Mark Twain International SchoolPRESCHOOL
The Preschool levels at Mark Twain IS function under the same vision and perspective on education as all the other school levels, guided by the IB philosophy and approaches while providing a strong foundation to sow the seeds of education. Our well designed and constantly reviewed programme of inquiry helps us to nurture these seeds and provides variegated nutrients in form of different units that children learn during the course of the preschool years.
We believe that education is not about being academically strong. Knowing numbers or reading doesn’t give an edge to a child’s development. At Mark Twain IS, we believe in nurturing the core values of life. Our preschool teachers’ prime focus is to build confidence in every child so they can express themselves freely. Once a child can express herself or himself, the sky is the limit. It opens the gateways to the path of understanding, knowledge and learning.
Knowledge, in-depth learning and enduring understanding can only be achieved through curiosity. Our preschoolers are regularly given opportunities to explore new things to propel their interests; the learning engagements comprise a wide range of experiences and information so as to assist them in their journey of learning.
A wonderful way to give our preschoolers meaningful opportunities to enhance their learning is to engage them in activities which are relevant to them and lend themselves to questioning, to wondering and to playing with possibilities. Our teachers use activities that make learning engaging and enjoyable. Students have fun, play and learn through movement and dramatic play activities while essential skills and basic concept such as:
numbers and counting
weather and seasons
and many more, are easily approached and understood. These activities help children use mind-body connection to enhance learning and support important early concepts connecting to the transdisciplinary PYP Units of Inquiry.
Every child is unique and has her/his own preferences, interests, abilities and learning styles. Our teachers work closely with children to identify their interests, so they can create a suitable atmosphere for their development. We give special attention to relationships, relationships between the teachers and students or their peers. A strong bonding thrives with love and trust, and that is exactly the key to success.
The best way to reach out in a child’s heart and mind is by stepping into the world of imagination. And what could be a better way then to read stories to them. Some very important aspects can be taught with simple stories through imaginative characters. Respect, kindness, empathy, love are not the only emotions that we discuss. Our teachers pay special attention to the overall emotional development of a child which means acknowledging all emotions, like anger, sadness, frustration or jealousy. It’s important to understand and accept us in every way.
We trust that a child’s overall well being can be attained by providing a safe learning environment, where they take the liberty to ask questions and don’t hesitate to make mistakes while trying to reach their goal. As Einstein said “A person who never made a mistake never tried anything new.” Mistakes are good, they channelise the thought process, fuel curiosity, impel to find alternatives and teach us not to give up.
2-3S Toddler learning
A Specific and Unique Approach
Mark Twain International School emphasizes the importance of an individual approach to teaching and learning with our youngest students, one that is tailored to suit the child’s age, interests and needs. While following the national curriculum of the Ministry of Education, MTIS Early Learning Centre strives to facilitate the transition of 2 to 3 year olds into the IB Primary Years Programme after the age of 3.
English: Language of instruction
An Essential Factor in Intellectual Development
Language is the means of communication, inquiry, study and research and is an essential factor in intellectual development, encouraging the growth of personal and international understanding. Mark Twain International School considers that the capacity to communicate in more than one language facilitates students’ movement beyond their first language and national culture, increasing their awareness of the world, eventually enabling them to participate more fully in life as citizens of one world.
Assessment & Reporting
At Mark Twain International School, assessment is viewed not as the end of the learning process but as a part of a continuous cycle that leads students towards deeper levels of understanding. We believe that assessment should reflect the five essential elements: the acquisition of knowledge, the understanding of concepts, and the mastering of skills, the development of attitudes and the decision to take action. We recognize the importance of assessing the process of inquiry as well as the product(s) of inquiry and we aim to integrate and support both.
Assessment of every child’s individual development is done by keeping detailed notes about every child’s progress via the ManageBac platform on the web and compiling bi-annual evaluation cards, both being important instruments in evaluating children individually and stimulating parental involvement in their child’s education In addition, parents receive weekly and monthly electronic newsletters that record and present the main themes and activities in which their children have been engaged and the results achieved within the mini-projects that have unfolded during the programme.