Students at TIS come from many different countries and backgrounds. They arrive with a wide range of skills in English – from native or near-native proficiency to beginner level. As a result, we have structured a program of support for students to help them adapt socially and academically to life at TIS, where the language of instruction is English. This programme is based on the best available curriculums in England and Ireland and are tailored to the requirements of students at Taihu International School. The standards are taken from the European Council and adapted to the local Wuxi and China context. We work as a team with the Class teachers to provide the best possible support for the students.

We believe that it is very important that the students enjoy learning English in a safe environment where they are prepared to take risks. Students are given lessons in understanding the IBO Learner Profile and Attitues that are an integral part of our beliefs. We are a well resources department with many games, grammar materials and reading books. The school has just invested over 5000 pounds in one of the best phonics programme available to ensure we can provide the best possible learning environment and support for our students.

On admission, students in P4 and above chat to a member of the ES team to ensure we can help out in the best way possible in the students’ new transition into our school. After a settling in period all students are tested for language proficiency and are designated as beginner, intermediate or advanced. Those at the beginner level come out class at a time deemed best appropriate to the class teacher. Intermediate level students receive in class support with a higher focus on PYP Unit requirements as well as English for Academic Purposes (EAP).

Students are regularly assessed and move between the beginner, intermediate and advanced levels when they reach specific criteria. There is an Exit policy at each stage. Students work is kept in their portfolio where clear goals are laid out for the students to work towards. These goals are specific to the individual needs of the student and include curriculum goals and goals that are mutually agreed upon with the student and class teacher.