours a week depending on the year level. This programme is for competent Chinese language learners ensuring that students have significant exposure to the language along with opportunities to integrate culture into the curriculum. Students sit for the Youth Chinese Test (YCT) an international standardized Chinese language test.

Does the school offer EAL support?

EAL (English as an Additional Language) is provided for students as an additional language choice from Year 1 to Year 6, and it is conducted 5 times (Pre-School) or 4 times (Primary) a week. Intensive EAL is provided for students with a weak English foundation, and it is conducted 5 times a week.

Does the school accept Student Pass holders?

Yes. Pertaining to Student Pass applications, the school will initiate the process with the Immigration and Checkpoint Authority of Singapore. A Registration Acknowledgement Letter (with specific instructions) will be emailed to the applicant thereafter for online application.

Are admission tests for prospective students required?

Bilingual Programme
Students enrolling for the Bilingual Programme are required to take an English and Chinese admission test, which consists of reading, writing and a short interview from Y1 onwards

English Admission Test
Students from non-native English speaking countries are required to take an English admission test, which consists of reading, writing and a short interview from Y6 onwards.

What is the curriculum offered in your school?

EtonHouse Broadrick is offering the following programmes

IB Primary Years Programme

What is the teacher-student ratio in the school?

Nursery Two - 1 : 10
Kindergarten One - 1 : 12
Kindergarten Two - 1 : 12
Year 2 - Year 6 - 1 : 24

What is the average class size?

18 – 20 students

What is the student population at EtonHouse Broadrick?

Around 400 students from more than 35 countries with no dominant nationality group.

What are the age cut off and year level categorisation?

Pre-School

Year Level Entry	Age Group
Nursery 2	3 – 4 years
Kindergarten 1	4 – 5 years
Kindergarten 2/ Year 1	5 – 6 years

Primary School

Year Level Entry	Age Group
Year 2	6 – 7 years
Year 3	7 – 8 years
Year 4	8 – 9 years
Year 5	9 – 10 years
Year 6	10 – 11 years

What are the school hours?

Preschool: 8.45am to 3.30pm
Primary School: 8.45am to 3.30pm

What is the academic calendar in EtonHouse Broadrick?

Term 1 – August to October
Term 2 – October to December
Term 3 – January to March
Term 4 – April to June

Orchard

What is the laptop requirement?

What are the additional language offerings?

Chinese, Hindi, Japanese and Spanish is offered as an additional language. EAL is offered to students who need additional support in English.

Does the school accept rolling enrolment?

Is there school bus services offered?

Two-way transport is available. The school bus managed by a third party company. Parents may email yeegiok_eton@yahoo.com.sg for more information.

How can I purchase school uniforms?

School Uniform may be purchased directly from the school campus.

Are there meals provided?

Students can purchase their meal from the school, for the academic year. The food is delivered from our central kitchen, in Thomson. Alternatively, students can bring their own packed lunch. There is a fridge in the canteen and students are welcome to use the fridge for food that requires refrigeration. Secondary school students have the option of eating out, at designated spots assigned by the teacher.

Does the school offer EAL Support?

EAL (English as an Additional Language) is provided for students as an additional language choice from Year 1 to Year 11, and it is conducted 3 times a week. Intensive EAL is provided for students who need additional support in English, and it is conducted 5 times a week.

Does the school accept Student Pass holders?

Are admission tests for prospective students required?

Students from non-native English speaking countries are required to take an English admission test, which consists of reading, writing and a short interview from Y7 onwards.

What is the curriculum offered in your school?

EtonHouse Orchard offers the following curriculum:

Primary school: IB Primary Years Programme

The primary programme is an integrated, transdisciplinary curriculum which focuses on the development of the whole child – it encompasses social, physical, emotional and cultural needs in addition to academic welfare.

Through the programme, we aim to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. We believe our programme encourages students across the world to be active and compassionate lifelong learners who understand that other people with their differences can also be right.

The curriculum is organised around transdisciplinary units of inquiry integrating the learning areas of:

Language (English)
Mathematics
Physical Education
Arts (Visual and Creative)
Science
Social Sciences
Additional Languages

Secondary school: Cambridge International General Certificate of Secondary Education (IGCSE)

The secondary programme is a middle year curriculum that fuses a proactive use of information technology and inquiry-based learning with the development of the essential skills required to successfully complete the robust Cambridge approved International General Certificate of Secondary Education (IGCSE) Programme undertaken in Years 9, 10 and 11.

As the world’s most popular international qualification for 14-16-years-olds, the IGCSE’s lead to externally set, marked and certified examinations from the University of Cambridge.

High School: IB Diploma Programme (IB DP)

The IB Diploma Programme (DP) is a rigorous and comprehensive course, which encourages students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

It is an assessed programme for students aged 16 – 19 and is respected by leading universities across the globe.

The two-year programme requires students to take a compulsory 6 subjects from different academic areas of which 3 are studied at higher level and 3 at standard level. IB subjects are graded on a 1 -7 scale with 7 being the highest score. Students must study a first language, a second language, a humanities subject, a science subject, mathematics and an arts subject or an elective (which is a second science or humanities subject).

In addition to these 6 subjects, IB Diploma students are required to complete three Core elements – Theory of Knowledge, The Extended Essay and CAS (Creativity, Activity, Service).

What is the teacher-student ratio of the school?

The teacher-student ratio is currently 1:24.

What is the maximum class size?

The student is at the heart of what we do, and in order to give personalised attention and care to each child, the class sizes are kept small. There is a maximum of 20 students for Year 1, 24 students for Year 2 to 6, and 25 students for Year 7 and up.

What are the age cut off and year level categorisation?

EtonHouse Orchard is K12 school. It is currently offering programmes from Year 1 to Year 12 and will be adding Year 13 in August 2021. The age cut off and year level categorisation as follows:

Primary School

Year Level Entry	Age Group
Year 1	5 – 6 years
Year 2	6 – 7 years
Year 3	7 – 8 years
Year 4	8 – 9 years
Year 5	9 – 10 years
Year 6	10 – 11 years

Secondary School

Year Level Entry	Age Group
Year 7	11 – 12 years
Year 8	12 – 13 years
Year 9	13 – 14 years
Year 10	14 – 15 years
Year 11	15 – 16 years
Year 12	16 – 17 years
Year 13	17 – 18 years

Does the school provide any school activities (ECA’s)?

After school activities are held on Mondays and Tuesday from 3.45pm to 4.30pm, and Contemporary Ensemble which happens on Thursday.

The purpose of after school activities is to complement, support and enhance the main curriculum delivered during the day. The ECAs aim to develop the students’ interests and overall growth.

After schools activities are currently on hold, until further notice.

What are the school hours?

School opens from Monday – Friday. The school hours are 8.30am - 3.30pm for Primary, and 8.30am – 3.45pm for Secondary and above.

What is the academic calendar at EtonHouse Orchard?

EtonHouse Orchard follows the international school calendar, and the academic school year runs from August to June, consisting of 4 terms:

• Term 1 – August to October
• Term 2 – October to December
• Term 3 – January to March
• Term 4 – April to June

The post FAQs appeared first on EtonHouse International School & Pre-Schools.

Parent Testimonials

Kham Liang — Fri, 21 Aug 2020 09:00:36 +0000

Parent Testimonials

Tan Family

We’re so happy that we chose EtonHouse Vanda. Our kids love it here! Both our children have shown significant growth in their confidence and social skills since joining EtonHouse Vanda, where the teachers make learning so fun all the time! The children embark on different projects and are encouraged to explore and ask questions on their own, which I trust will be a useful lifelong skill. Parents are frequently involved in meaningful ways such as being invited to their Art exhibitions, festive celebrations, or being part of their weekly show and tell prep etc.

My children LOVE going to school every day, and it speaks volumes about the quality of the entire staff. Every teacher they have encountered are not only well qualified, but exude warmth and friendliness, creating a safe and nurturing space for the children to learn at their own pace. They are always communicative and accountable, allowing us to have peace of mind. It’s also a very close-knit community where parents are connected, and every staff member knows my children by name.

I recommend EtonHouse Vanda to parents who want to see their children are supported and thrive in a joyful environment!

Han Ziying and Justin Tan, Parents of Daniel Tan (K2) and Alexis Tan (N1), 2025

Chan Family

Child’s personal growth – Through the efforts of the teachers and curriculum of EtonHouse Vanda, Emma has increasingly displayed a love for learning for academic subjects and also wider subjects relating to general knowledge, physical education, arts and crafts, music, logic and importantly, social and emotional development. Vanda seems to encourage child-like curiosity in everything that the class does, which is invaluable to the children having a zest for life! It has created conditions where children can succeed or fail gently.

Teacher and the leadership – The teachers are very attentive to the details and needs of each child. Although there are many students within the class, the teachers (throughout each of the pre-school years) are able to provide feedback and raise concerns relating to all aspects that are unique to the child – developmental, food and eating, toilet training and hygiene, health, to say the least. They are very responsive to queries that parents may have.

What makes this pre-school special – I think what makes this preschool special is their focus on relationship building with the child, and with the child’s parents, and also horizontally between parents of the kindergartners, so that the child has a very strong support network at home and in school. The focus on inclusion and community is one that Emma Justin and I have personally enjoyed building at EtonHouse Vanda.

Justin Chan Junhao and Joanne Ooi Huey Hien, Parents of Emma (K2), 2025

Lin Family

As a parent, I couldn’t be happier with our experience at EtonHouse Pre-School at Vanda Road. From day one, I’ve seen my child blossom in ways I never imagined. The teachers, especially Ms. Munia, are absolutely amazing—so caring, patient, and dedicated to building each child‘s confidence. My child, who was initially very quiet at home, now speaks confidently and can even communicate in Chinese!

It’s incredible to see how much he has grown in just one year at EtonHouse Pre-School. What makes the school truly special is the genuine love and attention they give to every child. The curriculum isn’t just about academics—it’s about nurturing the whole child, fostering emotional growth, and encouraging creativity and curiosity. The environment is warm, supportive, and filled with positive energy, which makes learning both fun and exciting.

I feel completely at ease knowing my child is in such a wonderful and enriching environment every day. I am beyond satisfied and wholeheartedly recommend EtonHouse Pre-School to any parent looking for a truly exceptional preschool experience!

James Lin and Elizabeth Lee, Parents of Lucas Lin Kaiyang (N1), 2025

Mranata Family

To have Hansel attend EtonHouse Vanda is one of the best decisions we could have made for him. Hansel started timid and afraid of other people and new things coming out from the covid years. Fast forward 1+ year later, he is always talking about what he learnt, what he and his friends did and what exciting thing he ate in school. I’ve seen tremendous improvements in his social skills, curiosity and independent characteristics such as cleaning up after himself, eating and going to sleep independently.

We are also so grateful for the warm teachers and staff. Ms Munia and Ms Ziezie always go beyond by showing so much care to Hansel (and to the other kids). From their welcoming morning greetings and their cheer and attention throughout the day.

We are forever grateful for the EtonHouse Vanda community for making it feel like a second home for Hansel. My husband and myself (and Hansel’s protective siblings) feel at ease knowing that he is with the best care.

Elaine and Harry Mranata, Parents of Hansel Mranata (N2), 2025

Amanda, Mother of Robyn and Lauren

“The loving teachers and staff, and the intimate size of the school. The whole Vanda team knows all the children and us parents. The children feel loved, safe and a real sense of belonging to Vanda, even after they graduate!”

David, Father of Amelia and Benjamin

“Small, close-knit environment. All of the teachers know Benjamin by name and truly seem to care about him and his education.”

Shi Yan, Mother of Max

“The teachers are awesome, and outdoor space is thoughtfully designed to be safe yet nurturing.”

Amy and Kenny, Parents of Katie and Chloe

“Ms Priya is a dedicated teacher who inspires her K1 students to explore and learn. She follows up on her students’ areas of interest with fun exploratory activities. My child, Katie, always comes home sharing animatedly with me the many interesting things she does in school. There was once she taught me how to say ‘Hello’ in different languages. MS Priya is also a very competent teacher who actively partners with parents in the education of our children. Ms Priya taught Katie strategies to speak words using phonics, which helped heighten Katie’s phonemic awareness. In Katie’s own words, she “loves Ms Priya” because she “enjoys listening to her stories and learning new things from her”.

Shera and Suji, Parents of Riddha

“I have known Wu Laoshi for more than 2 years. Wu Laoshi has the ability to bring positive discipline and manage effective interactions with her students. She helps to keep the children focused and on track so that they can keep up with the many requirements of being part of a team. I have also observed that she is willing to support children based on individual student assessment. She is kind, compassionate and helps with students who are struggling with one-to-one training to keep them from trailing behind. Above all, Ms Wu is wonderful with her children and they adore her. She is an excellent storyteller and captures the children’s attention. Thank you, Wu Laoshi, for bringing so much to the children.”

Glimpses

Miguel & Andreina Perez, Parents of Silvana, Vanda

We still remember those days when we dropped our daughter to school and left her crying because she was not willing to stay. However, at the end of the day when we picked her up, Silvana was always happy and sharing all the activities she had done during the day and always speaking about her teacher. Read more here

Sarah Cerreta, Parent of Ethan Cerreta, Vanda

All of the teachers and staff at Eton House Vanda are so pleasant and upbeat and create an environment where children can thrive. Thank you! Read more here

The post Parent Testimonials appeared first on EtonHouse International School & Pre-Schools.

Parent Testimonials

Rebecca Lim — Thu, 20 Aug 2020 09:14:37 +0000

Parent Testimonials

Our parents share what it means to be a part of our close-knit community that puts children at the heart of all learning experiences.

Kate and In Ho, Parents of Jayhee (N2)

Jayhee – Nursery 2 (2022)

Jayhee has been with EtonHouse Robertson Walk since he was 15 months (started September 2019).

As a parent, I feel that EtonHouse has a very structured yet flexible curriculum which allows children to learn all the skills and concepts necessary but not stringent in anyway. There is definitely focus on making sure children have fun (not stressed) and I feel more of it as Jayhee progresses to upper level classes. The teachers and staff are very friendly, approachable, supportive and quick to respond to any queries. I especially appreciate how the school / teachers incorporate art into learning that naturally helps children gain interest in colours, textures and improve small motor skills. We have so many of Jayhee’s school artworks up on our wall at home!

Jayhee really enjoys school all around anything from interactions with his friends and teachers, gym class, art class, outdoor activities and reading time. After so many years, I feel it has become his 2nd home. Every time he will walk into school with a big smile after our usual routine of kisses & hugs (rather than cry because he doesn’t want to be apart from mom & dad which happened occasionally when he was very young).

When he proudly comes back home with handful of artworks and excitingly show & tell what he has created is one of my proudest moments. As he is beginning to learn letters at school and as he picks up more Chinese, seeing him apply the learning at home is also wonderful to witness and I appreciate the teachers for not only making sure the children have a fabulous time but also making sure they are prepared for the school system down the road!

Kozue and Yusuke, Parents of Lisa & Rio Kurosaki

Lisa Kurosaki – Kindergarten 1 (2022)

Rio Kurosaki – Nursery 2 (2022)

EtonHouse Robertson Walk is the first-ever school that our daughters have gone to, with my elder one starting from 18 months and the younger one entering right in middle of Covid. We still remember the first day when we went for a school visit – the artistic facility, the excited children interacting with one another, and the smiling teachers welcoming us and taking time to explain the school’s values.

The community has always proven us right. The warm atmosphere that the teachers and supporting/admin staff create, as well as the great leadership that this team brings – especially during the tough Covid times – has provided great comfort to our family. Also, the depth of their engagement with the children, pushing the boundaries while having fun with them, gives us great transparency into our children’s progress.

The school also provides our daughters with diverse experiences – from art activities and celebrations to learning about the natural environment and diversity. Japanese class brings another dimension of learning, which is absolutely one of their favourite classes.

We believe pre-school is very important in shaping the early part of the children’s lives – not only to study, but also learn to engage with and care for others, maximising experience, and most importantly, have fun! EtonHouse Robertson Walk has truly been a family to us and has shaped our daughters’ growth and we are very happy that we have chosen this school.

Tyerell and Yasmin, Parents of Bobby (K1) and Indy (PN)

Bobby – Kindergarten 1 (2022)

Indy – Pre-Nursery (2022)

Bobby has been at EtonHouse Robertson Walk for 2.5 years, he is in K1 this year. His little sister, Indy, just started in Pre-nursery.

Bobby has been exposed to multiple on-site enrichment programmes – everything from languages such as Mandarin art and Japanese to sports, drama and programming. Being on site, we strongly believe this has meant Bobby is more excited to try new things with his friends.

We believe the staff are the best part of EtonHouse Robertson Walk. The community they have built around these very different times has made sure the kids still have fun and learn. Ms. Priscilia has kept everyone updated and been responsive, she is very hands on and knows everyone’s name. Bobby’s and Indy’s teachers have been so supportive and we have always felt connected to the classroom. They are a wonderful team and we receive notes and photos from Bobby and Indy’s week that they enjoy reflecting upon.

We are proud of how confident and settled Bobby has become over the years. He enjoys welcoming new friends when they join, including his little sister this year. You have never met two happier kids arriving at school! They are so excited to see their teachers and friends every day which is why we love EtonHouse Robertson Walk.

Jeremy & V-lynn, Parents of J-Lynn

J-Lynn – Nursery 1 (2022)

“J-Lynn was enrolled in EtonHouse Robertson Walk Chinese Immersion program in 2021. She has come a long way, adjusting to attending school independently. It did not help that she hardly had any exposure to the Mandarin language at home, which was the main reason for us enrolling her into this programme. I was fortunate that I was given the opportunity of attending the first few days of school with her. During which, I recollect vividly how foreign Mandarin was to her. Initially, she was also not really receptive to us speaking Mandarin to her at home. Now, she has grown to show keen interest in the language, proactively speaking Mandarin and also requesting that we help translate certain words for her.

This is definitely not possible without the kind patience and effort from all the teachers in school. We have witnessed her develop a strong bond with some of her teachers, particularly 张 and 周老师, and that is priceless.

J-Lynn also thoroughly enjoys the variety of enrichment programmes offered by EtonHouse. We had her enrolled in the Mandarin Music and Movement, Mini Sports and Art Therapy. Hoping that this will allow both J-Lynn and ourselves, the opportunity to discover her interests and abilities.

J-Lynn little brother has just turned 1 and we cannot wait to enrol him into the Etonhouse Mandarin Immersion program with her.”

Nichol, mother of Sascha, Shaia, Xander and Skylar

My eldest attended EtonHouse since she was 18 months in 2014 and as we wanted to expose her to the international curriculum in her early years, we placed her in Claymore. Subsequently, we transferred her to Robertson Walk when the new campus opened up on a local system. We wanted to better prepare her for the local system before she turned 7 and EtonHouse Robertson Walk provided her with a great opportunity to transition with the teaching based on the same philosophies and values despite some differences in the curriculum.

We are very happy with the nurturing environment paired with an international mix of students at Robertson Walk that also allowed for our children to learn from diverse backgrounds. Shaia, Our second born joined her sister in 2016 and Xander joined his sisters in 2018. The caring nature of the teachers also allowed me to entrust the school with our children as I was a busy career mummy. Skylar our youngest will also be joining the Robertson Family in May 2021.

I feel that whilst every school will have their strengths and weaknesses, EtonHouse has continuously strived to improve or better themselves with feedback from parents and stakeholders which is important in this fast-paced world of education. The importance of each child’s value systems also plays through in many aspects of their teachings regardless of which teacher takes over the class. This consistency is of utmost importance to us as a family.

Overall, EtonHouse Robertson Walk has built a foundation for our children to enjoy learning throughout their growing up years and importantly, they have built managed to build friendships and learnt extensively from their little friends from all over the world. Even the aunties and caregivers at the school made the children feel loved and taken care of. Giving us parents peace of mind.

Thank you to the teachers and team at EtonHouse Robertson Walk for making a difference in our children’s lives.

Glimpses

Play

A Mum's Diary on Inquiry Based Learning

Tian Yuhui, Parent of Emily Tian, Quayside Pre-School

EtonHouse Pre-School at Robertson Walk is a wonderful preschool with an innovative learning environment, responsible and caring staff. I love the attention, support and effort teachers put into understanding each child individually. They appreciate the child’s strengths and help them improve their weaknesses. Read more here

Amanda Lucas, Parent of Lachlan and Maddison, Quayside Pre-School

The curriculum is very well balanced and helps develop our children socially, emotionally and intellectually while providing a genuinely multicultural experience that the children love. Read more here

Nichol, Parent of Sascha, Shaia and Xander, Quayside Pre-School

Robertson Walk has families with cross cultural backgrounds that greatly benefit my children because everyone gets to learn from each other. What I love the most about EtonHouse is that I can communicate freely with the school management and the teachers. This helps to build an environment where we work together to groom the child in the best way possible. Read more here

The post Parent Testimonials appeared first on EtonHouse International School & Pre-Schools.

Secondary and High School

Kham Liang — Thu, 20 Aug 2020 07:57:32 +0000

Secondary & High School Curriculum

Personalised pathways in a caring, close-knit environment

At EtonHouse International School Orchard, our Secondary and High School programme is built on three pillars: academic excellence, personalised learning, and strong relationships. In a landscape where secondary schools can feel overwhelming and impersonal, our boutique environment ensures that every student is known, heard, and empowered to succeed.

We support learners from Middle School to High School with tailored academic and pastoral guidance. With small class sizes and an exceptional teacher-to-student ratio, our dedicated educators can focus on each student’s strengths, interests, and learning goals. Every student is genuinely understood and supported, ensuring not only strong academic preparation but also the development of confident, compassionate individuals who are ready to thrive in an ever-evolving global society.

Our Secondary and High School programme includes:

Middle School (Years 7 to 9) - UK Key Stage 3

Our Middle School (EtonHouse Secondary One to Three) builds upon the inquiry-based IB Primary Years Programme by integrating project-based learning into our curriculum design. Students engage in a broad, academically rigorous curriculum alongside opportunities for them to explore personal interests and develop essential skill sets, preparing them for success in the IGCSE programme.

Through small class sizes and close relationships with teachers, students receive the individualised attention and feedback they need to build confidence and hone skills in critical thinking, collaboration, and communication.

Our curriculum draws inspiration from the British system and adapted for our international context. In addition to core subjects, students also participate in our Lifeskills programme and enjoy a wide range of co-curricular opportunities. These formative years provide students with the opportunity to flourish emotionally, socially, and academically, laying the strong foundations necessary for a successful transition into the IGCSE years.

Upper School (Years 10 to 11) - IGCSE

In Upper School (EtonHouse Secondary Four & Five), students undertake the International General Certificate of Secondary Education (IGCSE), a globally recognised qualification that prepares them for A-Levels and university study. The IGCSE is equivalent to the British’s GCSE and is highly respected by top universities and employers worldwide, offering students a wide range of opportunities in both education and career. IGCSEs are externally set, marked, and certificated examinations, ensuring international recognition and credibility.

Our IGCSE curriculum is both flexible and rigorous, offering a wide choice of subjects that reflect students’ interests and future aspirations. All students study a core curriculum and select elective subjects that align with their strengths and goals.

Core Subjects:

English Language
English Literature
Mathematics
Science (Double Award)

Elective Options:

Spanish, Chinese, History, Geography, Art & Design, Design & Technology, Computer Science, Business Studies, PE, Music, Additional Language (English)

The IGCSE programme encourages students to engage with a variety of subjects and make meaningful connections between them, which is fundamental to our approach. To ensure every student’s success, we work individually with each student to develop their Personalised Pathway Plan@14. This individualised action plan helps students make informed choices when selecting the courses that best match their personal strengths, interests, and future career aspirations. Developed in Year 9 through one-on-one discussions with staff, this plan ensures that students are fully prepared as they transition into Upper School.

In addition to their academic studies, all students participate in the Lifeskills programme and Physical Education. These courses are designed to support students’ wellbeing, personal development, and readiness for life beyond school. The Lifeskills programme includes practical sessions on study skills, financial management, wellbeing, and relationships, delivered by experienced teachers and guest speakers.

As part of the EtonCore programme, students have access to a variety of enrichment opportunities such as the Duke of Edinburgh Award and Work Experience Week, which broaden their perspectives, build leadership skills, and support their overall personal growth. Students also take on positions of responsibility, organise school functions, and develop essential leadership, teamwork, and organisational skills. Through these experiences, they build a comprehensive and meaningful CV, helping them stand out in university admissions and ensuring they grow both academically and personally.

The IGCSE programme at EtonHouse equips students with the academic knowledge and life skills needed to thrive in higher education and their future careers. By combining rigorous academic preparation with personalised support and holistic development, our students are ready to embrace the challenges and opportunities of the future with confidence.

Sixth Form (Years 12 to 13) - International A-Levels

Our EtonHouse High School One & Two programme culminates in the International A-Levels (IAL), offered by Cambridge and Pearson Edexcel, a globally recognised qualification that prepares students for university and beyond. The High School (Sixth Form) Programme at EtonHouse International School Orchard is designed to help students meet the increased expectations of universities and employers. Besides achieving strong academic results, students are expected to develop as confident young adults who can take responsibility, be accountable, and have the ability to set and meet personal targets.

International A-Levels are qualifications offered to students aged 16 to 18 at international schools globally. They are equivalent to British A-Levels and are highly respected by universities and employers, providing a direct path to university study. In 2024, over 400,000 students took the Cambridge A-Levels, compared to 140,000 pursuing the IB Diploma, highlighting its widespread popularity and strong reputation.

Universities do not have a preferred qualification between the A-Levels and the IB Diploma. What matters most is the grades that students achieve and overall achievements, and International A-Levels offer a unique advantage for success.

How International A-Levels Offer a Unique Advantage for Success:

Tailor Subject Choices to Individual Strengths: Unlike the IB Diploma, which requires students to study 6 subjects across different subject groups, IAL only requires students to choose 3 or 4 subjects to specialise in and study in depth over two years. Students can focus on the subjects that they are strong in or interest them and that are required for their intended university degree. Most university entry requirements specify only three grades at A-Level.
Modular Approach: The International A-Level programme follows a modular approach, where students take AS exams at the end of Year 12, and A2 exams at the end of Year 13, which test the content covered in the second year. The AS-Level grade, worth half the equivalent A-Level grade, provides universities with a valuable early indicator of academic strength and potential before the final A-Level results are available. After completing their AS exams, students decide which 3 subjects to continue into Year 13. The final A-Level grade is an average of the AS and A2 exam results.

Flexibility in Retaking Exams: With two examination periods each year, students can take exams in May/June and have the option to retake A2 modules in October/November if necessary, ensuring they can achieve their best possible result to secure their place at university.
More Time for Broader Interests: With fewer subjects, students have more time for self-directed learning and the opportunity to explore other interests through our unique EtonCore programme, Lifeskills course, and Physical Education programme. These initiatives are designed to enrich students’ Sixth Form experience, encouraging them to become active, compassionate, and lifelong learners. Additionally, they help students build a comprehensive and meaningful CV, which can enhance university applications and future career opportunities.

Through the Personalised Pathway Plan@16, each Sixth Form student works closely with staff to craft a personalised academic journey that balances academic goals with personal growth. The Personalised Pathway Plan@16 is an individual action plan, developed through discussions in Year 11, to identify the most appropriate A-Level courses to maximise academic potential while supporting personal development. These discussions also cover career aspirations, helping students make informed subject choices.

Subject Choices Offered:

Choosing the Right Post-16 Qualification: What’s the Difference?

International A-Levels vs. the IB Diploma
The IB Diploma requires students to study six subjects across disciplines, including areas they may be less confident in. It also includes three core components—Extended Essay (EE), Theory of Knowledge (TOK), and Creativity, Activity, Service (CAS)—which can impact the final IB score. (Note: While CAS is not graded, failing to complete it means the student will not be awarded the diploma.)

In contrast, International A-Levels allow students to specialise in three or four subjects aligned to their strengths and university goals. This focused, flexible structure often leads to stronger academic performance and reduced pressure.

Both qualifications are well-respected by universities worldwide; the best fit depends on each student’s individual learning preferences and aspirations.

International A-Levels vs. British A-Levels

Both qualifications are academically rigorous and widely accepted by top universities. British A-Levels are typically offered in UK schools, with content often anchored in the UK context. In contrast, International A-Levels (IAL), like those offered at EtonHouse Orchard, are designed for global learners. Whilst the content of these courses is similar, the context in which they are placed is non-country specific and therefore more suited to an international context, making them especially appropriate for students in international schools or those planning to study abroad.

Personalised Support That Delivers Results

Our holistic and student‑led approach is unique to EtonHouse. As a non-academically selective school, we welcome students of diverse backgrounds and abilities, including non-native English speakers, believing that every student has the potential to excel with the right support. This inclusive philosophy is enabled by our boutique size, exceptional teacher‑to‑student ratio, and the belief that every student is known well by every teacher. Educators collaborate closely with students and families to co-develop Personalised Intervention Plans with clear academic targets—whether it’s mastering specific content or refining exam techniques. As a result, we routinely see steady progress, increased assessment confidence, and notable improvements in final examination outcomes across our diverse student body.

Our 2025 IGCSE and A-Level results reflect this journey of growth. While we celebrate high-achieving students, we are equally proud of those who overcame challenges and exceeded their own expectations. These outcomes are a testament to our inclusive approach and the impact of a learning community where every student is known and supported.

A Holistic Approach: EtonCore & Lifeskills

At EtonHouse Orchard, we believe learning goes beyond textbooks. Each individual will be provided with opportunities outside the classroom to challenge themselves, promote independence and nurture talents.

Our bespoke EtonCore programme empowers students to explore their passions while developing essential life competencies. As an integral component of our Personalised Pathway Plan@16, it encompasses diverse electives and accredited pathways that include:

Researching and producing an independent essay on a self-selected topic through the externally accredited Extended Project Qualification
Leading community service initiatives through the EtonHouse Community Fund
Pursuing the Duke of Edinburgh Award, a globally recognised qualification that develops young people through physical recreation, skills development, adventurous journeys, and voluntary service
Engaging in partnership programmes and residential experiences that provide authentic real-world learning
Collaborating with overseas schools across the EtonHouse global network to cultivate international perspectives

The EtonCore programme develops principled, critical thinkers who embrace challenges and calculated risks. Rooted in EtonHouse core values, it nurtures independent learners equipped to shape their futures. Beyond academic excellence, EtonCore builds vital life skills essential for higher education and meaningful careers. Students emerge as self-aware, socially conscious global citizens with strengthened personal agency and a resilient growth mindset.

Our structured Lifeskills programme complements this by supporting emotional and mental wellbeing while equipping students with essential tools to navigate life confidently. Led by experienced teachers and industry guest speakers, sessions cover critical topics including financial literacy, time management, study skills, university preparation, wellbeing, and interpersonal relationships—practical life lessons that enable students to thrive in school and beyond. As students approach adulthood, maintaining a healthy balance between academic achievement and personal development becomes increasingly vital for their overall wellbeing and future success.

University and Careers Guidance

Our student-centred university and careers guidance programme offers personalised support that puts the student firmly at the forefront of the decision-making process. Experienced teachers conduct workshops, talks, and discussions to support Year 12 and 13 students and their families with decision-making, advising on course requirements, and guiding university research.

Our team works closely with each student to create a balanced university list, assist with personal statements and essays, and prepare for interviews. With guidance and support, students are encouraged to take ownership of their research and planning process to find their best-fit institution or career pathway.

See where our graduates have received offers from

For the list of EIS SSG permitted courses, please click here.

Glimpses

Play

Kentaro and Miho Tajimi, Parents of Tamaki and Itsuki, Orchard

The post Secondary and High School appeared first on EtonHouse International School & Pre-Schools.

Parent Testimonials

Kham Liang — Thu, 20 Aug 2020 06:13:28 +0000

Parent Testimonials

Adam and Fanny, Parents of Luke

Li-San and Bernard, Parents of Aaron, Isabelle and Ian

It has been more than a decade since we began our wonderful journey with EtonHouse. Between our three kids – Aaron, Isabelle and Ian, we have experienced three EtonHouse campuses at 717, 764 and 223 Mountbatten, all of which were directly or indirectly under Ms Jo’s leadership.

EtonHouse has been a delightful environment for all of them, with its welcoming campuses and more importantly, the awesome teachers and staff. Ms Jo has always been welcoming, supportive and dynamic. We remember the move from 764 to 223 Mountbatten: although we were initially concerned about 223 being an “industrial” building, Ms Jo very quickly made it a stimulating and child-friendly environment with such innovative use of space, even turning dull outdoor corners into exciting playgrounds and vibrant gardens! EtonHouse teachers have always been warm and nurturing, imparting not just knowledge but also life skills. Our kids who have graduated also remember fondly the friendly gardener uncles and cleaner aunties.

We will always cherish our memories of EtonHouse. Our kids would come home with stories about researching berries, creating clay projects, conducting light experiments, dabbling in Chinese calligraphy and baking healthy oatmeal banana cookies (which Ian still asks to make at home)! Our kids grew so much through challenges like making PowerPoint presentations on stage or staying overnight at the K2 Camp. They always enjoyed the excursions – be it watching a play, participating in a tea ceremony, learning the history of bicycles or showcasing their exploration of roses at the Singapore Garden Festival, all of which provided such rich immersive learning experiences. Most of all, we appreciated how EtonHouse sparked their naturalist instincts with the constant exposure to nature – they were always growing something (brinjals!) or rearing critters like caterpillars and crayfish.

As the book title says “All I Really Need to Know I Learned in Kindergarten”. As our kids grow into curious and kind young people, we would like to express our deep appreciation to everyone at EtonHouse for providing that crucial foundation, as well as the supportive and wonderful environment all these years!

Debbie and Kenneth, Parents of Claire, Cara and Jordan

Our EtonHouse journey started back in 2013 when our eldest child Claire was 4. Over the years, her 2 siblings followed in her footsteps concurrently. The youngest (Jordan) is in K2 now and looking forward to Primary 1 in 2020.

We looked at various preschools and enrolled the kids for short stints prior to EtonHouse but most fell short of expectations. In terms of facilities, teacher quality and parental engagement, EtonHouse is one of the most impressive that we have seen. I would also add that the excellent school culture is derived in no small part from the principal (Ms Jo) herself. That she and all her staff are there daily doing their best for the children gives us the peace of mind to go about our day jobs knowing that the kids are in good hands. 2 thumbs up!

We like that there are a multitude of opportunities for the children to think independently and engage in new experiences. Apart from the periodic excursions, there are talks conducted by parents in their respective fields, show and tell sessions, performances and all the small but important things that the respective teachers do on their own initiative to teach the kids values like responsibility, love and respect. The “lessons” are conducted in an open-ended manner and this is where good teachers in an enabling environment differentiate themselves from pedestrian ones. Needless to say, although its great for the kids, I am sure this would take a whole lot more effort on the part of the teachers. Hats off to you!

We would like to take this opportunity to thank Ms Jo and especially to all the teachers past and present, who have influenced Claire, Cara and Jordan in one way or another.

Jingyi, mother of Aiden Breva 欧阳锦 from K2 Compassion

We have a saying in Chinese: 言传不如身教，身教不如境教. It means being a role model is more important than simply preaching. But more important than being a role model to your children, is to immerse them in the right environment. And in EtonHouse, I believe we have found the right environment.

We have not sent him for any tuition. But he has made such immense improvements in the past year. He loves reading, he knows how to solve Math story sums, he loves singing Chinese songs, he loves Japanese origami. More importantly, he retains his curiosity and he enjoys learning. We are not worried at all about Primary 1. This is a stark contrast to the boy who, in early 2017, was struggling to write the letter Y and was labelled as a “slow learner”.

Mrs. Anu Gupta, parent of Ira and Zoya

‘As I spent an unusual Monday morning watching my 4-year old perform on stage for the National Day/ Hari Raya Celebrations at EtonHouse, I felt goose bumps all over me. The songs, the performances bring back a bag of memories and got me thinking of my journey I embarked with this school years back.

I walked into this school for the first time in 2007 when we moved to Singapore from Dubai. I had done no research on pre-schools, had asked no one around for feedback. I did a random ‘google’ search on neighbourhood pre-schools and I had a flurry of EtonHouse schools that came up on my screen. Coincidentally, this was the 2^nd school I visited. Then located at 764 Mountbatten Road, the school was prominent as you drove on that road.

I wasn’t a very experienced mother, though I’d like to give more credit to myself now. I had a 2-1/2-year-old who had just recovered from some serious medical issues. My questions to the school only pertained to care, hygiene, how flexible the school was with home-food, how they would react in a medical emergency. I don’t recollect asking any questions on the curriculum, student-teacher ratio, mix of nationalities, languages offered (which are the typical questions you ask when you seek out a school). The patience and detail with which each question was answered touched me and I just had to go ahead with my gut.

Thus began our journey with this school (both for us and our girl). If we had fun at all the field trips, we had prompt calls from the school if her lunch (delivered from home) didn’t get there on time. We also had extra care given by the teachers/staff to ensure she was always away from foods that caused her any allergy. The care and attention never lagged. If she had issues of bullying, the staff ensured it was sorted even before I heard it.

Not to mention Josephyne Ho, Principal- EtonHouse Pre-School (223 Mountbatten Road) would be a complete miss. Popularly known as ‘Jo’ to all of us (parents) and ‘Miss Jo’ to the kids, she is the pillar that stands strong holding that school together. Her eye for detail, precision to perfection, her habit to address each one of us (kids and parents) every morning (by our first name) and that wide smile, makes this school an extension of your home. Her personal involvement in my daughter’s case and ensuring a total hands-on approach makes her special. No issue is ‘small’ for Jo. She listens to every kid/parent. Be it a kid sulking to come to school, a kid not keen to wear his uniform, a kid not proactive with eating. You can often see her sitting and chatting with the kids giving them all her attention. Like she often says, “I pick my battles with the kids. I only strive for them to come happy to school every morning.

My daughter was around when this school moved to its current location. Lots of discussions happened- to stay on at the old campus, how good will the new campus be. But I had blind faith on the management. The new campus only turned out to be even better. I still joke when people ask me which pre-school does your girl go to, “its location is like the best kept secret.” Of course once someone makes it there, it’s very rare they will return disappointed.

Each day passed and soon she turned 6 years old and was ready to leave the school. Sadly this school ends at K2. The love and care it gave her changed her personality. From a meek, quiet girl (always petrified of even getting a cold or even being pushed in a line), she shaped up to be a confident, vocal speaker and in every earnest way ready to take on any challenge (be it a bully on the bus, or someone ridiculing her allergies). The staff at the school at every stage made her feel ‘equal’, gave her the strength to say ‘no’ and to make the most of every opportunity that came across her way.

For me as a mother, what she studied there never mattered. The hands-on approach, the over-attentive staff, the flexibility to understand a parents’ mind is all that mattered. For my girl, the school still has a ‘soft spot’ in her heart. She is happy to head back anytime for any event and be associated in any small or big way. Of course seeing herself splashed all over town in the EtonHouse ad campaigns has left a lifetime of memories for her.

I am on a re-run with the school now with my second girl. Thankfully this time we don’t have major issues but the usual that any toddler may face in a school. Even then these problems were taken equally seriously. They made sure she was heard and her issues were sorted. I am confident at the end of her stint, even she will walk out a confident 6-year old with some great memories of her pre-school.

But of course, my younger one presumes that the posters on display around town and at the school lobby (featuring her sister) are something that she will also get as her parting gift from Etonhouse. As for me, I was recently reminded that I have joined the ‘privileged’ list of long-standing Etonhouse parents (with an association of more than 7 years now). This association has been special and will always have a lasting memory in our hearts.’

Augustine and Janice, of children, Ariel Wong and Alexis Wong

Eight years at the blink of an eye.

Alexis and Ariel have spent a combined 9 years at the EtonHouse Pre-school. As a family, we have been closely associated with EtonHouse for eight consecutive years. Our journey was neither unique nor extraordinary. But for our family, it felt like a major milestone.

Like most parents, our primary concern was how the teachers and the pre-school would be a good fit for our girls. As the girls spend more weekday hours with their teachers than they do with us, having good teachers is a blessing. Thus far, we have been extremely fortunate. We have had great teachers. The girls look forward to school each day to be with their friends and teachers. This is an amazing facet of their lives we can only piece together from their after-school stories. Their teachers probably know another aspect of them we may never really know. However, we are consoled by the fact that the teachers who were there with them, truly cared for them. Ms Josephyne and the teachers have helped us nurture two amazing girls, for that, we are eternally grateful.

In the end, Ms Josephyne and the teachers may have had a more profound impact on us. They helped us see our girls from our children’s perspective. We cannot think of a more precious gift, as my family bid a reluctant farewell to Ms Josephyne and her wonderful teachers. Thank you, teachers!

Glimpses

Play

Li-San and Bernard, Parents of Aaron, Isabelle and Ian, M223

Our kids would come home with stories about researching berries, creating clay projects, conducting light experiments, dabbling in Chinese calligraphy and baking healthy oatmeal banana cookies (which Ian still asks to make at home)! Most of all, we appreciated how EtonHouse sparked their naturalist instincts with the constant exposure to nature - they were always growing something (brinjals!) or rearing critters like caterpillars and crayfish. Read more here

Debbie and Kenneth, Parents of Claire, Cara and Jordan, M223

We like that there are a multitude of opportunities for the children to think independently and engage in new experiences. Apart from the periodic excursions, there are talks conducted by parents in their respective fields, show and tell sessions, performances and all the small but important things that the respective teachers do on their own initiative to teach the kids values like responsibility, love and respect. In terms of facilities, teacher quality and parental engagement, EtonHouse is one of the most impressive that we have seen. Read more here

Mrs Jingyi Breva, Parent of Aiden Breva, M223

Aiden has made such immense improvements in the past year. He loves reading, he knows how to solve Math story sums, he loves singing Chinese songs, he loves Japanese origami. More importantly, he retains his curiosity and he enjoys learning. We are not worried at all about Primary 1. This is a stark contrast to the boy who, in early 2017, was struggling to write the letter Y and was labelled as a “slow learner”. Read more here

The post Parent Testimonials appeared first on EtonHouse International School & Pre-Schools.

Parent Testimonials

Kham Liang — Wed, 19 Aug 2020 10:21:10 +0000

Parent Testimonials

Ah Yeon and Min Soo, parents of Kwon Seo, N2A and Kwon Young, K2

As parents of Kwon Young and Kwon Seo, we are delighted to share our testimonial for EtonHouse International Pre-School at Claymore. Our experience has been exceptional, and the school has been instrumental in our children’s growth.

Kwon Young joined in April 2022, and Kwon Seo started in January 2023. From day one, the warm and welcoming environment made them feel at home. The teachers are highly qualified, genuinely caring, and dedicated to nurturing each child’s unique strengths, encouraging their curiosity and passion for learning.

The inquiry-based curriculum perfectly aligns with our children’s interests in design, storytelling, and exploration, promoting creativity and critical thinking. Kwon Young’s love for creative play with LEGO and storytelling has been supported through engaging projects and collaboration with classmates, helping him develop essential social skills.

Both Kwon Young and Kwon Seo have shown significant linguistic growth due to the school’s dual-language curriculum, enriching their understanding of diverse cultures. Despite their mild shyness, they have formed meaningful friendships in this supportive atmosphere.

Overall, we highly recommend EtonHouse International Pre-School at Claymore to families seeking a nurturing and enriching educational environment. We are confident that Kwon Young and Kwon Seo will continue to thrive here.

Thank you, EtonHouse Claymore, for being a vital part of their early learning journey!

Sato Family

Since moving to Singapore in 2022, my two sons have been under the wonderful care of EtonHouse Claymore. My younger son, in particular, had spent a lot of time at home due to the pandemic before we moved here, so he was quite nervous in the new environment. One of the best things about EtonHouse Claymore is the warmth, homely atmosphere and the close attention the teachers give to the children. Although my younger son cried frequently at the beginning, by the time we left, he would come out smiling, holding the teacher’s hand, and he began to talk about his friends and teachers at home.

In his second year at EtonHouse Claymore, he was able to join after-school activities, and I still vividly remember the sight of him leaving happily while laughing with his friends. The teachers never forced him into anything, and I am deeply grateful for how they allowed him to grow freely at his own pace.

Although both of my sons now attend different schools, they still enjoy playdates with their friends from EtonHouse Claymore and continue to have a close bond.

George Sheng and Mei Rong, parents of Sheng Shize, K1

My son, Shize started his Singapore learning journey at EtonHouse Claymore when he moved to Singapore because of my job in early 2021. It’s a very easy decision for my wife, Emily, to put Shize in EtonHouse Claymore, as we have been members of EtonHouse Shanghai since N1. We believe that EtonHouse Claymore can also give the boy another wonderful time in his Kindergarten, and our home is just 10 mins walk distance from the school. As a Chinese boy who came to Singapore, even though he was from an international school in Shanghai, he met communication problems in Singapore at the beginning in a fully English-first language environment. The Mandarin and English support in Claymore is very strong, which helped Shize adapt to life in Singapore smoothly; both his Mandarin and English improved, and then he fully emerged in Claymore, participating in all kinds of experiences and started to love reading books, drawing pictures and playing sports. Another great support we got from EtonHouse Claymore is the teachers (Ms Aletia, Ms Jessica, and Joyce Laoshi). They really care about the mentality growth of the child, they pay a lot of attention to the communication and social skills among the children, and work closely with parents to help the child handle the social problems they meet in all the connections in their daily life, and step by step the child becomes more and more confident and skilled in his own social network. Thanks to all the support from EtonHouse Claymore, Shize had a full and interesting time, which helped our family integrate into Singapore, and both his learning ability and psychology are well-developed now.

Karen and Hansen Lam, parents of Leanne Lam, PN

Leanne started her first school experience at EtonHouse Claymore when she was 22 months old. We feel that Claymore is the best school for Leanne to start her learning journey as we love the outdoor space, cosy classroom, low teacher-child ratio, and the international community environment. The teachers were passionate and very patient with Leanne and helped her through the settling period. This is reflected in the communication we had with the teachers as they never failed to provide me with details on her various activities during the day and her current interests in school.

After 2 terms at Claymore, Leanne has shown great improvement in her verbal communication and gross motor skills and she has also shown her confidence in exploring a new environment. We are looking forward to continuing her journey at Claymore and seeing her development in the supportive and nurturing environment that the teachers created at Claymore.

Alex and Melanie Martin, parents of Clara Lane Martin, N2

EtonHouse Claymore far surpassed our expectations for an International Pre-School. From the moment we walked through the gate, each teacher and staff member greeted our entire family by name. Our daughter’s teachers were creative and warm and made learning fun. My daughter not only grew in her academic knowledge but social and physical development as well. I have overall been so impressed with the school and would highly recommend it to anyone looking for a foundation for which to build their child’s education.

John and Danaice Cunningham, parents of Carlos and Robert Cunningham, K2

The boys had just celebrated their third birthday when they started their first term at EtonHouse Claymore. We looked at a lot of schools and we felt very comfortable with EtonHouse because of the Reggio Emilia philosophy and the Inquire, Think and Learn approach.

After three and a half years, we are very happy with the choice we made. The boys have had a wonderful first school experience and have enjoyed a blend of experience-based learning, core skills development, and personal growth. The teaching staff and the support teams created a supportive and enriching environment which helped the boys to build self-confidence, communicate well and express their individual personalities. We are delighted that they have had great opportunities to learn mandarin, arts and crafts, sports skills and environmental awareness alongside core literacy and numeracy.

We have also enjoyed a strong and direct connection with the EtonHouse Claymore team where the level of parental involvement in the EtonHouse community has been excellent. We have had a great relationship with all their teachers and other parents and have received regular feedback through the parent-teacher meetings and real-time teacher updates. The school creates a genuine community of parents and teachers and we and the boys have been fortunate to make many friends through the school connection.

Mark and Tiara Shaw, parents of Victoria Shaw, PN

Victoria has come to the end of her Pre-Nursery year at EtonHouse Claymore and we have had a wonderful time so far. We had looked at a number of pre-schools for Victoria and after visiting them, we chose EtonHouse Claymore for its approach to learning inspired by Reggio Emilia philosophy as well as its cosy family atmosphere. After 2 terms here we are very happy with the way Victoria has integrated into her class and the school. We are constantly amazed by how independent and confident she has become since joining EtonHouse Claymore. We love the way we are able to follow her progress in school through weekly and regular updates from her teachers. The team at Claymore have been quick to respond to any concerns or questions we have had during Victoria’s time here and we look forward to starting the Nursery year in August!

Tsuyoshi and Kyoko Kuroiwa, parents of Ryusei Kuroiwa, N2

My son, Ryusei, started his learning journey at EtonHouse Claymore when he was 20 months old. When we decided to put Ryusei into Claymore, we really like its international culture and low teacher-studio ratio, as well as the cosy campus and the natural green garden.

As a member of the Claymore community for nearly two and half years, teachers and staff at the school gate never fail to greet Ryusei by name every morning – we feel that Claymore is the best school for my son to begin his learning journey. Little ones definitely have the right to start a day in a warm and welcoming atmosphere!

Ryusei experienced three separation anxiety periods during his time at Claymore. Each time, his teachers were very patient and waited for Ryusei to calm down, giving us good advice and strategies. His classmates were also invited to welcome him to class in the morning to further build and strengthen his friendships with the other children. We are really happy to see Ryusei developing a sense of belonging to the school through these experiences.

The EtonHouse inquiry approach and curriculum is wonderful and Claymore does it really well to bring this approach come alive among the small but international and diversified community for all the children. The shared learning spaces in the school change from time to time, as teachers are always observing the children and learning what their current interests are.

Another wonderful aspect of the Claymore community is giving children the opportunity to share their culture with friends from other year levels. Ryusei had a great time sharing his culture by introducing the Japanese outfit to his younger friends! My son also had the opportunity to perform a lion dance in front of the whole school community as his teacher was aware of his love for lion dance. Such experiences helped to build up his confidence to share and perform in a larger social group setting.

We are grateful for the teachers at Claymore who have the children’s best interest, allowing each child to develop their own personality, confidence and competence at such a young age.

Neil and Helen Skinner, parents of Caelin and Aidan Skinner, K2 and N1

There is a quote in EtonHouse Claymore by Ann Landers, “It is not what you do for your children, but what you have taught them to do for themselves that will make them successful human beings” and in my opinion, this summarises beautifully what the school has to offer. The children are given the freedom, encouragement and respect to believe that anything is possible and to strive for their very best. Our children grew into more confident individuals within the close community setting of EtonHouse Claymore. They were encouraged to discover their own ways of doing new things, to learn and reflect, and to be caring and responsible individuals. My children’s schooling was my biggest worry when we arrived in Singapore and when they were ready to leave EtonHouse 2 years later, I felt very sad to say goodbye. They were lucky to be given the opportunity to have such a nurturing and encouraging start to their “academic lives”.

Frank and Silke Lellig, parents of Jonathan and Pauline

“Both Jonathan and Pauline attend EtonHouse Claymore; Jonathan started in January 2013 while Pauline started in August 2016. We chose EtonHouse for two reasons: the big playground, and the focus on play and soft skills. We didn’t like the idea of enrolling Jonathan in a school that just focuses on academics. Silke was the head of a kindergarten in Germany before moving to Singapore, and EtonHouse was the closest to her own experiences in the field of child education and personality development.

Play and creativity are important aspects of this. While kids at EtonHouse have a fixed schedule and follow daily routines, the teachers observe every child and their peer groups individually and carefully. They take note of what they like to play with, topics they are interested in and materials they like to use to build. Additionally, they involve the kids in planning future learning topics. The outdoor area at Claymore was also a huge factor for us, especially after visiting some indoor-only schools.

EtonHouse was recommended to us by a friend, and after comparing potential preschools we decided to send Jonathan to the Claymore campus. The concept is child-friendly but also educational for each age group. Children develop step by step at their own speed and are guided by the teachers. It’s a really good place for young people to develop. If you’re looking for a school where your kids can grow and learn at their own pace, EtonHouse is your school!”

Glimpses

Parent Testimonial

Karen and Hansen Lam, Parents of Leanne Lam, Claymore

After three and a half years, we are very happy with the choice we made. The boys have had a wonderful first school experience and have enjoyed a blend of experience based learning, core skills development, and personal growth. Read more here

Ah Yeon and Min Soo, Parents of Kwon Seo and Kwon Young, Claymore

From day one, the warm and welcoming environment made them feel at home. The teachers are highly qualified, genuinely caring, and dedicated to nurturing each child’s unique strengths, encouraging their curiosity and passion for learning. The inquiry-based curriculum perfectly aligns with our children’s interests in design, storytelling, and exploration, promoting creativity and critical thinking.

George Sheng and Mei Rong, Parents of Sheng Shize, Claymore

The Mandarin and English support in Claymore is very strong, which helped Shize adapt to life in Singapore smoothly; both his Mandarin and English improved, and then he fully emerged in Claymore, participating in all kinds of experiences and started to love reading books, drawing pictures and playing sports. Read more here

The post Parent Testimonials appeared first on EtonHouse International School & Pre-Schools.

Languages

Kham Liang — Wed, 19 Aug 2020 06:46:12 +0000

Languages

Celebrating the gift of language

We are a learning community where multiple languages and cultural heritages are validated and respected, and friendships bridge class and language barriers. And that’s what we strive to achieve at EtonHouse by celebrating our students’ diversity through the many languages we offer. In doing so, we promote a positive school culture of acceptance that will give your child an edge in an increasingly globalised world.

EtonHouse Broadrick has a trusted reputation in offering a bilingual foundation. In 2011, it became the first international school in Singapore to offer an English-Mandarin bilingual programme aligned with the International Baccalaureate Primary Years Programme (IB PYP). Today, EtonHouse Broadrick continues that tradition of producing bilingual students, offering Mandarin, Japanese, Hindi, and English as an Additional Language (EAL) as part of our Integrated Curriculum Pathway. In addition, students with competence and a strong interest in Mandarin can opt for the Mandarin Immersion Pathway with intensive Mandarin exposure in Year 1 to build a strong Mandarin foundation followed by a 50:50 bilingual immersion from Year 2 to 6.

English as an additional language (EAL)

Our EAL programme is designed to help our students acquire the essential English skills they need to express themselves, communicate socially and understand the curriculum. We will assess your child on their level of English proficiency, and if extra support is required, they will join the EAL programme. Conducted as part of the normal curriculum, these classes group children of the same year to create a comfortable environment that encourages learning. And as your child improves their proficiency and vocabulary in the language, so will their confidence increase.

Regular EAL programme

Pre-school (for K1 onwards) – 5 times a week
Primary – 4 times a week

Catered for students with a basic grasp of English, the regular EAL programme is conducted during the class’ additional language lessons time. It is structured to meet the academic needs of students at various stages in the language acquisition process, with emphasis placed on improving your child’s ability in the four macro skills: listening, speaking, reading and writing, that are needed for successful participation in the Integrated Curriculum Pathway. Your child will also build and practise targeted vocabulary through conversations and activities. Once we assess your child to be at the level of English in our Integrated Curriculum classes, they will resume their language classes and study another second language. It is a paid programme.

Intensive EAL programme

Intensive EAL classes are conducted for 45 minutes four times each week, in place of Integrated Curriculum language lessons and in addition to the regular EAL lessons. It is a paid programme.

Specially designed for students from Year 1 to 6 with limited or no English background, our Intensive EAL programme provides additional specialised support to help students to express themselves better in spoken English.

As every child has a different learning curve, lessons are planned based on individual student’s needs to help them build a strong English foundation. Classes are centred around activities that help to boost your child’s language skills. Specific emphasis is placed on developing their vocabulary and proficiency in spoken English. By keeping class numbers small, we provide a risk-free and comfortable setting for our students to practise the language. We also conduct regular assessments throughout the year to assess your child’s proficiency. Once they are ready, we will integrate them back to the language lessons within the Integrated Curriculum Pathway.

Hindi (for native speakers only)

Pre-school (for K1 onwards) – 5 times a week
Primary – 4 times a week

As one of the few international schools to offer Hindi language lessons, we take great pride in the strength of our Hindi curriculum. Our focus on contextual teaching means lessons are planned around student feedback and what interests them. To deliver a relevant, updated, modern version of the language, we use specially sourced materials and mediums such as stories, eBooks and talking dictionaries. And by incorporating sports, arts and interactive games in our lessons, we create a fun and engaging way to learn Hindi.

But our lessons go beyond teaching your child how to read, write, listen and communicate in Hindi. We also strive to foster an appreciation of the rich Hindu culture by regularly organising cultural events such as dances, music performances and celebrating Hindu festivals. In fact, our Deepavali celebration is the biggest among the international schools. As a result, your child will not only be fluent in the language but also have an appreciation of the Hindu culture.

Japanese (for native speakers only)

Pre-school (for K1 onwards) – 5 times a week
Primary – 4 times a week

Our Japanese language lessons are designed to allow our Japanese students to acquire the language skills they need and have fun in the process. That’s why our classes are student-led rather than teacher-led and uses the inquiry technique. Conducted by teachers with international experience, our lessons provide your child with a global perspective of the Japanese language. And with intensive face-to-face contact hours and many opportunities to practise, we give your child the confidence to communicate in Japanese.

Besides learning important skills such as report writing and creative writing, your child will also enjoy craftwork while learning about Japanese seasonal events and customs. In addition, they will also participate in cultural performances, through which they will gain the confidence to present, perform and speak in Japanese.

We also offer Japanese Fun Club as an ECA for our K1 students who are taking another second language other than Japanese.

Mandarin

Pre-school – 5 times a week
Primary – 4 times a week

Today, Mandarin is the most widely spoken language on the planet. And that’s something we’ve anticipated at EtonHouse. In fact, we’ve been teaching our students Mandarin for the past 30 years. But it’s not just about reading, speaking, writing and understanding the language. We also integrate culture into the curriculum to build an appreciation and love for Mandarin. So your child can look forward to participating in fun experiences such as Chinese calligraphy and Chinese performances.

At EtonHouse Broadrick, we offer two pathways for students to learn Mandarin. They can either take it as an additional language through the Integrated Curriculum Pathway, or for those who wish to develop strong Mandarin proficiency and achieve bilingualism by the end of Year 6, the Mandarin Immersion Pathway is available.

Give your child the gift of language that will benefit them for the rest of their lives.

Glimpses

Parent Testimonial

Ioanna Nicolaou, Mother of Daphne, Broadrick

We really loved the facilities, the outdoor space the school offers and the super friendly and approachable staff. EtonHouse Broadrick gives students and parents a “family feeling”. Everyone is keen to help, they are so polite and happy. Our daughter joined the bilingual programme and her Mandarin has improved so much. Read more here

Erin and Alexander Phillips, Parents of Penelope and Kai, Broadrick

The school has a lovely “at home” feel while offering a vast and green outdoor area for the kids to play and explore. Classes are sometimes taken outside, which our son enjoys in particular. Another big pull for us was the Japanese language programme, which the school offers as part of the Mainstream Learning curriculum. With familial ties to Japan, we wanted to continue to support their Japanese learning in terms of language and its cultural nuances too. Our children really enjoy their time in this class. Read more here

Amanda Barclay, Mother of Benjamin and Gemma, Broadrick

What we valued the most about the school was the diversity of teachers and their passion for teaching the children. The staff are always around in the morning to greet the children by their names and assist with their arrivals with big smiles on their faces. Our children have formed friendships with children from all over the world. They also love the individual specialist classes, which give children access to a curriculum that’s more than just academic. Read more here

360 Virtual Tour

Take a Virtual Tour of EtonHouse Broadrick

The school is housed in a traditional 4 storey classroom block that accommodates a wide array of facilities to support the holistic development for your child.

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