YCYW Global Curriculum Design

The YCYW Global Curriculum (applied to Primary and Lower Secondary) aims to ensure all Yew Chung Yew Wah learners become global citizens; individuals who are globally competent and compassionate with a servant's heart.

This overarching curriculum design references the YCYW organisation-wide curriculum structure and integrates the various curriculum components and their use.

The use of the Global Curriculum is compulsory for all primary and lower secondary sections of YCYW schools. Upper secondary sections should use it with modifications so they meet the requirements of IGCSE, A Level, IBDP, BTEC, DSE, CNC and Future High School curricula.

The visual representation of the design is inspired by the Chinese apothecary cabinet. Such cabinets consist of many drawers, which can be positioned interchangeably within a fixed external structure. The visual representation is named “YCYW Global Curriculum Design”.

The design is formed by outer frames and inner frames, with one shelf to divide it into top and bottom layers.

WHY | The Outermost Frame

The outermost frame is our WHY. It represents the five essential components which form our educational beliefs, values and ultimate goals. It also forms our curriculum core structure.

Mission, Principles and Practices (MPP)
12 Virtues (including our Motto)
12 Values (ECE version)
The Bilingual Learning Communities
Learner Portrait

The Mission, Principles and Practices is the statement of values which guide our professional relationships, developmental work, and community engagement. They influence how the YCYW Education Network (YCYW) approaches all aspects of education.

The 12 Virtues are the core traits that describe the character and conduct we aspire to develop, share, and achieve at YCYW.

The 12 Values underpin the way in which we approach the teaching of our students. Although these were developed through academic studies of our Early Childhood Education centres, the 12 Values can be holistically seen in the pedagogical approaches in all our schools.

The Bilingual Learning Communities are our learning environment. We cultivate active and collaborative learning within a bilingual mindset, stated in the Learning Communities Guiding Statement and the Bilingual Learning Communities Framework.

The Learner Portrait is a student centred, holistic model of the expectations for character and competence development of children whilst they attend our schools and beyond.

1.1 Nature

HOW | The Inner Frame

The inner frame is our ‘HOW’. It consists of the four approaches which align our beliefs and values with practice.

Approaches to Learning and Teaching
Approaches to Curriculum Planning
Approaches to Assessment
Approaches to Citizenship

All these approaches are combined to achieve the YCYW Global Curriculum.

Approaches to Learning and Teaching references the various interrelated teaching methods used in our schools to lead to student engagement and learning of curriculum content and beyond. These guide how learning takes place not only for the current educational climate but also encourages future thinking pedagogies.

Approaches to Curriculum Planning refers to our curriculum planning requirements, including curriculum mapping, planning protocols and unit planning. It guarantees all learners navigate the essential concepts, content and skills specified in our YCYW Overarching Curriculum Concepts document and all YCYW curriculum guides, which demonstrate what we expect our learners to achieve from an academic perspective.

Approaches to Assessment in the diagram represents its central nature and how the YCYW Assessment Policy is an integral part of teaching and learning. The policy guides how teachers evaluate and give feedback on students’ learning. It also emphasizes the importance of assessment as a starting point for learning, rather than an outcome, to identify students’ strengths and areas for improvement. Learning evidence collected from assessment in both disciplinary studies and cross-disciplinary programmes informs the ongoing quality of learning and teaching.

Approaches to Citizenship is a combination of the Education Technology Framework and the Wellness Framework which guide teachers on ways in which new technology should be purposefully integrated to our teaching and learning, as well as how learners should develop values, character, digital competencies and skills to master technology and become active and responsible participants in our global communities.

2.1 Nature

The Learning Community approach, which is a pedagogical model that facilitates both collaborative and individual exploration of knowledge, is a key component of learning and teaching in all our schools. This approach aligns with the holistic educational experience we offer and is essential for developing future-facing skills and understandings for all our students. To create this learning environment, it is important that all members of the Learning Community; students, teachers, parents, and members of the wider school community, are actively involved in the learning journey. By explicitly considering the four elements of the inner frame we are ensuring that this ethos permeates every aspect of learning, teaching, assessment and planning, this allows the school leadership team, students, parents, and community, as well as teachers themselves, to perform their roles and responsibilities effectively.

2.2 Relationship

WHAT | The Drawers

The drawers are our ‘WHAT’. The upper part of the drawers refers to eight fields of study. Each field of study consists of one or more than one subjects. These subjects require contact hours in the timetable for Primary and Lower Secondary however, some are specific to Yew Wah schools. The subjects are grouped as:

Character Development (Ethics and the Rule of Law, Labour, Life Skills & Wellness in Yew Wah, Life Skills & Wellness in Yew Chung)
Languages (Chinese, English and other Languages)
Mathematics
Sciences (Science, including Biology, Chemistry, Physics in Yew Chung and Yew Wah, and Technology in Yew Chung and Yew Wah)
Humanities (History & Geography in Yew Wah, and Social Studies and Chinese Studies in Yew Chung and Yew Wah)
Creative Arts (Arts Education in Yew Wah, and Music, Visual Arts, Drama in Yew Chung as well as Violins in Yew Chung and Yew Wah)
Physical and Health Education
School-based Subjects created by individual schools to meet their own needs.

Each of the curriculum guides listed below outline the content, skills, and standards that students should learn.

There are eight groups of cross-disciplinary learning represented by drawers in the lower part of the cabinet. These programmes do not require fixed timetabling at school but should be included and purposefully blended within and beyond classroom learning. They are:

STEM+ (e.g. STEM+)
Digital Citizenship & Digital Literacy (e.g. the Digital Citizenship and Digital Literacy Guidey)
Study Tours (e.g. the China Classroom Programme (CCP), the World Classroom Programme (WCP), the Knowle Hall (Somerset Programme)
Cross-Cultural Reading (e.g. the 5-minute Chinese Classics Programme, the Bilingual Reading Programme)
Service Learning (e.g. the Service Learning Programme, the Seeds of Hope activities)
Student Wellness (e.g. Peer Mentorship Programme, Student Support Services, Pastoral Care (SEL) Programme and Adult education)
Career and Leadership Development (e.g. the CUGO Programme, the Student Leadership Development Programme)
Talent Cultivation (e.g Super-curricular Programmes (SCPs), Co-curricular activities (CCAs), Music（Orchestral and Choral） Programme, Artist-in-Residence (AiR), Inter-School competitions)

Upper Drawers (Eight Fields of Study)

3.1 Nature

Our curriculum framework categorizes subjects into eight distinct fields of study. Other than school-based subjects, all other field encompasses various compulsory subjects, which have designated contact hours within the timetable and are subject to mandatory assessment and reporting.

Teaching is directed by subject-specific guides provided by the Organization or the School. These guides adhere to standards applicable from Lower Primary to Lower Secondary levels, ensuring consistency and quality in instruction.
For YW schools, our curriculum also aligns with the expectations of the China National Curriculum and is informed by the latest educational research. This alignment ensures that our students are well-prepared for external examinations such as the IGCSE, A-Level, and DSE.

In addition, our curriculum promotes the competencies and attributes detailed in the YCYW Learner Portrait. To foster holistic learning, we dedicate at least 10% of contact hours to multidisciplinary, interdisciplinary, and transdisciplinary exploration.

We are committed to maintaining the relevance and effectiveness of our curriculum. Therefore, we conduct regular reviews every three to five years to ensure it continues to prepare our students for future success.

3.2 Review Cycle

The Lower Drawers (Eight Groups of Cross-disciplinary Learning)

4.1 Nature

The Lower Drawers consist of eight groups, each showcasing a range of cross-disciplinary programs that are equally as important as the subjects listed in the field of study. These groups are mandatory for schools to implement within or beyond the timetable, even though they are not required contact hours in the timetable.

For Yew Wah Primary and Lower Secondary, it is specified that 10% contact hours are required to contribute to interdisciplinary learning. Additionally, some similar programs provided by individual schools can also be categorized by these groups. Within each group, some programs are mandatory, while others are highly recommended.

Regardless, these programmes enable subjects to integrate naturally into school life both inside and beyond the campus, providing students with a holistic and forward-thinking education that goes beyond traditional subjects.

Aligned with Science and Technology, Art and Culture, and/or Love Charity, they allow students to grow holistically and become quality global citizens, embodying the attributes described in the YCYW Learner Portrait.

4.2 Implementation

YCYW GLOBAL CURRICULUM DESIGN

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WHY | The Outermost Frame