Curriculum Integration
Curriculum integration is an important component of Little Tiger’s immersion model. This approach allows our students to progress simultaneously in both Chinese and English, while also making connections across disciplines.
Chinese vs English Instruction Time
In Pre-K classrooms, starting at age 2, 100% of instruction is in Chinese. In Kindergarten, English Language Arts is added. In Elementary, English language instructional time gradually increases each year.
This immersion model, rather than a 50/50 dual language model, yields a much higher Chinese proficiency.
Theme-Based Learning
Our curriculum emphasizes critical thinking, problem-solving, and the ability to make connections across disciplines. The central goal is for students to connect with the world around them and nurture their curiosity. Theme-based learning helps us to integrate our curriculum, between languages and across disciplines.
Theme-based learning in practice
In the Fall, we kick off Indigenous People’s Month by learning about The Three Sisters story. Students learn about Indigenous People’s relationship with nature, the way knowledge is passed through generations, and the value of cooperation and harmony.
Students continue to explore different topics through the lens of the Three Sister story. In Chinese and English Language Arts, we learn to identify characters in a story, and how personification is used as a technique in literary writing. In Math, we explore connections between the calendar, seasons, and time. In Science, we build a three-sister-inspired planting garden, discuss what is needed for crops to grow, and document our observations over time. In Social Studies, we read about agricultural practices, rituals, and ceremonies. Art and music are naturally interwoven into every aspect of the learning experience. Older students are invited to share with the younger students their new discoveries.
Many lessons are intentionally planned and happen in linearly fashion so knowledge and skills can develop sequentially. Other lessons happen organically, driven by students’ interests and their own discussions. We want students to ask, “How does this work? Why is it like this? How might I make it better?”