Our Principles and Practice of Teaching

Canary Garden Bilingual Learning Centre is the first centre in Malaysia to offer an immersive English and Chinese education from ages 3 to 6.

We focus on STREAM Education -
Science, Technology, Reading, Engineering, Art and Mathematics

We teach the following subjects:

  • English and Mandarin
  • Maths
  • Science and Design Technology
  • The Arts (Music, Art and Drama)
Core beliefs:
  • We believe in pair, group work and independent learning.
  • We believe that learning should be fun and provide children with real-life contexts.
  • We believe that every child should feel challenged yet supported in each lesson.
  • Staff should be aware of teaching different learning styles.
  • We believe in talking through ideas, hence why Bilingual classrooms can be noisy!
  • We firmly believe that there isn’t a Chinese or an English way of doing things; we take the best from both culture to create shared best practice. This means our children become open-minded and resilient learners.

 

The English approach

 

Marking and feedback: 
Teachers provide feedback throughout lessons to ensure it has an impact on pupil progress. We assess the children daily – informally during lessons and at the end of the day when marking their learning.

 

This useful information has a direct impact on the next days teaching. At the end of the week, the teachers check over the weeks learning and decide if the children have met the curriculum objective. This has a direct impact on making a judgement about whether the objective needs to be revisited later in the term and/or taught in a different way.

 

When marking, the teachers highlight the children’s successes in green and identify their next step. Incorrect spellings are identified and the pupils copy out the correction three times. 

 

Assessment:

 

We do not believe in teaching to a test. The staff are clear about end of year expectations and plan accordingly to ensure that they cover each objective more than once as we believe in “a tally not a tick”.

 

We believe in retrieval practice. This is giving the children multiple opportunities to practise the skill to ensure that it is firmly embedded into their long term memory.

 

The children are tested via low stakes quizzes on these skills at various times throughout the year - not straight after the unit of work is completed.

 

This provides staff with an understanding if the skill has been embedded into their long term memory or if it needs to be revisited.

 

Retrieval practice ensures:
  • Sustained mastery
  • A shift in teacher’s thinking - journey
  • Trying to get it embedded as daily practice
  • Can be used in any subject

 

Differentiation:

 

We do not put the children into ability groups as this can have a detrimental effect on their self esteem. Instead, after the teacher input the children choose their activity and corresponding level of challenge: red (easier), blue (standard) and green (more challenging). This is to foster independence and a growth mindset. For children who require extra support, we have small group or 1:1 interventions. 

 

Knowledge:

 

We value knowledge and hard work to build confidence, self-esteem and long term memory. Different ways of testing and assessing are used to ensure that the children succeed. At our centre, they learn independently, in pairs and group work. In all subjects, we are looking for progress, not perfection.

 

Enrichment in our centre is what students do to look at subjects more in-depth or from different perspectives. Teachers encourage students to do further research into a subject by reading books or extra research from the internet.

There are opportunities for enrichment outside of the classroom. Students are encouraged to join in with societies or clubs which help broaden learning and help discover new passions. If you can contribute in any way that encourages your child to build up the depth of their knowledge, the better.

Enrichment is a way of making a subject more meaningful or enriching for a child. Here are some our examples of how this is achieved.

School trips to a museum, place of worship or historical monument of interest
Science days which focus on an area of the subject for a full practical investigation
Book weeks to encourage students to read certain, topical books of interest

Our qualified team of early educators relies on evidence-based Montessori philosophies to create a nurturing, child-centric environment where children aren’t pushed into timed expectations. We invite your child to learn at their own pace and build on natural inclination.

From birth to age 5, a child’s brain develops more than at any other time in life. We recognise that this window of time is crucial in boosting and supporting that growth through responsive caregiving and intentional discovery.