October 14, 2015 Tencent Education
The Huang Sue Ing Memorial Library
‘“International education” is not one system or programme. US has its own system, while UK also has its own, as do other countries. Each has its advantages, but in general, international education can be described as open, diversified, with a focus on the students as its core. The purpose of education is to guide students in their learning and exploration of the world.’ These are the words of Philip Sohmen, YK Pao School’s co-founder. Sohmen is now applying his understanding of international education in a very practical educational experiment, right here at Pao School.
Named after shipping tycoon Sir Yue-Kong Pao, YK Pao School emphasises ‘whole person education.’ The founders, in setting up the school, established its mission: to develop its students’ full potential; to give them a foundation in Chinese language and culture; and help them become global citizens.
In addition to teaching from the textbook, Pao School fosters students' skills in analytical thinking, learning and communication and teamwork. In particular, the school emphasises the cultivation of Chinese values. To accomplish this, Pao School expertly integrates Chinese politics and history into its international curriculum and combines Shanghai’s two-phase curriculum reform syllabus with creative classroom teaching approaches, establishing a new school that successfully blends Chinese and international education.
‘A school for tomorrow’s China.’ YK Pao School has defined themselves as an exploration and experiment in the integration of Chinese culture with advanced educational ideas. The most direct embodiment of this experiment can be found in the school’s curriculum.
Curriculum is the key to education. Thus, in order to achieve education reform, the first step would be a reform in the curriculum. Unlike other international schools, Pao School’s curriculum design is based on the two-phase Shanghai curriculum reform, combined with international curriculum and educational approaches. Chinese is taught using materials by the People's Education Press, and mathematics is taught according to the Shanghai curriculum, while other courses are an integration of Chinese and international content and practices. The evolution of this design culminated in Pao School’s current educational programme, one of the distinctive features of the school.
From left: YK Pao School Headmaster Wu Zijian, Deputy Chairman Philip Sohmen, Secondary Division Executive Principal Dr Paul Wood
International education has existed in China for nearly two decades, offering a multitude of choices for parents, who also have their own understanding of education. This leads to the question faced by international schools offering traditional programmes – how to satisfy requirements of China’s compulsory education, in a way that is acceptable to parents. Sohmen easily overcomes this obstacle with his understanding of not only Chinese and international education but how to effectively blend both Chinese and international principles.
The core of education is about reaping the benefits of a certain curriculum or programme without becoming an academic burden to students. As such, each course is analysed carefully before being offered. For example, with humanities subjects such as history and politics, points of knowledge are interlinked, but because of different perspectives, Chinese and international views are also presented. However, in terms of the IB Diploma Programme, emphasis is placed on a respect and understanding of different cultures.
Recycled from Shanghai Expo 2010: Staircase from the New Zealand Pavilion re-used as benches and terracotta pot from India Pavilion
At Pao School, political subjects required by the government are integrated into the IB curriculum, so that students understand the Chinese political system and viewpoint, as well as learn to discuss and analyse the international perspective.
Currently, Pao School implements its curriculum by first translating the Chinese curriculum syllabus and standards into English and consulting with foreign principals and teachers to help deepen their understanding of Chinese curriculum standards. Both Chinese and foreign teachers find the commonalities in the curriculum, upon which Chinese history is then integrated. This allows students to learn about and analyse important historical content.
Regardless of its use of the Shanghai curriculum, or integration of Chinese elements into the IB programme, Pao School is committed to establishing a system of thought for its students. In this increasingly open world, no information is truly censored, and the main concern is how to establish a strong national self-confidence through an understanding of the real self.
Sohmen believes that, regardless of which international curricula are incorporated, the main purpose for Pao School is to select the best way to teach students about Chinese traditions.
In fact, international education is not entirely without flaws either.
Wooden tables and benches recycled from Alsace Pavilion at the Shanghai Expo 2010
In international primary schools, a single teacher teaches all the required courses. Under such circumstances, a competent teacher would benefit students, leaving those students without competent teachers at a disadvantage. In international schools in China, the same hindrances exist. To counteract this, Pao School’s Chinese and foreign teachers plan lessons together. This allows teachers to deepen their teaching research, share ideas and methodology, and thus learn from each other, broaden perspectives, and improve the effectiveness of their teaching. The YK Pao School curriculum is the product of such communication and brainstorming.
For example, a part of the maths classes is taught in English. Teachers prepare together, while lessons are given according to the Shanghai curriculum, and homework exercises are planned according to international curricula.
The English Department groups students according to their reading level and ability, which corresponds with the book classification system at the school’s library. English teachers recommend books slightly less advanced than the students’ year level, which helps to foster interests, hobbies as well as good reading habits. This method of classification has also been re-tooled and is being applied in Chinese reading.
Having all teachers share in the lesson planning is no easy feat and requires a mutual understanding between Chinese and foreign teachers. When recruiting teaching staff, international candidates are required to understand the school’s mission of instilling in students a foundation in Chinese language and culture and recognise the importance of offering Chinese courses at the school. For the Chinese teachers, the school requires not only competency in English, but also an international perspective, as well as an understanding of international curricula.
In addition, Pao School adopts multi-faceted teacher training to ensure teaching competency: renowned and experienced professors are invited to serve as mentors to teachers; new teachers begin by assisting Chinese and foreign teachers in the classroom; a wealth of teaching and research activities as well as mutual observation and evaluation between teachers. Pao School expects the same from its teachers as its students and parents – acceptance, learning, and doing away with stereotypes and inherent ideas. This is imperative for any innovative experimental school. Resolving the issue of teaching competency does not occur overnight. ‘Patience’ is the basis for education, and it is precisely this patience that has seen Pao School grow from its first cohort of 100 students to its current 1000.
Secondary Division cafeteria
At Pao School, part of the curriculum is not assessed by examinations: whole person education and development of the individual. For example, the instructor for a science class may not possess a teaching certificate, but is a scientist at a university laboratory. At Pao School, the core of the school laboratory education is for students to complete an experiment with scientists, to develop their scientific awareness as well as an enthusiasm for the subject.
From this perspective, resources for a truly international Chinese school is particularly important, resources the founders are able to provide. At the moment, Sohmen is the school’s ‘handyman’: in addition to introducing the high-quality external education resources to the school, his favourite thing to do is to chat with groups of students!
Unlike typical school board members, Sohmen is not only serious about education, and also has a deep understanding of it: ‘Why is China's education system one of examination? This isn’t because the government feels it should be this way, but because parents believe exam results are the most important. If this concept doesn’t change, then neither would your education.’
At Pao School, the most important part of admissions is a parent interview. Whether prospective parents’ objectives are in line with the school’s mission is extremely important. Two completely different languages taught at Pao School pose great challenges for students, and parents must be able to provide the necessary support for their children.
To ensure this, in addition to parent interviews, the school also works tirelessly to put together open houses and introductory meetings, inviting parents to visit the school and even maintaining daily communication with them, all in an effort to allow parents to have the chance to understand the school and ensure the school is a good fit for their children.
Schools, families and the community are the essential elements of an overseas education. As community education is not fully formed in China, the family is an important educational force outside the school. In response to this, Dulwich College has set up the parent community ‘Friends of Dulwich.’ Similarly, Pao School was established in Shanghai due to the city’s open community of parents.
Pao School has rigorous requirements for its teaching and teachers as well as families, but shows great tolerance for students’ learning. This was demonstrated most prominently when the school's network had been hacked. When it was discovered the hacker was in fact a student at the school, the school was criticised, but after a meeting with the board, it was decided that a space would be developed for students to research and develop their skills in this area. Following this, at the 30th annual Shanghai Science and Technology Innovation Contest, Pao School students took home the first prize with their design for an electronic dog.
Pao School’s open and inclusive education has seen students score several awards in science competitions. None of these awards have affected their studies, or results at the international PISA assessment, in which students also achieved excellent results.
Huang Sue Ing Memorial Library Reading Room
In addition to Pao School’s vertical learning system, the school is also known for its mixed-age ‘Xueyuan System.’
At Pao School’s Primary Division, students and teachers, regardless of year level, are divided into four Xueyuans: spring, summer, autumn, and winter. Xueyuans take part in a series of activities, with Year 5 students serving as leaders of each Xueyuan. At the end of the academic year, a party is held for the Xueyuan with the most points. Each teacher may give points to students for achievements throughout the year. Scores are then given the homeroom teachers and included in the final tally.
Secondary Division utilises an extended form of the same system, assigning each member of its student and teacher body into eight groups, represented by trees from different parts of the world: the Jacaranda from South America, Cedar of the Mediterranean, Maple from Europe, Kauri from New Zealand, Redwood from North America, Spruce from China, Baobab from Africa and Oak from Asia. Students compete for their own Xueyuan in various activities, including those in sports and drama. This arrangement provides students and teachers the opportunity to work, communicate and exchange with each other.
Pao School’s Xueyuan system is very much in the tradition of House systems in the UK, and is aimed at cultivating students’ team spirit and sense of belonging. Xueyuans cross subjects and disciplines, and are an important part of improving the education on a school-wide level.
Every successful international school in China has its own distinctive features. YK Pao School, with its blend Chinese and international culture and an education that incorporates the best practices from the world over, fully embodies its founders’ deep understanding of Chinese society and culture.
Entrance to Yang Chen Ning Learning Centre
Thirty years ago, Sir Yue-Kong Pao generously funded many of China’s education projects. Now, he represents a unique, international Chinese school, a place where basic education has become the essential core of education itself.
Sohmen believes that affluent Chinese families should place greater emphasis on character education. Many families do not realize that one who does not love her country could never develop a sense of global awareness. For this reason, the founders have established an experimental school using the world's highest-quality educational approaches, employing a simultaneously rigid and flexible strategy in creating a fusion of Chinese and international education. It is their hope that over the next 20 or 30 years, these students will become true embodiment of Pao School’s ‘whole person education.’ This success will not only bring them into the world’s top schools, lead to outstanding achievements in various fields, but also enrich their own lives.
Pao Pei Wai Swimming Pool
