Revolutionising language learning with the theory of multiple intelligences (Gardner)
Learning a new language is an exciting adventure for all Tandem IMS students. Teaching French to young learners becomes an engaging and multifaceted adventure thanks to our language learning methodology. As a French teacher, I am delighted to share how this exciting theory enhances my daily French lessons.
When thinking about the advantages of being bilingual, enhanced performance in math and science does not often come to mind. Typically, people see the advantages of bilingualism in terms of communication skills, better opportunities in our global community, and the ability to learn other languages more easily. However, the benefits of bilingualism extend far beyond these areas, influencing skills that are crucial in STEM (science, technology, engineering and mathematics) education.
At our school, we take immense pride in the remarkable success of our pupils in a range of standardised tests and assessments. It is a testament to the commitment and dedication of our students, teachers, and parents, who work together to foster a culture of excellence. In this blog, we will delve into the strategies and factors that contribute to our pupils' outstanding achievements in tests across various subjects.
Digitalisation has found its way into our everyday lives and does not stop at children's rooms and classrooms. It offers great opportunities but also carries some risks. Therefore, it is crucial to teach children responsible use of digital devices and platforms. This requires a strong collaboration between parents and schools to provide children with a solid guideline to navigate and learn to use digital devices and software safely and effectively.
Our approach to learning at Tandem IMS recognises that children learn best when actively engaged in building their skills, knowledge and understandings. Multilingual and enquiry-based, we embrace the notion that students thrive when they have a sense of agency in their learning. Topics are explored through broad and conceptual central ideas with specific learning goals, however it is the children who guide investigations through their questioning, investigating and theory building. It is the teacher’s job to create conditions, resources and opportunities for learning as well as to support the children with making connections, developing understanding and cultivating a curious learning community.
«…no school can work well for children if parents and teachers do not act in partnership on behalf of the children’s best interests. Parents have every right to understand what is happening to their children at school, and teachers have the responsibility to share that information without prejudicial judgment…. Such communication, which can only be in a child’s interest, is not possible without mutual trust between parent and teacher.» - Dorothy H. Cohen
Have you ever heard of a school having a dog to help children concentrate better, to strengthen self-esteem, improve social competencies, learn empathy and encourage motivation to participate and learn? Our Pre-School teacher, Michaela, presented her concept for a «school dog» in 2021. Two years later, Nala, our Australian labradoodle school dog, has become the favourite companion in our Pre-School class.
During this interview, Michaela gives us some insight into this adventure and the experience they have had in Pre-School.
Version originale (français) In most countries around the globe, index or flash cards are often used to teach children. However, not only do they serve the conveyance of basic concepts, they also support memorising vocabulary, dates and historical facts, and even help when learning a language.
Another school year begins in 6th grade, and everyone involved knows that this will be a different experience for the child, since the thought of possibly entering the Gymi afterwards is just around the corner. The expectations for 6th grade are rising as it is, but on top of that, in about half a year, the child who wishes to take the Gymi test should not only be working on the highest level in 6th grade - he/she should start understanding 7th-grade materials too. This means a lot of learning materials need to be covered under immense time pressure if a child wishes to be ready for the Gymi entrance exam.
Do you remember your first day at school? What feelings rise up in you when you think back to it? Many people still remember this moment years later, because it is a big step for every child. A step on the way to growing up. As parents, it is important to make this day and the transition from kindergarten to primary school as smooth as possible for your child. In our Tandem IMS kindergarten, children are trained in their social and academic skills at a young age so that after those two years they are ready for the challenges of the first grade of primary school. Self-awareness, confidence in their own abilities as well as a good academic foundation for reading and writing in both English and German are part of our curriculum.
For the past two years, despite an ongoing global pandemic, a small number of the students of Tandem IMS have been meeting at least once a month to represent their peers, promote positive action and decision-making within the school, engage in the community and learn about the democratic process. We are looking back at the first phase of the Student Council at Tandem IMS.
As the students at Tandem IMS' Primary School shuffle in from their break, there is a buzz of energy that moves with them. They are still chatting about their lives, what has happened during their outdoor break time and what their plans are for the weekend. Listening closer to their words, they are flipping seamlessly between different languages as they speak to different friends or as various friends join in the conversation. Once they enter the classroom, the buzz dies down as they then get ready for the next lesson.
Our curriculum for Early Years and Pre-School is a strong partnership between two important ideals within a child’s development: Social and emotional growth, a strong component of the Swiss «Krippenmodell», is combined with the need for learning through discovery and exploration. These areas of development are not mutually exclusive, but coexist and flow naturally throughout our daily routines with our children. Much like the simultaneous presence of the two languages (German and English), we believe the presence of these two ideals enriches a child’s early years.
Are you aware of the difference in the curriculum between a Swiss and English Kindergarten? When one thinks of the word «Kindergarten», different images come to mind for people in different parts of the world. For those coming from a Swiss background, Kindergarten is a very social time. Teachers create experiences over the course of two years to develop and strengthen each child’s personal, social, and emotional development. They work hard to ensure that each child in their care is confident and secure in themselves and their abilities both socially and physically. By the end of Kindergarten, the children are aware of the social dynamics within their peer group and their place within it.
Our French teacher Amaia Areitio writes about her experiences in language teaching - from the children's first contact with a new foreign language to the first language exam DELF Prim. She explains what such an early exam experience means for the children's personality development, for their school career and above all for their motivation. Would you prefer to read the blog in the original language - French? Then please continue reading here.
