Learning & Teaching at CIS Beijing

Learning at CIS Beijing is:

• Internationally minded
• Inquiry driven and engaging
• Collaborative and experiential
• Continuous and reflective
• Differentiated and rigorous
• Balanced and fun
• Personalized and catered by different pathways

At CIS Beijing, we actively facilitate the understanding that every child is unique. Every child has their own unique identity and understanding of the world. We build on each child’s unique background and experiences through school to allow them to develop and grow into the best version of themselves as effective communicators, independent critical thinkers, and responsible global citizens.

CIS Beijing personalises each child’s
unique learning journey through to graduation.

Early Years / Elementary School

In the Early Years and Elementary School, we emphasize the importance of the foundational years from Nursery to Grade 5. Our approach integrates a play-based pedagogy in the Early Years and an inquiry-based Primary Years Program in the Elementary grades. This ensures that language development, essential for mastering English and mathematics, is embedded within meaningful, hands-on experiences and applied through our Units of Inquiry.

Our written, taught and assessed curriculum is tailored to enhance reading, writing, and critical thinking, ensuring every student develops strong cognitive and emotional skills. Differentiated instruction accommodates individual learning styles, enabling each child to feel valued and supported.

All CISB teachers are also language teachers. Language development supports comprehensive English language learning, improving fluency across the student body. Mathematics instruction is designed to establish a robust numerical base, integrating real-world problem-solving to highlight the practical relevance of math, thereby fostering sustained interest and curiosity among students.

Transdisciplinary units of inquiry are seamlessly integrated with language and mathematics whenever possible, providing a holistic educational experience that encourages exploration and connection-making to real-world situations from a very young age. This approach not only deepens understanding but also equips students with the skills to communicate effectively and transition smoothly into the MYP.

Middle / High School

In MS/HS lessons are differentiated for learners. All teachers receive training on how to scaffold English throughout their units and lessons for learners with different language needs. Teachers scaffold texts with different Lexile levels to allow greater access to the curriculum for all students. The EAL team is also at hand to support students with different language needs.

Internal and external data are triangulated to present a comprehensive picture of students’ learning needs. External data includes three MAP assessments for each student per academic year and one CAT4 assessment for each Gr8 and Gr10 student. Teachers cross-reference external data with internal school data, and work with students to identify areas of strength as well as development. They then plot the most effective approach to support growth. The MS/HS Vice Principal and the Coordinators are key in facilitating this and looking for and identifying wider trends, which they give back to teachers and help set goals. This data is also communicated with the MS/HS Principal and Head of School to help develop CISB’s educational framework. The Senior Leadership Team (SLT) are guided on data-driven enhancements in learning, curriculum, and practices, allowing school-wide trends to be identified and addressed. A strategic approach in curriculum development, data analysis, and assessment aligns with international educational standards, ensuring CISB adopts effective practices to enhance student learning.