5. Student support

At KIST, it is recognized that all teachers are language teachers and that language must be taught across the curriculum, not only in designated language activities. It is also recognized that each student is an individual with an individual learning style and needs. With regards to English proficiency, teachers tailor classroom activities to allow students to develop to their full potential. In addition to such differentiation, English language support is provided to students identified as being in need of such assistance. As explained in this handbook, however, as the level of support that can be provided is limited, applicants must have strong academic and communicative English already in order to gain admission.

Before starting classes at KIST, students are pre-assessed by a learning support instructor or a relevant classroom/subject teacher using a standardized English language assessment, which is divided into the areas of reading, writing, listening and speaking. The results of the assessment are used as the first indication of which level of support will be required from the classroom teacher and the instructor. While receiving support, student progress is assessed continuously through student work samples, participation in class discussions and observations.

In the Elementary School, English language support (ELS) is provided with two main overlapping purposes. First of all, for students whose level of English does not allow them to fully access our curriculum independently, ELS helps them to comprehend the materials and concepts involved, and to express their understanding of this content. The second purpose is to facilitate the language development of English language learners. Depending on the language level of the students, and on the activity or lesson material at hand, ELS may take one or more of the following forms:

A mix of two models of support, push-in and pull-out, is used to facilitate English language learners’ access to the curriculum and English language development. Pull-out is when one student, or a small group of students with similar needs, is taken out of the main lesson by the learning support instructor for a separate lesson. In contrast, the push-in model is when the instructor works within the main lesson together with the classroom teacher. In both cases, joint planning between the instructor and the class teacher ensures that the unit objectives are met for all students and that students’ language needs, individual learning style and other individual needs are all taken into consideration when differentiating instruction. To enable students the maximum opportunities to use language in meaningful contexts, particularly in their interactions with English-fluent peers, the push-in model is chosen most often. The instructor, therefore, usually provides differentiated scaffolding and adapted resources within the main classroom. However, there are times when a pull-out session is deemed the most effective way to achieve review of content or skills. A series of pull-out lessons may be established; however, pull-out sessions are often one-off lessons to consolidate understanding before returning to the next lesson in the main classroom.

As part of the co-curricular activities program in the Elementary School, Learning Enhancement Academic Program (LEAP) support classes are offered before school for students in K3 through to Grade 5. These 30 minute-long lessons focus on various English language skills and those eligible to do so may attend between 2 to 5 times per week. Class sizes are limited, and the students with the highest language needs are given priority.

An Intensive Support Program (ISP) is offered to students in Grades 2 through 5 and focuses on improving English language skills in specified areas as identified through analysis of diagnostic testing results. Through a total of fifty, one-to-one, 40-minute intensive sessions held after school four times a week across four weeks, the program aims to help students reach the expected level on the next round of diagnostic testing. Participation is compulsory for identified students.

English language support (ELS) is provided in the Secondary School to meet the needs of non-native English-speaking students or other students whose level of English does not allow them to fully access our curriculum independently. Depending on the English proficiency level of the student, ELS may take one or more of the following forms:

In-class ELS is provided in Grades 6 through 8 for identified students during their English Language and Literature class and possibly other subjects, primarily Individuals & Societies (I&S) and Science.

Students in the Secondary School who have been identified as requiring occasional ELS in Grades 6 to 8 are enrolled in additional academic writing lessons throughout the week. Academic Writing classes are primarily focused on improving student writing skills. These classes develop student understanding of different writing genres and support students in using correct writing forms appropriate to the demands of the writing context. Academic Writing classes are held after school throughout the week and are taught by the ELS instructor under the organization of the English Subject Area Coordinator.

KIST does not employ a learning needs specialist and is unable to accept applications for students with special needs—learning, behavioral or emotional. If, once enrolled in the school, it is deemed that a student requires more support than the school can provide, the family may be asked to find a school more suited to the student’s needs.

Children starting school for the first time experience a range of emotions. Some children may be excited and confident; others may experience some difficulty and anxiety. For children experiencing anxiety, this is usually related to separating from their parents, especially if it is the first time they have been placed in a group situation. Furthermore, for students whose first language is not English, starting school in an English language environment presents them with even greater challenges.

In order to make the transition from home to school as positive as possible, KIST offers a “Gradual Entry Program”
for all new K1 students regardless of their starting date. This helps the students adjust to school slowly over a period of time. The format of the program differs slightly depending on the timing of admission.

For students joining from the beginning of the school year, the program operates for two weeks and is divided into two sections. During the first week, two short sessions are held per day. Students are divided into two groups and attend either the morning session or the afternoon session. During the second week, all students come to school for an extended morning session. Normal school days begin from the third week.

For students joining mid-year, the program operates for five school days from a child’s first day at school. During this period, students attend school in the morning only and return home before lunch time. Depending on a child’s level of adjustment at the end of five days, it is possible that the period may be extended.

Further information on this program is distributed to new families at the time of initial enrollment.

Enrichment lessons: A variety of enrichment activities, as led by professional instructors who visit the school to utilize our facilities, are available for students to learn in a safe environment after school without needing to move to other locations. Some of the activities that may be offered include ballet, hip hop/K-pop dance, golf, cricket, 3D printing and more. Various other activities such as soccer will also be added in the future. Separate charges apply.

Homework support: After regular lessons have ended, students are supported in completing their homework at school before returning home: This allows students to spend time at home with their family, reading books etc.