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ISA Wuhan School is a leading international educational campus withthe largest investment scale of almost RMB 2 billion in Central China by ISA International Education Group. It is located on the bank of the beautiful Yangtze River, covering an area of 28 acres with a building area of over 180,000 square meters. With teachers and students from over 30 countries and regions, the campus is an open and inclusive world-class multi-cultural integration campus, including an international school and a foreign language school, equipped with world-class boarding services, and provides education to 4000 students aged 2-18 at home and abroad.

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•  Former Western Principal of Shanghai United Shangyin Primary School. 

•  30 years of experience in education, has taught students of all ages in primary schools and has accumulated a lot of front-line teaching experience as well as leading whole schools in Mathematics, Physical Education, History, Traffic Safety and other subjects.

•  A Postgraduate Certificate in Education (P.G.C.E.), a Professional Qualification Certificate for Principals (N.P.Q.H.), an MBA in Leadership and Sustainability, and a Certificate 3 in Chinese Proficiency Test (HSK 3).

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Highly Accomplished Lead teacher, Good principal in China, Excellent individual in national education and scientific research, Provincial backbone teacher, Representative of the Municipal People's Congress, Model worker in the city, Craftsman in the city of Wuhan, Expert on special allowances from the municipal government, Municipal academic leader, and Outstanding municipal educator.

She was formerly the Headmistress of Changchun Street School in Wuhan. She has been teaching for 37 years and has been involved in the brand building of Wuhan Yucai Primary School and Changchun Street Primary School. Adhere to the idea of "running primary school education in the spirit of university", and comprehensively implement holistic education, quality education and elite education. Over the years, she has devoted herself to research on international education development, diversified curriculum construction and education and teaching research, and has developed a unique path of schooling of her own.

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•  Brandon has been teaching and coordinating in kindergartens, primary schools, and middle schools in China for over ten years.  

•  He is a certified elementary educator, gaining his accreditations from Washington D.C., USA.  

•  He was a PYPC previously at an International Kindergarten and International Primary School in Guangzhou.  

•  During his professional leadership experience, he was able to work for and with CISA (IB official network for China) and CISA’s chairman.  

•  At his previous employer, he was a part of an authorization support team that helped get a company group kindergarten and middle school IB authorized.  

•  Mr. Ghaston has also been twice approved to lead sessions for IB Global Conferences in Beijing, China and Bangkok, Thailand.

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•  Founding member of ISA Science City, where he works as a primary homeroom teacher. 

•  He is originally from South Africa, but he has spent the past 12 years living and teaching in South Korea. 

•  He earned a BA in Psychology and Sport Science from North West University. Before returning to South Africa to complete a PGCE, Jacob taught in South Korea for five years until 2013. 

•  In 2014, he graduated with honors. After graduating, he taught in Korea for another two years. 

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•  In 2014, he graduated with honors. After graduating, he taught in Korea for another two years. 

•  Victoria Jarratt Gibbs comes from New Zealand and comes with more than 13 years of experience in education, in particular the IB PYP programme.  

•  She has specialized in the field of Student Support Services enabling children of all backgrounds and abilities to fulfill their potential. 

•  She completed 6 years at university studying education including a focus on the learning, behavioral, social, and emotional differences in children. She has a particular interest in neuroplasticity and a whole-child approach to understanding and supporting any barriers children may face in their learning.

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ISA has joined more than ten well-known teacher recruitment platforms and headhunting agencies around the world to recruit management teams from the world's top schools, and experienced Chinese and foreign teachers with multi-cultural and educational backgrounds.

• Headmasters of prestigious local institutions in Wuhan;

• Headmasters at top 100 international schools in China from top tier cities in the north and South;

• Having brought in foreign teachers from over 20 countries and regions including the UK, Germany, Poland, Singapore and Japan; 

• The teacher-student ratio can reach 1:4, with 100% professional teachers; 

• Western & Easterm  homeroom teachers, teaching assistants and British-style dormitory management.

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The transdisciplinary Programme of Inquiry (POI) in the PYP consists of six units of inquiry, one for each transdisciplinary theme which have real meaning and are of important global significance. The body of knowledge for a PYP student are in the six subject areas of Languages, Social studies, Mathematics, Science, the Arts and Personal, Social and Physical Education. For students who are 3-6 years old, schools may choose to offer a minimum of four units at each year or grade level, two of which must be within the themes of Who We Are and How We Express Ourselves.

These themes are intended to help children make sense of themselves, of other people, and of the physical environment, and to give them different ways of looking at the world. The students explore each theme by engaging with a Unit of Inquiry. In each Unit of Inquiry teachers pose a series of open-ended questions that encourage students to explore all of its aspects.

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• Exploring, wondering and questioning experimenting and playing with possibilities;

•Making connections between previous learning and current learning;

•Making predictions and acting purposefully to see what happens;

•Collecting data and reporting findings;

• Clarifying existing ideas and reappraising perceptions of events;

•Deepening understanding through the application of a concept;

•Making and testing theories;

•Researching and seeking information;

•Taking and defending a position solving problems in a variety of ways.

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•Provides an education with a focus on understanding significant ideas rather than memorization of isolated facts and the mastery of skills out of a real-world context;

•Starts with students’ prior knowledge and develops their earlier conceptions and constructs to promote real understanding;

•Explores and re-explores concepts throughout the grade levels in order for students to appreciate that ideas transcend disciplinary boundaries;

•Assists students to construct meaning through improved critical thinking and transfer of knowledge;

•Increases coherence across the curriculum.

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• In-class assessments (questioning, exit tickets, presentations, posters, individual, partner & groupwork);

• IXL- this provides instant feedback in Maths & English, providing an individual educational experience; 

• MyOn- this provides instant feedback in Reading comprehension; 

• Formal Assessments (Summative Assessment)