- 1 -

e N e w s Newsletter • 3 - 2011

Message from the Founder‘Will there be another Steve Jobs?’

Contents:

INTRODUCTION

1-2. Message from the Founder

SINGAPORE

3. Glimpses of 2011• ChildCareAwards• Etonhouse Founder receives Jiangsu FriendshipAward• EtonHouse Celebrates its 16th Birthday

4. Connections to the Community and International Mindedness

5. Building Connections within School & Pre-schoolCommunities• Building Connections within the Asia PacificRegion

6. International-Mindedness in the School Community

7 International-Mindedness-Beyond Multi-Culturalism• “How Do We Promote International Mindedness?”

8 BuildingRelationshipsinOurCommunity• Building Community Within: Respectful Relationship

9 Go Green• Connecting to the Community - ARTopia2011

CHINA

10. UNDay• InternationalDay

CHINA/JAPAN

11. Sparking Creativity and Linking with LocalEntrepreneurs• ConnectionstotheCommunity

KOREA/INDIA

12. An Inquiry into the Lesson of Giving• CelebratingDifferences-Internationalism in India

INDONESIA/MALAYSIA

13 World Citizens at EtonHouse Jakarta• “Accoglienza” – EtonHouse Malaysia -

parents,childrenandthecommunity

The passing away of SteveJobs, a visionary, a creativegenius,amanwhochangedtheway we communicate, a manwhohastouchedourlivesinsomanywayshashadaprofoundeffectonallofus.

His humble beginnings, hisdisregard for the ‘norm’, his‘rags to riches’, ‘riches to rags’and then ‘rags to riches’ story,the spectacular success of hiscompanies Apple and Pixar,his fightagainstcancerandhispremature death makes onereflectonthepuregeniusofthemanwho culturally transformedthewaywecommunicate,listentoandsharemusicandmoviesinthedigitalage.

Steve Jobs had an unconventional history, asunconventionalashis life.Hewasputupforadoptionat birth, dropped out of college, led a counterculturallifestyle, got kicked out of the organisation that hefounded and named his technological innovation‘Apple’a fruit,ata timewhenpeopleweredescribingtheirmachineswithmodelnumbers.Hewasneitherahardwareengineernorasoftwareprogrammer,nordidheconsiderhimselfamanager.Hewasathoughtleader.A visionary who at a very young age had accuratelyenvisaged the use of computing and technology, notjust a means to crunch numbers and solve businessproblems,butonethatcantransformlives,thewaywecommunicateandlive.

to be continued on page 2

Hisdeathbringsus to thequestion ‘Will therebeanotherSteveJobs’?Willtherebeanotherpioneer,a visionary entrepreneur who was not afraid topursuehisdreamsandcreateinnovationsthatwerenotjustbeautifulbutalsotransformational?

Our children are growing up in the 21st century;wherethepaceofchangeisfarmorerapid,drasticandunexpectedthanwhatitwasinthepast,whereit is estimated (by theUSDepartment of Labour)thatourchildrenwillhave10-14jobsbytheageof38,whereitisestimatedthatthe10in-demandjobs6yearsfromnowdonotevenexistinthepresent.Howthereforedowedojusticetoourverysignificantroleasparentsandeducators toprovide childrenanenvironmentwheretheycanflourishandpursuetheir dreams. In the ‘test frenzy’ environment thatchildrenareexpectedtoconformto,howdoesoneoffer a programme that encourages them to feel,touch, taste,experiment,discover, fail,createandlearnfromtheirexperiences.Anenvironmentwherethey can express themselves, experience theunexpected,createnewdimensionsandevangelise‘big ideas’. It is these experiences that free ourmind to come up with something extraordinary,something that has never existed and somethingthatinspiresaweandwonder.

AtEtonHouse,webelieve therefore indevelopingthe big ideas that will transform the lives of our

L to R: Janet Robertson, Mrs. Ng Gim Choo and Wendy Shepherd from Mia Mia, Macquarie University at the EtonHouse October Forum.

EtonHouse educators at the Mia Mia Forum in October.

- 2 -

EtonHouse in Singapore

children, will give them experiences that openup theirminds and hearts to theworld, developa sense of wonder and understanding of thediversitythatexistsinoursocietyaswellasgivethemtheconfidenceandmotivationtopursuetheirdreams.This identifies thegreat challenges thatexistinthedeliveryofacurriculumforthefuture-but it isachallenge thatEtonHousepedagogyand curriculumdelivery is continually seeking toaddress.

We place great emphasis in developing highquality, open-ended learning environments inour campuses. Most importantly, we believethat our teachers areour greatest assets. Wetherefore work towardsoffering several professionaldevelopment and in-servicetraining programmes of the highest calibre that offersour teachers a glimpse ofwhat is happening aroundthe world, an understandingof international best practiceand the motivation to createcentres of excellence withintheirownclassrooms.

Some examples of the innovation and bestpractice that EtonHouse is currently achieving,and seeking to further build-upon throughout itspre-school/schoolgroup,arecitedasfollow:

TheOctober Forum hosted in Singapore, whichfeaturedkeynotespeakersfromtheMiaMiaChildandFamilyStudyCentreandMacquarieUniversityin Australia. It was an inspiring session wherethe speakers shared some‘big ideas’ as well as somewonderful images of childrenand the learning environment.It was attended by over 150early childhood professionalsfromacross7countries.

I am also happy to reportthat EtonHouse educatorsJosephyne Ho and Lim PohBeng received the SingaporeMCYS ‘Outstanding Leader’and ‘Outstanding Teacher’award, the highest awards in the child caresector.EtonHousePre-SchoolsatVanda,Outramand 764 Mountbatten Road were amongst thefirst in Singapore to pilot and receive the MOESPARK (Singapore Pre-Schools Accreditation

Framework) awards introducedby theMinistry of Education toraise the quality of pre-schooleducationinSingapore.

InthisMCYS/MOErelationship,EtonHouse is playing a“lighthouse” role inpedagogicalthinking within Singapore earlyyears’settings.

WealsocontinuedtostrengthenandconsolidateourInternationalBaccalaureate learning at theEtonHouse InternationalSchool

and Pre-School in Broadrick and at EtonHouseNewton and Orchard, the only two pre-schoolcampuses in Singapore with InternationalBaccalaureate (IB) Primary Years Programme(PYP) World School Award status. In China,EtonHouseSuzhounowoperateswithbothIBPYPandMiddleYearsProgramme(MYP)WorldSchoolstatus and is currently enrolling its first students

for the Diploma Programme.Similarly, in EtonHouse Wuxi,the International School isofferingboththePrimaryYearsandMiddleYears InternationalBaccalaureate Programmes,with formal accreditation ofthese programmes anticipatedthisyear.

Recently, at the Heads ofInternational BaccalaureateSchools’ Conference held inSingapore,oneoftheBroadrickRoadYear6students,Natasha

Went, had the great honour of introducing thekeynote speaker, Professor Sugata Mitra, to allassembleddelegatesandguests.Thisintroductionwascarriedoutwithsuchconfidenceandpanachethat it was a talking point for the remainder ofthe conference. It was indeed a testimony toour belief and passion in offering educationalenvironmentsthatencourageyoungindividualstodevelop confidence, empathy, a strong senseofsocialjustice,ayearningforknowledge,asenseof wonder and creative genius.A lot like SteveJobs.Hisvaluesandqualitieswillcontinuetoliveamongstus, inourchildrenandhopefully inourfuture.

Ng Gim ChooGroup Managing Director, EtonHouse International Education Group

continued from page 1

Lim Poh Beng receiving the award for ‘Outstanding Teacher’ from Mr. Chan Chun Sing (Acting Minister, MCYS).

Josephyne Ho receiving the award for ‘Outstanding Leader’ from Mr. Chan Chun Sing (Acting Minister, MCYS).

MCYS SPARK Award winners at the MCYS Child Care Conference 2011

‘Creating Positive Learning Environments’ –a forum organised by the EtonHouse Education Centre was attended by over 150 early childhood professionals from Singapore and overseas.

- 3 -

The Ministryof CommunityD e v e l o p m e n tYouth and Sports(MCYS)ChildCareAwards recognizeso u t s t a n d i n g and exemplarycontributions byearly childhoodp r o f e s s i o n a l s and practitionerstowards enhancingand making adifference to thelivesofchildrenandtheir families.

Theawardsarealsothehighestnationalawardforthechildcaresector.HeldinconjunctionwiththeannualChildCareSeminaronthe29September2011,theeventwasacelebrationofexcellence inearlyyearspracticewithin theSingaporeancontext.

Glimpses of 2011

EtonHouse in Singapore

EtonHouse Pre-Schools at Vanda, Outram and 764 Mountbatten RoadwereamongstthefirstinSingaporetoreceivetheMOESPARK(SingaporePre-Schools Accreditation Framework) awards introduced by the Ministryof Education to raise the quality of pre-school education in Singapore.EtonHousehadbeeninvitedbytheMOEandMCYStobepilotpre-schoolsfor this accreditation programme,whichwill eventually becomemandatoryforallchild-carecentresandkindergartens.EtonHousewasproudtoplayasignificantroleinSingapore’sjourneytowardsthebuildingofanearlyyearsframeworkthatwillbeforthebenefitofallchildreninalllearningsettings.

In September 2011, Mrs.Ng Gim Choo, Founder andGroup Managing Directorof EtonHouse InternationalEducation Group received theJiangsuFriendshipAward.

Jiangsu Provincial People’sGovernment established‘Jiangsu Friendship Award’ in1997,inordertocommendtheforeignexpertswhohavemaderemarkablecontributionstothe

economicandsocialdevelopmentoftheprovince,andtopromotecooperationandexchangesineconomy,science&technology,cultureandeducationwithforeign countries. ‘Jiangsu FriendshipAward’ is the highest prize that theJiangsuProvincialPeople’sGovernmenthasestablishedforforeignexperts.

EtonHouse has 4 international schools and pre-schools in the JiangsuProvinceinChina.

E t o n H o u s eS i n g a p o r ecelebrated its 16thbirthday at a partyorganised at the Millennium and CopthorneHotelonthe 19th of August2011. There weremore than 300 staff from all campusesacross Singaporewho attended theevent and revelledin the success ofEtonHouseoverthelast 16 years. Theeveningwas a wonderful celebration of the cultural diversity that exists inourschools.Itwasalsoanoccasionwheretheorganisationrecognisedandfelicitated the staffwho had beenwithEtonHouse for 5 and 10 years andrecognisedtheircontributionstothesuccessoftheGroup.

Outstanding Early Childhood Leader Award 2011

JosephyneHo,SeniorPre-SchoolDirectorofEtonHousePre-Schoolat764Mountbatten Road was awarded the Outstanding Early Childhood Leaderaward.

Lim Poh Beng, the inaugural PYP Coordinator at EtonHouse Pre-School,Newtonwas awarded theOutstanding Early ChildhoodTeacherAward for2011.

Outstanding Early Childhood Teacher Award 2011

MOE SPARK Awards

MCYS Child Care Awards 2011

L to R: Lim Poh Beng (PYP Coordinator, EtonHouse Newton), Mrs. Ng Gim Choo (Founder, EtonHouse), Mr. Chan Chun Sing (Acting Minister, MCYS) and Josephyne Ho (Senior, Pre-School Director EtonHouse 764) at the awards ceremony.

EtonHouse Founder receives Jiangsu Friendship Award

EtonHouse Celebrates its 16th Birthday

L to R: Ben Neu (Director EtonHouse), Mrs. Ng Gim Choo (Founder and MD, EtonHouse), Mr. Ng Hark Seng (Advisor, EtonHouse), Mr. Jimmy Oh (Chairman, EtonHouse), Mrs. Betty Oh (Associate Director, EtonHouse), Mr. Phua Hua Seng (Director, EtonHouse), Mr. Chao Tse Ann (Director, EtonHouse) and Mr. Henry Lee (Director, EtonHouse).

- 4 -

Connections to the Community and International MindednessJohn Cooley, Executive Principal - EtonHouse Singapore

EtonHouse in Singapore

It is sincerely hoped thatthe articles in this thirdedition of the EtonHouseCorporate Newsletter for2011 are appreciated bythe EtonHouse parentreadership for their vibrancyand diversity of ideas andimagery. The dual themes ofthis Newsletter, International Mindedness and Connections to the Community, represent two fascinating insights intothe social curriculum thatjourneys hand in hand withthe more familiar curriculumthatisliteracy,numeracyandthesocialsciencesetal.

School systems such asEtonHouse, that aspire to provide their childrenwithacurriculumthatisphilosophicallyreflective,pedagogically based and collaborativelyresponsive - will continually be in search of aneducational milieu that provides an immediatesenseofplaceandconnection–foralllearnersi.e.studentsandtheirteachers.Tohavethissecurityofplace,connectionandcommunityistobewellonthewaytohavinghappy,securelearners.

Amos Oz, the esteemed Israeli writer, hasrecentlycommentedthatgreatliterature;literaturethat is universal in its humanityandvoice,mustbe focused on the minutia of the immediateenvironmentandtheconnectionofitscharactersto a local, tangible sense of place - in order toachieve its essential truth and greatness. Inother words for literature to be truly resonantwithaglobalaudienceitmusthavethis“earthed”connection with its own neighbourhood. ThinkChekovorConradorJKRowling.

Sotoowithgreateducation.

OurcelebrationsofUnitedNationsDayandRacialHarmonyDayremindushowmuchtheworldhaschangedoverrecentyearsandhowcosmopolitanare our communities. A generation of “thirdculture”childrenwhoseidentityisnotwithanyonehomeland-buttwo,orthree,ormorecountries-isnowaglobalreality.

It isprecisely for thesereasons, thatEtonHouse

recognizesthatitspre-schoolsandschoolsmustbe places that provide children an oasis, an“earthed”environmentinwhichtheycanfindtheiridentity,their“feet”,theirsenseofconnectiontoaplacethatiswelcoming,safeandrespectful.

InAncient Greece the words at the entrance ofthe Delphic Oracle can be translated as “KnowOneself’. This was the prophesy for a happy,harmonious life some 2000 plus years ago. Aswith all essential truths, nothing has changed intheinterveningyears.

The etymology of ourlanguage and the lessonsfromhistoryarevital links between thepast, present and future. From the language of Greek Civilisation (andLatin)isdrawnthewordhumus meaning earth or soil. From this baseword comes humanity,humankind, humilityand humour. Thefundamentals of our languagelinkoursenseof identity with our sense of place. Historically,thissenseofplacewouldhavebeenlinkedtothenatural world and countryside. Today, a senseofplacewillbe thebuiltenvironment,somewhatdifferentbutnolesstangible.

The role of schools is very much to workcollaboratively with learners (and their families)tounearthandexploreagreater,more insightfulself-knowledge,forthatisthebeginningofa“truenorth”lifejourney.Thatjourneyisexploredintherelationships with ideas, peers, teachers, familymembers, the immediate environment and thelocal community. The individual’s exploration ofhow s/he fits into the local environment, and isconsequently identifiedwith a social role in thatcommunity - is the realizationof self,difference,individualityandconnection.

From this sense of identity within a localenvironmentdevelopstheconfidenceandsecurityto explore further, beyond the known shores.Throughknowingoneselfandtheconnectionsthatareimmediateandlocal,thelearnercanthenhavethefoundationuponwhichtomoveoutwardsintothewiderworld.However, this journeyoutwardsin the direction of international mindedness isnotaventureeasily takenwithoutanembeddedsenseof individual identity andconnection.ThisistheloopbacktotheAmosOzreference–startatthecentrespaceofoureverydayexperiencesandthenusethisastheframeworktomakesomeimpactuponthatwithwhichwearelessfamiliar.Specifictouniversal.

Muchof this thinkingextendsbeyondpedagogyand moves closer to philosophy in considering

howbestourpracticein schools meetsthe big questions ofidentity, connectionto place and ourevolving relationshipwith a communalenvironmentchangingfrom natural to urbantovirtual.

Challenging issuesindeed – issueswithout simpleanswers–andwitha

multitude of thoughtfully considered and varyingresponses from the diversity of schools that isEtonHouse.

- 5 -

EtonHouse in Singapore

EtonHouseLeadershipteamsworkhardtohonourthenotionof‘team’amongstpre-schoolandschoolstaffmembers;toworktowardstheestablishmentof strong connections and collaborations withinthe setting; and to genuinely aim for awhole ofschool/preschool ‘culture’ which respects andreflectsavaluingofdiversity(ofculture;ofgender;andofeachother’sopinionsandcontributions).

What could this look like in practice?

RecentlytheEEC(EtonHouseEducationCentre)collaboratedwiththeteachingandkitchenteamsatEtonHouseOrchardtoexploreanAtelierofTaste(with the aimof attempting to better understand

the sensory nature of children as inquirers).Working with various cereals/grains and freshvegetables;we(chef,kitchenandteachingteams)tookupthechallengeofchoppingourwaythrough9kilogramsof tomatoestocollaborativelycreateourownmeal.

Wedinedtogetherattables,designedbyafocusgroup working to the objective of establishing‘ambience’–tablessetwithplantscollectedfromthegarden,mirrors,andlights.Whydon’twedothismoreoften–work together toplan,prepareandshareameal.Weshouldmakethisaregularthing (a ritual) to the start of each term...I havespenttimegettingtoknowpeople,Inormallyonlysayhellotoinaday...

The workshop had been planned to furtherthinkingaboutspaces forchildren to inquireandengage deeply with materials. However lookingmore deeply, we see snapshots of a healthy‘community’ at work…of appreciation of eachotherandadeepsenseofbelonging:

· TheexhilarationoftheMandarinteamrolling

doughthroughthepastamaker· The collective energy and determination of thechoppingteam· Thesharingof richmemoriesaboutcooking withmothers;grandmothersandgrandfathers (storiesfromallovertheworld)· Chef John as lead teacher for the morning workingwithbothmaleandfemaleapprentice cooksE t o n H o u s ee d u c a t i o n a lcommunities arescatteredacrosstheAsiaPacificregion(8different countries).However this senseof ‘community’ –this desire to buildconnections withinour educationalsettings is a shared vision that in turnconnectsusall.

Building Connections within School and Pre-school Communities:Heather Conroy, Executive Director of Pedagogy, EtonHouse Pre-schools

TheEtonHouseEducationCentre(EEC)recentlyconvened its third conference in Singapore– aneducation forum titled Creating positive learningenvironmentsforchildren.Held6th–8thOctober,atHotelFortCanning,more than150delegatesattended from Vietnam; Hong Kong; Indonesia;China;Malaysia;KoreaandofcourseSingaporetoworkwithAustralianspeakersWendyShepherdand Janet Robertson from Mia Mia Child andFamily Centre at Macquarie University, NSW,Australia. Participants were greatly inspired bythe passion of the speakers to support theirreflection about the creation, maintaining and

nurturing of our educational learning spaces.Theywereencouraged to thinkwidelyabout theenvironment, not just as a physical space – butasa‘landscape’whichreflectsaperson’sculture,familyandcontext;whichdisplaysconnectionstothecommunityinwhichthelearningenvironmentexists.

Delegatesindicatedthefollowingaskeyconceptsdevelopedacrossthe2.5.dayconference:

· ‘Lookingdownfromthebalcony’–makingour valuesvisiblewhenworkingwithspacesand places; looking at the political landscape; considering the messages we convey to children and families as we design our learningenvironments· The concept of ‘dwelling in a place’ and the place dwelling in you…the emotional connections and sense of well being that comesfrombeinginplacesofbeauty;· Aspirationalarchitecture–againthebeautyof space· The significance of connections to nature· Theentranceshouldentrance

· Theenvironmentisattheheartofwhatyoudo· The significance of involving children in the designofspaces–democraticspacesTomaintain the levelofenergyand inspiration...to maintain the connections formed amongstdelegates, the EEC hopes to establish anenvironmentsfocusgroup,tocontinuethesharingof thinking and research currently underway inrelationtoearlychildhoodenvironments.

TheEECislookingtoorganizeanotherconferencewithReggioChildreninMarch-April2012.

Building Connections within the Asia Pacific Region:Heather Conroy, Executive Director of Pedagogy, EtonHouse Pre-schools

Conference speakers Wendy Shepherd (left) and Janet Robertson from Mia Mia Child and Family Centre at Macquarie University, NSW, Australia

Conference delegates discuss implications for practice between the ideas shared at the conference and their own settings.

-6-

International-Mindedness in the School CommunityEtonHouse @ BroadrickAtima Joshi - PYP Coordinator, Vice Principal - Curriculum

EtonHouse in Singapore

A Chinese parent explainingIndian artifacts to students forDiwali,studentscommunicatingfluentlyintheirsecondlanguageduring play time, Caucasianparents learning Mandarin at school,agroupofparentsandteachers building houses inCambodia, students collectingstationery to support a schoolin Zambia, teachers and theirfamilies coming together forthe Breast CancerAwarenesswalk-theEtonHouseBroadrickcommunity is a diverse groupof internationally-mindedlearners with more than fortynationalitiesrepresentedacrosstheschool.

The International Baccalaureate suggeststhat an ‘Internationally minded’ person is one

who demonstrates theattributesoftheIBLearnerProfile. George Walker,former Director Generalof the IB has pointedout that international education must be morethan the five “Fs”—food,festivals, famous people,fashion and flags. Sohow does Broadrick gobeyond the symbolismto promote international- mindedness?

Tostartwith,itisimportantto recognize that the

definition of international-mindedness itself variesfor individualsdependingontheir learningjourney, perspectives and sense of identity. It isbecomingincreasinglyimportantthatthechildrenunderstand the nature of their ownphysical,mentalandemotionalbeingwhich is explored in the curriculumfrom Nursery 2 to Year 6 throughthe transdisciplinary theme ‘Whowe are’. Students are encouragedto bring their perspectives and beopen-minded towardsothers’ inandbeyond the classroom environment.Topromoteasenseofidentityaswellas awareness of other cultures, theschool celebrates different festivalsonalargescale involvingthewhole

school community includingUnitedNations day,Christmas,Diwali,ChineseNewYear,EasterandJapaneseChildren’sDay,whichaimtoprovideanexposure to different cultures, traditions, beliefs,value systems and thinking patterns. While thecelebrations provide learning through a festiveatmosphere it is the preparations towards theseevents that promote international-mindedness inthe students. Excursions including camp-visitsprovide them with real-life learning experiencesthat help them gain insights of the realms of the wider community. The robust participationof the Broadrick parent community in regularlyorganizingandparticipatinginallschoolactivitiesensures that the school values and ethos reachhomestobuilduponthelearningatschool.

The students, teachers and parents, includingtheextendedfamilies,regularlycometogethertoparticipate incommunityprojects. In the last fewyearstheschoolcommunityhasbeeninvolvedinTabitha House Building in Cambodia, collectingandcarryingstationerytoneedyschoolsacrossthe

world including Thailand, Philippines, Cambodiaand Vietnam, Breast Cancer Awareness walk,supportingschoolsandorphanagesinSriLanka,Zambia,ChinaandIndia,fund-raisingforTsunami

victims in Japan, Earthquakerelief for Chile, building toiletsand schools through WorldVision and projects supportinglocal charities.Theseactivities,while supporting the projects,provide a valuable learningexperiencefortheentireschool-body, and especially to ourstudents, who we hope willcarry forth this learning tobuilda caring, internationally-mindedglobalcommunity.

- 7 -

EtonHouse in Singapore

International Mindedness – Beyond Multi-Culturalism EtonHouse @ OrchardVictoria Newman, PYP Coordinator, Assistant Pre-School Director

Increasingly, ‘Internationalmindedness’ has becomea mantra for International schools to indicate a holisticand culturally encompassingeducational curriculum.Definition of internationalmindedness as a concept iscomplex, context influencedand subjective. EtonHouse(Orchard) as an IB WorldSchool has embraced the PYP perspective onInternational-mindedness. The IB programmeaims to develop internationally minded peoplewith attributes that ensure recognition of theirresponsibility for the planet, humanity andpeace. From an IB perspective, these attributesdiscussed following, encapsulate aninternationallymindedperson.

Children at EtonHouse Orchardare encouraged to develop theirnatural curiosity, their researchskills and independent learningskillsasameans tobecomingdeepthinking inquirers. We respect thatchildrenareknowledgeableatmanylevels about their understandings.Our indoor and outdoor learning

environments, set with carefullyconsideredproposalsforlearning,support children in demonstratingthemselves as critical thinkers.Children are encouraged toexpressthemselves,theirthoughtsand ideas as part of the ongoing dialogue of learning. At Orchardwe place great importance onchildren seeing themselves ascommun ica to rs

through many of the differentexpressive languages. Theselanguages as modes of demonstrating understanding are central to our exploration ofteachingandlearning.

As an internationalpre-school, beingopen-minded to the cultures, thoughts and views ofothersisseenascentraltotheschoolcommunity by parents, children andteachers.Childrenareencouragedtobeprincipledintheirinteractionswithothers and to act with responsibility.We acknowledge that life can beuncertain and provide situations of

unfamiliarity.Supportingchildrentohavecourageand be risk-takers in all aspects of their day atschool, and life, is positively encouraged. Thefood children choose to eat in the dining room,theirexpressionsofemotionalneedsandwants,aswellastakingcareof theirownpersonalwellbeing, are all seen as being integral to childrenbeingbalancedintheirchoices.

At Orchard we see children as being powerful,knowledgeable and independent. Children

are empowered to beintrinsically motivatedtowards their learningand reflective in theirachievementsandabilities.Central to the importancewe place on community atOrchard, is the attributeof caring for those withinour school community,

makingadifferencetothelivesofothersandtheenvironmentthatisoursharedplanet.

The IBposes ‘What isan internationallymindedperson? It is a person who demonstrates theattributesoftheIBlearnerprofile’.AtEtonHouseOrchard, as a school community, we strivetowardsthis.

Incollaborationwithourstudentsandparentswecelebrate our children’sdifferent cultures anddiversebackgrounds.

Ourschoolculturehelpsshape our students viewsandresponsestotheworld around them.Ourschoolenvironmentneeds to be supportive and encouraging,creatingrespectandtoleranceforallculturesandbackgrounds.

As teachers we recognize that we have animmense effect and influence on our students’global understandings and attitudes. We can

shapehowchildrenviewtheworldandhowtheycanseethemselvesasuniqueandcapableindividuals.

Tosupportourchildrenwecreateawholeschoolculturethatdevelopspositiverelationships,allowingourchildrentobecomeconfidentandcompetentcommunicators.

Our whole school philosophydetermines our school environment. Respectfulrelationships between children, staff andparents are central to establishing InternationalMindednesswithinaschoolcommunity.

We recognize that communication is the key tosuccessandcancrossallculturesandlanguage

barriers. Our school environment needs toconsistently create opportunities for everyone toeffectivelycommunicateinavarietyofways.

To learn and grow togetherwe need to supportandcaterforourstudent’sdifferentlearningstylesand needs.

“Together we can shape how our studentsembracetheworldaroundthem.”

“How do we promote International Mindedness?”Reflections from EtonHouse Newton StaffTracey Boyle, Pre-School Director

- 8 -

EtonHouse in Singapore

Building Relationships in Our Community EtonHouse @ 718 Mountbatten RoadLisa Hughes, K1 Teacher

As a new Pre-School,the focus this yearwith regard to buildingcommunity at 718 hasbeen the immediatecommunity of children,parentsandteachers.

We aim to foster asense of belongingand value for ourimmediate communityso that the pre-schoolbecomes a placewhere relationshipsare developed andtreasured.AsaPre-SchoolinspiredbytheReggioEmilia approach, we honour and embrace theircorevalues. In this regard,wegreatly value theconcept of ‘teachers, parents and children’ ascollaboratorsintheprocessoflearning.

“Normally,parentsarenotseenasapartof theeducational process in an authentic way.” Butthe Reggio approach views the parent as anessential resource for their child’s learning. Tofoster community,Reggio schoolshost a varietyofeventsthroughouteachschoolyear, includingconferencesandspeciallecturesforparents.

(Garrett,R.2011.Paragraph6)

Garrett, R. (2011) What is reggioemilia? Education.com. Retrievedon22/9/2011.Retrievedfrom

h t t p : / / www. e d u c a t i o n . c om /magazine/article/Reggio_Emilia/

At 718 we host class parentinteractivesessionseachtermwhereparents join the class experienceconnectedtotheinquiry,participate,contribute and collaborate with theteachers and children to feel anauthenticsenseofbelongingtoour718community.

We also plan special sharing and dialoguesessions for parents where we talk about ourapproach. Communicatingthe teaching and learningprocess with parentsbuilds opportunities forshared understandings and rich dialogues. Our‘IntroductiontotheInquire-Think-Learn approach’evening for parents heldonthe20thSeptemberwas

a special event for us. Our pedagogist HeatherConroy and a team of senior teachers, LisaHughes, LucyAhern andAbiWatson presentedtotheaudienceandshareddocumentationpanelstomakelearningvisibleaswellasengagedinadialoguewith parents to support further thinkingaboutourapproach.Throughinteractivesessions

in class and special eventswith parents, we aim to fosterrelationships so that our sense of cohesion, collaboration,supportandinteractionwithandwithinthecommunitycontinuestogrow.

Building Community Within: Respectful Relationship EtonHouse @ VandaEmelia Prayogo, Pre-School Director at EtonHouse Pre-School Vanda

AtEtonHouseVanda,wevalue highly communitybuilding as a processof nurturing communityspirit through respectfulrelationships. What thismeansisthatweneedtobeabletoweavetogetherourindividualanddiversepassion, our talents, insightsandexperiencestowards a committedcommon purpose. It is inevitably significantfor each individual to be inclusive, reflective,

respectfulofdifferences,embracing of conflictand relating to others with respect throughour daily interactionsand relationships both with childrenand adults. Being in arespectful relationshipdoes not mean that we will not havedifferencesofopinionor

disagreements;however,thedifferencesaredealtinwaysthatleadtoamutualagreement.

Researchprojectssuggestthatchildrenuseindirectemotional information—emotional reactions thataredirectedatotherpeople—toguide theirownbehaviour (ChildDevelopment,2007).Children’smicrosystems,accordingtoUrieBronfenbrenner,includeanyimmediaterelationshipstheyinteractwith.Howthesegroupsinteractwiththechildwillhaveaneffectonhowthechildgrows;themoreencouragingandnurturingtheserelationshipsandplacesare,thebetterthechildwillbeabletogrow.Children within a community that respects eachperson are also more likely to form happy andhealthyrelationshipswithothersandthemselves.

- 9 -

EtonHouse in Singapore

Connecting to the Community: ARTopia 2011EtonHouse @ 764 Mountbatten RoadJosephyne Ho, Senior Pre-School Director

On the evening of Friday, 14 October 2011, EtonHouse Pre-School at 764 Mountbatten Road transformed into an artistic community centre. The 764 pre-school organizing committee and staff launched its annual event of the year – ARTopia 2011, a successful collaboration between students, parent volunteers and their families and friends to raise funds for the Singapore Children’s Society.

In 2010, we incepted ARTopia Café, where mum volunteers contributed home-baked cupcakes that were sold as part of the charity drive. This year, ARTopia Café has evolved into a platform for dads to be more actively involved

in their children’s school, in our support of the Dads for Life national movement.

The idea of ARTopia was originally designed in 2007 as a multi-disciplinary event to provide a platform for our students to express

their creative ideas and to demonstrate their learning experiences and stories through visual art. Environment and social sustainability are the key focus areas for ARTopia, all in the spirit of saving and conserving the environment and serving the community.

Go GreenEtonHouse @ Outram

Therecent‘GoGreen’FairatEtonHouseOutrammarkedtheendofourcurriculumyear.Wesoughtparticipation fromour parent community, invitingtheexpertiseofa willinggroupof Internationalexperts,forexampleparentswhowereskilledinhennadrawingmannedour ‘Henna’stall.Othersbaked cakes and muffins, or cooked Indian

curry, others still served customersSwiss coffee (with coffee machinesfrom their own kitchens).Children andstaff devoted their time and efforts tobothprepareforandassistontheday.The spirit of collaboration created adelightfulsenseofcommunityamongst children, parents,teachers and ancillary staff,all working together for agoodcause.TheoutcomeonthedaywasabustlingenergywithlotsofjoyasourOutramcommunity worked togetherto raise funds forourchosencharity(theChildren’sCancer

Foundation).

We believe it is important from anearly age to involve children in takingaction to be responsible and caringcitizens. In seeing their parents and

teachers working hard together to raise funds,weestablishpositiverolemodelsforourchildren.In establishing roles for our Outram children toparticipate in the event, we empower them tosee themselves as contributingmembers of thecommunityatlarge.

Engaging with the parents, grandparents, family and friends of our children….from all around the world.

- 10 -

EtonHouse in China

International DayEtonHouse @ NanjingKen Armstrong, Principal, EtonHouse International School, Nanjing

UN Day EtonHouse @ SuzhouScott Taprell, Principal EtonHouse International School, Suzhou

International mindedness was the theme of theday at EtonHouseInternational School onSaturday October 22ndwithourUNcelebrationsholdingcenterstage.

The day got underwaywith a parade of the15 nations that are represented withinour school and it waswonderful to see such a variety of nationalcostumes on display. Shortly after, the day gotinto full swing, with the community modeling

interculturalawareness throughadiverserangeofdisplays,foodand games. Examples of foodavailable included, JapaneseCurry, Armenian Steak andvegetables, Haitian Gumbo,Australian BBQ & Aussiebiscuits, New Zealand Anzacbiscuits, Danish Pastries andCanadianhotdog.

Musicalperformances fromourPYP students were extremely

well received, as were the efforts of our MYPstudents who earned valuable communityand service credit for their supportive actions

throughouttheday.

At the end of the day, the community was verysatisfiedwiththeireffortsandwelookforwardtosimilarexperiencesnextyear.

Recently EtonHouse International School atNanjingcelebratedInternationalDaywitharangeof wonderful activities thatreflectedandreinforcedtheinternational mindedness of theschoolcommunity.

At EtonHouse Nanjingwe recognize our twenty-first century studentsare members of a globalcommunity, connected totheworldby tiesofculture,economics and politics,

enhanced communication andtravel and a shared environment.Enablingourstudentstoparticipatein shaping a better shared futurefor the world is at the heart ofour educational program. TheInternational Day emphasisedthe unity and interdependence ofhumansociety,developingasenseof self and appreciation of culturaldiversity,affirmationofsocialjusticeand human rights, building peaceandactionsforasustainablefuture

indifferenttimesandplaces.

We promotedinternational mindedness byprovidingstudentswithopportunities to learn to takeresponsibilityfortheiractions, respect and value diversityand see themselves as globalcitizenswhocancontributetoamorepeaceful, justandsustainableworld.Theemphasisofthedaywasnotonlyon developing knowledge and skills

but a love of the artsas well as promotingpositive values andparticipation. The dayfocusedoncooperativelearningandaction,andshared responsibility.Therewasanemphasison critical thinkingand communicationand an opportunity todevelop positive andresponsiblevaluesandattitudes, as well asanorientation toactiveparticipation.

- 11 -

EtonHouse in China/Japan

Yiwu is a placebuilt largely onthe ingenuityand hard work ofen t rep reneurs . The creativityand courageneeded to start a business andthe commitmentto see a visionthrough to becomingarealityare common

threadsthatconnectmanyofYiwu’sinhabitants.

AtEtonHouse,weworktohelpourcommunityoflearnersandleadersdeveloptheIBLearnerProfileand Attitudes through activities in and outside

of theclassroom.Onesucheffort atEtonHouseYiwu isour “ClothingandLogoDesign”Contest(September 19 – 30). This contest, organisedin cooperation with a local clothing design andmanufacturing company, was created to allowfor children to express themselves through theirclothingdesigns-“bychildren,forchildren”.

Children createdoriginal designs for outfits and a company logo.All designs wereon display in theschool assemblyin October.There is also apossibility thatthe winning

deignswillgointoproduction. Plansarealsounderwayfor visits toclothing factoriesfor children tolearn more abouthow clothes aredesigned and produced.

Wehope that thisexercisewillsparkstudents’creativityandeducatethemaboutoneofthemanywonderfulaspectsoftheindustriouscityinwhichweliveandalsostrengthenconnectionsbetween the school and the immediate socio-culturalcontext.

Sparking Creativity and Linking with Local EntrepreneursEtonHouse @ YiwuJeremy Van Sluytman, Principal, EtonHouse International School, Yiwu

AtEtonHouseInternationalPre-school Tokyo theteachersareencouragedtoseekopportunitiestomakeconnectionsoutsideofourpre-school setting. Tokyo,being themegalopolis thatit is, the focus of theseconnections is the localcommunity within a child’swalkingdistanceofthepre-school. These excursions

outintotherealworldareinresponsetochildren’sinterests;themanyeventsthatoccurwithinourimmediatecommunity;and the opportunity of making thechildrenvisibleasmembersofthelocalcommunity. Some recent examplesinclude, participating in a charitiesclothing donation that was establishedin a nearby shopping centre; visits tothepostoffice;supermarket;firestation;

local parks and thenearbyartgallery.

These opportunitiesprovide for thechildren a contextwhich assists in theshift from teaching tolearning. In this wayteachersareengagingchildrenin tangibledeeds, fostering theconstructive and collaborativeactions of children. Childrenlearn best when both actively

engaged and when the act issocial, (including both adultsand other children). Also, animportantapproachtoeducatingchildren is tostartwith thechild– their thoughts, ideas, andinterests. The immediate areaaround our pre-school forms an

importantconnectionforourchildrenasformostof them this part of Tokyo is where they haveformulatedmanyoftheirviewsoftheworld.

Connections to the CommunityPeter Ackerman, Pre-School Director, EtonHouse Japan

- 12 -

An Inquiry into the Lesson of GivingEtonHouse @ KoreaJohn Hughes and Shin Mi Jung

EtonHouse in Korea/India

Several monthsago, the childrenin the kindergarten2 Dolphins classdecided to learnabout the differentculturesoftheworld.During their inquiry,they explored adozen countriesutilizing student-led, interactivepedagogy.

After learning about various cultures, the classwas surprised to learn that there were manypeople in the world who lived in abject poverty,warandfamineandthatmanychildrenareunabletogotoschoolandevenlackbasicnecessitiesoflifelikecleandrinkingwater.

The discussion prompted a storm ofquestions from the students about whypeople don’t have enough food, wateror even toys!Movedby their desperateplight the studentsbegan toask, “Whatcanwedotohelp?”

Thus, the “Philanthropy Inquiry” wasborn.

For more than three months, the Dolphinsexplored the

causes and effect ofworld hunger, devisedsolutions and eventuallyresolved to raise moneyand awareness throughletter-writing campaigns toworld leaders. They even

received a response fromPresident LeeMyungBak.Theyengagedincommunityconversationbyhandingoutpamphlets,sewingthe“HungerQuilt”andorganizingamusicconcert/artauctionwherethey raised $1500.00.Themoney raisedwill gotowardsfundingaclean-waterwellinVietnam.

Whatbeganasasimplequestionblossomedintoan in-depth and multi-faceted project stretchingacross the curriculum, breaking down the

b o u n d a r i e sof culturaldiversity andteaching thechildren alesson thatwillstay with themfo reve r…thelessonofgiving

Withanobjectivetocreate responsibleglobal citizens andbrilliant leaders oftomorrow,VIVEROand SERRAI n t e r n a t i o n a l pre-schools inIndia incorporateseveral elementsof internationalism in the curriculumand day-to-dayschool life for children. Celebrating InternationalDay along with various other festivals acrossnationalities and communities has helpedinspirebrotherhoodandkinshipamongchildren,preparing them for a fast evolving global 21stcentury.

AtVIVEROInternational,KalyaniNagar–Pune,International Day was observed on August16, 2011. The significantly large internationalcommunity along with their Indian counterpartscelebrated the day with a Dress Parade wherechildrendressedupintheirrespectivetraditional

attire; spoke about theirculture, traditions andcustoms.Inorderto inspirepatriotism and pride in their motherland, childrenengaged in opportunities to draw and colour theirnational flags which weredisplayed around theschool. Active participationfrom parents was soughtin an effort to create richcultural experiences for

children.Parentsfromdifferentcountries such as Australia,Germany and France narratedinterestinganecdotesfromtheirmotherlandtoaraptaudience.

At SERRA International Pre-schools, across the country,children enthusiasticallycelebrate Indian as wellas International festivalspromoting internationalism and cultural diversity. Celebrating

Independence Day, Rakhsha bandhan,Ganeshotsav, Dussehra, Halloween, Diwali andChristmasunderoneroofcreatesanatmosphereof unity in diversity. On Ganeshotsav, childrencametogethertoworshipLordGaneshaandatetraditionalIndiansweets‘laddoos’.OnDussehra,children enacted the “Ramlila” that symbolisesvictory of good over evil; Lord Rama burns theeffigyofRavana.WhileexploringJapan,childrenlearntabout‘Hinamatsuriday’-thefestivalofdolls,theZengardenandtheCherryBlossomflowers,Japanese music and greeting “Konichiwa”,Kimono dress and the Japanese fan. While

exploring China, they learntabout ‘Rice cakes’, Chinesetea, chopsticks, Chinesescriptsandpapertoysaswell.

Through various celebrations,children at VIVERO andSERRA International pre-schools are encouraged todevelop pride in their rootsand respect each other witha deep sense of international mindedness and attitude.

Celebrating differences – Internationalism in IndiaEtonHouse @ India

- 13 -

World Citizens at EtonHouse JakartaChris Hartman, K2 teacher

EtonHouse in Indonesia/Malaysia

EtonHouse Jakarta, though still very youngis growing steadily into a bustling communityof learners. Nestled in beautiful, aestheticsurroundings, its lush gardens and environmentareadrawformostparentsandchildren.

Thecentrevaluesthe‘WorldCitizen’conceptand

International Mindedness; thefamilies and staff atEtonHouseJakarta have fully embracedthe ideas of the 21st centurychildinaworldthatisconstantlybecomingsmaller.

We have introduced manynew themes dealing with worldhistory, geography, flora andfauna and the cultural diversitythatexistsintheworld.

The curriculum for all classesis inquiry based, but the

Kindergarten department has enhanced itsprogramme by implementing a variety of mediato represent children’s learning with a strongemphasisonexperimentingwithmathematicsandusingscientificandguidedapproachestosolvingproblemsandfindinganswers.

The curriculum content is negotiated betweenteachersandthechildren.Childrenarethereafterencouraged to further investigate and followthroughtheirquestionsinanefforttofindsolutionscollaboratively in a process of active, engagedandinvolvedparticipation.

TheReggioApproachisoftencalled“aneducationbasedonrelationships.”AtEtonHouseMalaysia,weareconstantlyseekingopportunitiestofostercloserelationships.

Consequently,itisimportantforparents,teachersand children to have strong communicationnetworksthatreallyreachoutintothecommunity.

We value the importance of focusing on each

childinrelationtotheotherchildren, their families,teachers, theenvironmentof the preschool and thewider community, as wellas the child’s relationshiptosocietyatlarge.

It is important to inviteeach and every parentto be involved with thepreschool in some way,just as it is important to embrace and welcome new families

and cultures by building a strong sense ofcommunityamongourselves.

Being so involved with the children’s schooling,parentsgainasenseofbeinganactivecitizenandwelcomethisstance.

Divali/ Deepavali is a timewhere families freelysharedcultures,inanethicalway,buildingasense

ofcommunityanddemonstratingourvaluing and celebrating of diversity.This “accoglienza” welcomed eachfamily and gave thema great senseofimportance.

This event demonstrated the strongfoundations with which EtonHouseis synonymous as well as thebeautiful transition - where trustingrelationships with parents and theschoolaresynthesised.

“Accoglienza” – EtonHouse Malaysia - parents, children and the communityClaire Blake, Pre-School Director, Malaysia