佛山霍利斯招生簡章 2023-2024 LEH Foshan Admissions

2023 – 2024 年招生計劃

(資料圖)

(2年級將于2023年8月開課)

申請流程

佛山霍利斯對持有外國護照的學(xué)生以及香港、澳門或臺灣身份的學(xué)生開放。

01

提交申請

填寫在線或紙質(zhì)申請表，并提交相關(guān)申請材料和支付申請費用（2000元）。

所需文件清單

申請人護照和簽證的復(fù)印件

申請人出生證明的復(fù)印件

父母護照/身份證和簽證的復(fù)印件

申請人以前學(xué)校報告的復(fù)印件（最近兩年）

申請人公開考試的正式證明（只適用于12-13年級的申請者）

申請人疫苗接種記錄的復(fù)印件

電子版學(xué)生照片

學(xué)生健康記錄

學(xué)科選擇表（只適用于10、11和12年級）

02

入學(xué)評估和面試

在收到申請人的申請表格，我們將對其進行評估，如果符合遴選標(biāo)準(zhǔn)，我們將邀請申請人到學(xué)校進行入學(xué)評估和面試。如果申請人位于海外，我們可以提供在線評估和面試方式。

入學(xué)評估的內(nèi)容因?qū)W生的年齡和入學(xué)年級而異。

預(yù)備部

中學(xué)部

特殊教育需求

如果在申請資料收集、入學(xué)評估和/或面試過程中，我們發(fā)現(xiàn)申請人可能具有特殊教育需求，那么校長將根據(jù)申請人情況進行評估，并參考我校學(xué)習(xí)支持主任的意見，以作出申請抉擇。同時我們也會提供學(xué)習(xí)支持方案，并于家長進行討論。

03

錄取抉擇

霍利斯評審委員會將審閱和評估學(xué)生的申請材料及面試表現(xiàn)，并于五個工作日內(nèi)通知家長錄取情況。

04

錄取結(jié)果

家長將收到學(xué)校發(fā)送的信函，明確告知校方?jīng)Q定：確認(rèn)錄取、擬錄取、進入候補名單或不錄取，以及后續(xù)安排/建議。

學(xué)校簡介

1

關(guān)于佛山霍利斯

坐落于大灣區(qū)核心位置—佛山市，佛山市霍利斯外籍人員子女學(xué)校于2021年9月正式開學(xué)。佛山霍利斯是一所卓越的英式國際學(xué)校，提供純正英式課程，為6-18歲（2-13年級）的走讀及寄宿生們提供他們成長所需要的空間、設(shè)施和專業(yè)教學(xué)。我們教授強化的的英式國際課程，IGCSEs及A Level，幫助學(xué)生進入世界一流大學(xué)。學(xué)校的師資團隊強勁，90%英籍教師，平均教齡達到15年。

2

了解英國霍利斯學(xué)校

我們的姐妹學(xué)校——英國霍利斯學(xué)校（LEH School）是一所歷史悠久且極具創(chuàng)新精神的學(xué)校，并在2021年英國私立學(xué)校頒獎典禮上當(dāng)選年度女子私立學(xué)校。英國霍利斯將濃厚的學(xué)術(shù)氛圍與課堂以外的豐富體驗相結(jié)合，確保所有學(xué)生都能愉快地學(xué)習(xí)。無論是學(xué)術(shù)成就還是運動成績，音樂表演還是戲劇節(jié)目，霍利斯學(xué)子們都展示出卓爾不凡的表現(xiàn)。

霍利斯是一所充滿機遇、挑戰(zhàn)和友誼，發(fā)掘?qū)W生的激情和潛能，孕育卓越的年輕一代的學(xué)校。

3

『前沿』愿景與使命

佛山霍利斯為嚴(yán)格挑選出來的學(xué)生提供全英教學(xué)（中文及其他語言科目除外），我們富有啟發(fā)性的教育旨在培養(yǎng)學(xué)生積極良好的學(xué)習(xí)心態(tài)，鼓勵學(xué)生獨立思考，發(fā)展創(chuàng)造性思維。佛山霍利斯充滿機遇、挑戰(zhàn)、友誼；這里將讓你不懼困難，更加勇敢；這里將發(fā)掘你的激情、才能，發(fā)現(xiàn)真正的自己；這里孕育卓越的年輕一代。

4

『經(jīng)驗豐富的』學(xué)校領(lǐng)導(dǎo)

Mrs Jane Arden

佛山霍利斯校長

Jane Arden 女士是佛山市霍利斯外籍人員子女學(xué)校的校長。Arden女士曾在利物浦大學(xué)和利物浦摩爾大學(xué)深造，取得榮譽歷史學(xué)學(xué)士學(xué)位和教育學(xué)研究生文憑（PGCE）。Arden女士履歷豐富，在來到佛山霍利斯之前，她曾在成都威斯敏斯特學(xué)校擔(dān)任創(chuàng)校副校長、學(xué)術(shù)部主管和英文學(xué)科主任，以及在惠靈頓國際學(xué)校任職4年，擔(dān)任學(xué)術(shù)和英文學(xué)科主任。

Jane Arden女士深耕教育行業(yè)接近30年，所任職的學(xué)校在她的帶領(lǐng)下取得斐然的IGCSE和A Level學(xué)術(shù)成績。Arden女士也擔(dān)任過英國AQA考試局英文學(xué)科助理首席考官近20年。她非常重視對教師的培訓(xùn)與指導(dǎo)，認(rèn)為這是創(chuàng)建面向21世紀(jì)的學(xué)校的關(guān)鍵因素。

Ms Mandy Bateman

預(yù)備部主任

Mandy Bateman女士是一位經(jīng)驗豐富的教育家和領(lǐng)導(dǎo)者，在英國本土的學(xué)校，以及葡萄牙和埃及的國際學(xué)校近3年的工作經(jīng)驗。她的教育工作資歷十分深厚，且涉獵廣泛；2009年，她在英國創(chuàng)立了一間獨立學(xué)校并擔(dān)任創(chuàng)校校長，自此開始領(lǐng)導(dǎo)學(xué)校運營。在來到佛山霍利斯之前，Bateman女士在埃及開羅一所享有盛譽的英國國際學(xué)校擔(dān)任幼年基礎(chǔ)階段（EYFS）和小學(xué)六年級的校長。

Mandy Bateman女士擁有英國斯塔福德郡大學(xué)的教育學(xué)士學(xué)位，英國知山大學(xué)的教育學(xué)研究生證書（PGCE）和英國劍橋大學(xué)的特殊需求教育碩士學(xué)位。

5

『超強』師資實力

教師的資質(zhì)、經(jīng)驗和對教育事業(yè)的奉獻是學(xué)生學(xué)業(yè)成功的重要因素。在佛山霍利斯，我們擁有一個讓我們引以為傲的教師團隊，他們在英式國際課程教學(xué)方面經(jīng)驗豐富，擅于啟發(fā)學(xué)生，過往教學(xué)成績斐然。

我們母語為英語的教學(xué)團隊均從世界一流學(xué)校招募而來，他們讓課堂成熟完備、充滿活力。大部分教職工擁有教育碩士或博士學(xué)位，90%英籍教師，平均教學(xué)經(jīng)驗達15年以上。

通過小班教學(xué)，學(xué)生可以從高度個性化的教學(xué)方法中受益。每一位教師都充分了解各自學(xué)生的特長和需要面對的挑戰(zhàn)。我們的教師擁有個性化教學(xué)所需的支持和資源，確保每一位學(xué)生發(fā)揮最大潛能。

6

英式課程體系

在佛山霍利斯，我們所有的課程教學(xué)，生活關(guān)懷和課外活動都旨在培養(yǎng)學(xué)生獲得成功所需的技能，知識和特質(zhì)。

我們相信，好的教育并不僅僅專注于分?jǐn)?shù)，出色的考試成績只是它的附屬品。我們尋找滿懷好奇心和熱愛學(xué)習(xí)的學(xué)生，幫助他們在佛山霍利斯茁壯成長。我們意識到，學(xué)習(xí)過程中所面臨的適當(dāng)挑戰(zhàn)能讓學(xué)生擁有更強的內(nèi)驅(qū)力。

作為教育者，我們致力于培養(yǎng)學(xué)生終身學(xué)習(xí)的興趣。我們的教學(xué)目的是提高學(xué)生在學(xué)習(xí)中的主人翁意識，鼓勵學(xué)生自己發(fā)現(xiàn)學(xué)習(xí)的樂趣，而不是簡單地利用填鴨式教育以求通過考試。我們的目標(biāo)是營造一個自由開放的學(xué)習(xí)環(huán)境，使學(xué)生在學(xué)習(xí)中不懼失敗，敢于挑戰(zhàn)。

預(yù)備部

6-10歲（2-6年級）

6-10歲的學(xué)生將會加入預(yù)備部，由主班老師教授英文、數(shù)學(xué)、科學(xué)、人文、STEM、計算機科學(xué)和PSHE等科目。在這階段，班主任將會發(fā)揮重要的支持角色，密切關(guān)注學(xué)生的學(xué)術(shù)進步、個人成長和社交發(fā)展。

助教老師為主班老師提供課堂支持，以及學(xué)生關(guān)懷。其余學(xué)科如西班牙語、中文、藝術(shù)、音樂、戲劇、設(shè)計與技術(shù)、及體育由專科老師教授，為孩子們提供廣泛多樣的學(xué)習(xí)機會。

預(yù)備部采取小班方式進行全英文教學(xué)（除中文和其他外語課外），經(jīng)驗豐富的主班老師和助教能發(fā)現(xiàn)和識別每位學(xué)生的學(xué)習(xí)需求，設(shè)計個性化的學(xué)習(xí)支持方案，幫助學(xué)生們打下扎實的英文語言基礎(chǔ)。

在英語學(xué)習(xí)方面，學(xué)生們能夠?qū)W習(xí)由校長Jane Arden女士精心設(shè)計的英語語言學(xué)習(xí)課程（ELL）并獲得校內(nèi)語言學(xué)習(xí)支持教師團隊的幫助，從閱讀、寫作、口語和聽力四大方面綜合提高英語水平，從而能夠更加充分參與學(xué)校的英式課程。

關(guān)鍵階段3

11-13歲（7-9 年級）

11-13歲的學(xué)生將接受互動性強而又嚴(yán)謹(jǐn)?shù)恼n程，這將使他們能夠發(fā)展自己的學(xué)術(shù)興趣，同時也為他們提供一個堅實的學(xué)術(shù)基礎(chǔ)。學(xué)生將學(xué)習(xí)英語、中文、數(shù)學(xué)和科學(xué) （生物、化學(xué)和物理），同時也將學(xué)習(xí)人文科學(xué)（地理和歷史）及科技和創(chuàng)意藝術(shù) （美術(shù)、計算機科學(xué)、戲劇、音樂和設(shè)計與技術(shù)）。完整課程也包括個人德育、健康、社會公民教育和體育，這些課程將確保學(xué)生進行學(xué)術(shù)學(xué)習(xí)的同時，也能培養(yǎng)他們對健康及幸福的理解。

IGCSE、A Level 預(yù)科階段

14-15歲 (10-11年級)

年齡為14-15歲的學(xué)生將接受為期2年的課程以獲得IGCSE資格證書。除英語、中文、數(shù)學(xué)和科學(xué)這些必修課之外，學(xué)生需選擇修讀另外3或4門學(xué)科。15歲加入霍利斯的學(xué)生可以選擇 A Level 預(yù)科課程。

此外，他們也將接受一些無需考試的核心課程，比如體育、個人德育、健康和社會公民教育及批判性思維課程。

A Level 階段

16 - 18歲 (12 - 13年級)

12-13年級學(xué)生（16-18歲）將參加為期兩年的課程，通過 A Level 考試進入世界一流學(xué)府。除主修的3或4門 A Level 科目外，體育、個人德育、健康和社會公民教育以及批判性思維也會融合于課程內(nèi)。

7

每日課外活動（ECA）

在佛山霍利斯，ECA項目是必修課程之一，這是因為我們堅信，培養(yǎng)學(xué)生們積極和健康的生活方式對他們的身心健康和社交發(fā)展非常關(guān)鍵。學(xué)校在周一至周五每天提供兩個ECA課時，并每個學(xué)期更換ECA項目，給與同學(xué)們多元化的選擇。

佛山霍利斯的ECA項目的目標(biāo)是幫助學(xué)生們成為充滿自信且擁有多元技能的年輕人，激勵他們進一步發(fā)展自己的興趣和愛好，養(yǎng)成積極健康的生活方式。在ECA項目中，學(xué)生們將會培養(yǎng)自己的自信心、獨立性、主動性、創(chuàng)造性和領(lǐng)導(dǎo)力，并有定期的個人和團隊機會展示自己的才華。

ECA項目對學(xué)生成長的幫助不只是局限在校內(nèi)。學(xué)生們在課外活動中展現(xiàn)的興趣和愛好可以幫助他們在申請大學(xué)時脫穎而出，以及培養(yǎng)和發(fā)展可轉(zhuǎn)移職業(yè)技能，甚至獲得相關(guān)的實踐經(jīng)驗，為自己的簡歷增添亮點，提升自己未來的職業(yè)前景。

8

『綠色可持續(xù)』城市校園設(shè)計

現(xiàn)代化的佛山霍利斯校園由英國著名建筑設(shè)計所Scott Brownrigg、學(xué)校創(chuàng)始團隊、本地部門、指定的地方設(shè)計院共同合作參與設(shè)計，成功繼承了英國LEH學(xué)校的精髓，為學(xué)生們提供一個綠色、可持續(xù)的城市校園，為他們的學(xué)習(xí)和生活提供舒適的空間，支持他們在學(xué)術(shù)、體育和藝術(shù)多方面的發(fā)展。

最佳校園設(shè)計榮譽

在2021年11月6日，由英國駐華使館和英國商會舉辦的英式學(xué)校大獎頒獎典禮上，英國設(shè)計公司Scott Brownrigg憑借佛山市霍利斯國際學(xué)校項目摘獲最佳校園設(shè)計獎。

9

『高質(zhì)量』寄宿體驗

收獲成長的“第二個家”

佛山霍利斯的寄宿項目旨在為學(xué)生提供高質(zhì)量的寄宿體驗，保證學(xué)生在一個安全、積極、鼓勵式的環(huán)境里健康快樂地成長，讓宿舍成為學(xué)生們安心、舒適的另一個家。全人教育理念始終貫穿于佛山霍利斯的寄宿生活，我們提倡一個健康、平衡的生活方式，幫助學(xué)生在學(xué)業(yè)、社交、個人品行以及文化認(rèn)知上全方面地成長，并通過這樣的方式塑造學(xué)生們健全的人格，建立自信心。我們希望充分發(fā)揮學(xué)生的潛能，成為一名未來領(lǐng)導(dǎo)者，有充足的勇氣和信心去面對未來充滿變化與挑戰(zhàn)的世界，并肩負起作為世界公民的責(zé)任。

寄宿類型

學(xué)期寄宿

學(xué)期寄宿學(xué)生除了能夠充分得益于教學(xué)日晚上的外籍教師輔導(dǎo)的自習(xí)環(huán)節(jié)，還能在周末時間組隊學(xué)習(xí)新技能、參加外出郊游等活動。

周寄宿

周寄宿學(xué)生能夠節(jié)省通勤時間，并將這些時間用于參與由外籍教師輔導(dǎo)的晚自修和宿舍社交活動。

彈性寄宿

彈性寄宿制能為學(xué)生提供每周某幾晚或每月寄宿一至兩周的機會。如果學(xué)生家長經(jīng)常性出差，或?qū)W生想體驗一下佛山霍利斯的寄宿生活，這是一個很好的機會。

臨時寄宿

學(xué)校還提供臨時性寄宿選項，如果父母需要臨時性出差或出國旅行，可以申請臨時寄宿，體驗寄宿生活。

專業(yè)寄宿團隊

Mr Steve Banks

寄宿部主任

Steve Banks 先生是我校的寄宿部主任以及地理學(xué)科主任。他曾在英國一所寄宿學(xué)校擔(dān)任學(xué)生關(guān)懷和兒童保護負責(zé)人及助理校長職務(wù)長達13年，負責(zé)管理全校的學(xué)生關(guān)懷事務(wù)。

Mr David Richards

舍監(jiān)老師

David Richards 先生在國際寄宿學(xué)校擁有豐富的工作經(jīng)驗，他將會幫助寄宿學(xué)生們建立和發(fā)展團隊合作精神。

Mrs Carolyn Jones

舍監(jiān)老師

Carolyn Jones 女士正在參與寄宿學(xué)校協(xié)會的領(lǐng)導(dǎo)力證書課程，她曾在不同國際寄宿學(xué)校工作，希望能幫助霍利斯寄宿生們培養(yǎng)和發(fā)展獨立生活的能力。

與眾不同的寄宿生活

01/ 課堂之外

佛山霍利斯的寄宿學(xué)生在獨立性、適應(yīng)力及自信心方面將得到顯著提升。得益于完整的學(xué)習(xí)時間，他們還可享受豐富的課外活動和外籍老師指導(dǎo)的晚自習(xí)時間。

02/ 現(xiàn)代化的寄宿設(shè)施

當(dāng)學(xué)生們選擇加入佛山霍利斯的寄宿項目，他們將會和同齡伙伴共住一個套間。現(xiàn)代化的房間設(shè)計確保學(xué)生有充足的個人空間以及社交空間，滿足學(xué)生的日常需求，讓他們?nèi)硇耐度雽W(xué)習(xí)和生活。

03/ 英式學(xué)院制

談起英式學(xué)校，不能不提及學(xué)院制度，這是英式學(xué)校最獨特的地方之一。學(xué)院是學(xué)校的子單元，每個學(xué)生在入學(xué)時都會被分配到一個學(xué)院。學(xué)院制度的主要目的是提供成長關(guān)懷和培養(yǎng)社區(qū)歸屬感，以及鼓勵良性競爭，并從中發(fā)展團隊精神和合作意識。

在佛山霍利斯，四個學(xué)院分別分布在四座學(xué)生公寓中。學(xué)生公寓為寄宿學(xué)生提供住宿的同時，也為所有學(xué)生提供一系列學(xué)習(xí)和社交設(shè)施。

學(xué)院制度涵蓋各類學(xué)科及課外活動，包括體育、藝術(shù)及各種跨學(xué)科活動。通過良性競爭幫助學(xué)生更好地投入學(xué)習(xí)，并鍛煉他們的社交能力。通常情況下，積極參加學(xué)院活動的學(xué)生也更能夠全身心地投入到學(xué)習(xí)當(dāng)中。在整個學(xué)年中，我們的學(xué)生會參加許多學(xué)院活動，包括學(xué)院集會、學(xué)院運動會、辯論賽和拼寫比賽。高年級組的學(xué)生也有機會申請擔(dān)任學(xué)院隊長，培養(yǎng)自己的領(lǐng)導(dǎo)力和責(zé)任感。

10

『家校』緊密聯(lián)系，共促美好校園

學(xué)校是一個社區(qū)，因此，當(dāng)家庭和學(xué)校之間存在牢固的關(guān)系時，學(xué)校才能在最佳狀態(tài)下運作。家長可能不了解學(xué)校每天發(fā)生的所有事情，但如果他們知道是可以提問并被傾聽，雙方積極的關(guān)系就會被建立，進而能支持學(xué)生的教育。當(dāng)學(xué)校和家長一同展示出我們的核心價值觀時，相當(dāng)于向?qū)W生強調(diào)，他們的父母和老師是值得信賴的榜樣。

傾聽家長的反饋，解決他們可能存在的任何疑慮，是學(xué)校健康發(fā)展的關(guān)鍵。

在佛山霍利斯，我們采用多種方式與家長溝通，如直接發(fā)郵件、發(fā)微信、定期舉辦研討會、講座和家長茶話會等，這些都是每周一次的安排。來自特定年級組的家長可以與校長和學(xué)術(shù)團隊的其他成員會面，討論他們孩子的進步，討論IGCSE課程選擇等熱門話題，認(rèn)識他們年級組的家長，或者了解學(xué)校的課程以及孩子如何適應(yīng)學(xué)校生活。

2023 – 2024 Enrolment Plan

(Year 2 classes will open from August 2023)

Admissions Process

LEH Foshan is open to students who hold a foreign passport, as well as residents from Hong Kong, Macao or Taiwan.

01

Submit an Application

To apply, you can submit an application online by clicking below or submit a soft copy, including all requested supporting documents. Please note that an application fee of CNY 2,000 is required.

Documents Checklist

Photocopy of applicant’s passport and visa

Photocopy of applicant’s birth certificate

Photocopy of parents’ passports / IDs and visas

Photocopies of previous school reports (last 2 years)

Formal Evidence of Public Examination Qualifications (only applicable to Y12-13 Applicants)

Photocopy of Applicant’s vaccination record

A digital copy of student photo

Student medical record

Subject options form (only applicable to Y10, Y11 and Y12)

02

Assessment & Interview

Once the application form has been received, it will be reviewed and if the Selection Criteria have been met, then the applicant will be invited into the School for assessment and interview. Where applications have to be made from overseas, provision can be made for the assessment and interview online.

The assessment process varies according to the age of the student and the entry point into the School.

Prep School

Secondary School

Special Educational Needs

If during the course of gathering information, testing and/or interviews, it is suggested that the applicant may have any special educational needs, then an assessment will be made by the Headteacher with advice taken from the Director of Learning Support as to the progression of the application. The Learning Support Policy will be made available to parents and options discussed.

03

Decision

Applications are processed by LEHF Review Committee. Assessment results are reviewed along with the provided documentation. Parents are informed of the decision within five working days.

04

Result

Parents will receive by email, either:

i) an offer of a place;

ii) a conditional offer;

iii) a waitlist offer or,

iv) a decline.

The email will clearly explain the next steps for each category.

School Introduction

1

About LEH Foshan

Lady Eleanor Holles International School Foshan, an exceptional British curriculum day and boarding school, welcomed its first students in September 2020. With a campus and curriculum tailored to the needs of boys and girls, from 6 to 18 years, the School brings together the best of a British boarding school education to Foshan, a dynamic city in the heart of the Greater Bay Area of Southern China. The School provides the space, facilities and expert teaching for boys and girls from Year 2 to Year 13 to flourish, either as day students or as boarders. We teach an enhanced British Curriculum, IGCSEs and A level, leading to entry to the leading universities around the World. Your child(ren) will be taught by our talent teachers, 90 %of whom are British, with over 15 years of teaching experience on average.

2

About LEH London

Chosen as Independent Girls" School of the Year at the Independent School Awards, Lady Eleanor Holles (LEH) is a remarkable school. It is a school where students successfully combine impressive intellectual endeavour with enthusiastic engagement well beyond academia. Their exam results and their sporting achievements are among the best in the UK. Their musical and dramatic activities place them among the best of young performers.

LEH is a school full of opportunity, challenge and friendship; a place to take risks and become bold; to discover passions, talents and yourself; a place for remarkable young students.

3

Mission and Ethos

LEH Foshan offers an inspirational English language education for carefully selected students, developing a joyful attitude to learning which encourages students to think critically and creatively. LEH Foshan is a school full of opportunity, challenge and friendship; a place to take risks and become bold; a place to discover passions, talents and oneself; a place that nurtures remarkable young people.

4

LEHF Leadership

Mrs Jane Arden

Headteacher

Mrs Jane Arden is the Headteacher of LEH International School Foshan. She studied at both Liverpool, John Moores University and Liverpool University where she was awarded a BA (hons)in History, and a PGCE. Prior to this role, she was the Deputy Principal of Chengdu Westminster founding team, as well Director of Teaching and Learning and Head of English. Before that, Mrs Arden spent four year as Head of Academics and English at Wellington College International.

With nearly 30 years in education, she has led schools to achieve outstanding IGCSE and A level results. Mrs Arden has also worked as Assistant Principal examiner for AQA English language. Training and mentoring teachers is key for Jane in creating schools fit for the 21st century.

Ms Mandy Bateman

Head of the Prep School

Ms Bateman has nearly 30 years of experience as an educator and leader in both British and international schools in the UK, Portugal, and Egypt. Her journey in education has been wide-ranging. In 2009 she established herself as a leader when she became a founding Headteacher of an independent school in the UK.

In her last position, Ms Bateman worked as a Headteacher of Early years foundation stage (EYFS) and Primary 6 form entry school at a well-regarded British International School in Cairo, Egypt. Ms Bateman holds a BA in Education from Staffordshire University, a PGCE from Edge Hill University and a MA SEN Education from Cambridge UK.

5

LEHF Teachers

The quality, experience and commitment of your teacher is the single most important factor in the academic success of any student. We are proud to introduce our colleagues, all of whom are experienced, inspirational and proven in teaching the British curriculum.

Our native-English speaking teaching staff are recruited from leading schools around the world, and bring maturity and dynamism to the classroom. Most hold Masters or PhDs in Education and have, 90 % of whom are British, on average, 15+ years teaching experience.

With smaller class sizes, our students benefit from a highly individualised teaching approach, where each teacher has a firm knowledge of his or her student’s strengths and challenges. Our teachers have the support and resources they need to personalise their teaching to ensure that each student achieves their personal best.

6

British Curriculum

At LEH Foshan all our teaching, pastoral care and extra-curricular activities are designed to ensure that students are equipped with the skills, knowledge and attributes required for life in the 21st century.

We believe in giving students an education where excellent exam results are a by-product of that education, rather than being the central focus. We look for students with an intellectual curiosity and a love of learning which we aim to foster throughout their time at LEH. We realise that motivating students comes from the appropriate level of challenge being given in their learning.

Our role as educators is to develop a lifelong love of learning. As a result, teachers aim to develop the students" ownership of their own learning. Students are encouraged to discovers things for themselves, rather than simply being “spoon fed” to pass an examination. Our aim is to create a learning environment in all classes where students are ready to respond to questions even when they do not know the answer and are prepared to take risks in their learning.

AGES: 6 – 10 (YEAR 2 – 6, Prep School)

In the Prep School, the curriculum offers our students a wide range of learning experiences taught by our class teachers in English, Mathematics, Science, Humanities, STEM, Computer Science and PSHE. In the Prep School, Class Teachers play a key role in supporting each student and closely monitor academic, personal and social development.

Each Class teacher is supported by teaching assistants, not only in classroom teaching but also in pastoral guidance. There are also subjects of Spanish, Chinese, Art, Music, Drama, Design and Technology, and Sports delivered by specialist teachers to enhance the students’ learning opportunities.

In the Prep School, all lessons will be conducted in English (except Chinese and foreign language lessons). Small-size classes ensure that each teacher can gain a firm knowledge of his or her student’s strengths and challenges and design highly individual learning plans for them. Students will be able to take advantage from the plan and improve their English skills for future study.

Students will also benefit from the English Language Learning (ELL) Programme carefully designed by the Headteacher Mrs Jane Arden and with the support from the in-house English Language Acquisition team this helps develop their holistic language skills in reading, writing, speaking and listening. This allows them to fully engage in the school’s British Curriculum.

AGES: 11 - 13 (YEAR 7 - 9， Key Stage 3)

Students joining the school at age 11 will follow an engaging and rigorous curriculum that will enable them to develop their own academic interests while providing a broad foundation on which to build. All students from age 11-13 will study English, Mandarin, Mathematics and Science (Biology, Chemistry and Physics) alongside Humanities (Geography and History) and Technical / Creative Arts (Fine Art, Computing, Drama, Music and Technology). A programme of Personal, Health and Social Education, Physical Education and Tutor Periods will ensure students develop an understanding of health and wellbeing alongside their academic studies.

AGES: 14 - 15 (YEAR 10 - 11，IGCSE /Pre-A Level)

IGCSEs Students from age 14 - 15 will follow a 2-year programme leading to IGCSE qualifications. A compulsory core of English, Mandarin, Mathematics and Science will be complemented by 3 or 4 option choices. Students joining at 15 years old may choose a pre-A Level year of intensive English language preparation.

In addition, they will have a non-examined core programme of Physical Education, Personal, Health and Social Education and Critical Thinking.

AGES: 16 - 18 (YEAR 12 - 13，A Level)

A Levels Students in the final two years of school from age 16 - 18 will follow a 2-year programme leading to A Level qualifications and university entrance examinations where appropriate. The compulsory core of Physical Education, Personal, Health and Social Education and Critical Thinking will enhance a programme of 3 or 4 A Level subjects.

7

Daily Extra-Curricular Activities

ECAs at LEH Foshan is mandatory as we believe developing an active, healthy lifestyle is key to supporting physical, social and emotional health and wellbeing. We offer ECAs 2 sessions per day, from Monday to Friday including a wide range of activities and we change them termly.

The overarching ethos of the ECA programme at LEH is to support students to develop into young adults that have the confidence and skills to further pursue activities they enjoy as part of an active, healthy lifestyle. It is also designed to encourage confidence, independence, initiative, creativity, and leadership and provide regular opportunities for individual and team performance.

Moreover, the ECA programme can help students reach far beyond the campus. The interests and passions that students develop through these activities will enable them to stand out when they apply to university. ECAs also allows students to develop transferable skills, earn career experience and build their resume, increasing student’s career prospects.

8

State-of-the-Art Facilities

Designed in collaboration with the school founders, Local Implementation Authority and the appointed Local Design Institute, the concept design of our architects from Scott Brownrigg captures the essence of LEH UK - providing a green, sustainable urban campus, highly engaging learning and living spaces supporting a wide range of academic, sporting and artistic endeavours.

Sustainable School Design Awards

For the LEH Foshan Campus Project, our architects, Scott Brownrigg, won the Sustainable School Design Award at the British Schools Award hosted by the British Embassy and British Chamber of Commerce China on 6th November 2021.

9

Boarding at LEHF

Home Awayfrom Home

LEH International School Foshan aims to provide a home from home, high-quality boarding experience within a safe, secure, caring, happy and comfortable environment in a positive, trusting and encouraging atmosphere. To promote the development of good character and confidence through the promotion and a healthy balanced lifestyle whilst providing guidance and support enabling students to thrive academically, socially, morally and culturally - to reach their full potential/ to become leaders of the future/ to leave prepared for an everchanging world/ to leave as responsible young adults destined for greatness.

Boarding System

Termly Boarding

Students who board full-time benefit not only from the usual supervised study schedule and weekday activities, but they can also enjoy a selection of weekend opportunities including learning new skills, trips out and many, many more.

Weekly Boarding

Weekly boarding offers our students the opportunity to enjoy boarding life, additional time for evening school and evening events. This option is ideal for those students with a longer commute into school.

Flexi Boarding

Flexi boarding offers students and parents the opportunity of boarding for just a few nights per week or for a week or two each month. This option is ideal if parents travel regularly or for a taste of boarding life at LEH Foshan.

Support Boarding

This option is for ad-hoc boarding, for parents if they are needed to go away on business or international travel. This is a great opportunity for students to sample life as a boarder.

A Professional Boarding Team

Mr Steve Banks

Head of Boarding

Mr Steven Banks, besides his roles as Head of Geography, is also the Head of Boarding at LEH Foshan. He was once the Pastoral and Safeguarding Leader and Assistant Headteacher for 13 years in a UK boarding school and his previous senior leadership roles have provided him with whole school responsibilities including pastoral provision. Over recent years, he had worked in a well-established and successful boarding school in Thailand as Head of Geography and the key worker within the boarding school community.

Mr David Richards

House Parent

Mr Richards has worked previously within international boarding houses; he is looking forward to developing team spirit within the boarding houses.

Mrs Carolyn Jones

House Parent

Mrs Jones is currently completing her Leadership in Boarding certificate with the Boarding School Association, having worked in other international boarding schools, she is looking forward to working at LEH Foshan and helping students on their journey to independence.

Unique Boarding Life

01/ Beyond the Classroom

Boarding students at LEH Foshan develop a new level of independence, resilience and confidence. As well as benefiting from a full timetable of academic subjects, they also enjoy a strong programme of extra-curricular activities and teacher-supervised Evening School (time in the evening for home learning).

02/ Contemporary Facilities

When students join LEH Foshan, they will share an en suite room with students of the same age. The modern design of the rooms will ensure they have privacy, space to work individually or collaboratively while providing the support and facilities to ensure the students’ need only focus upon their learning.

03/ House System

It is almost impossible to talk about British school without mentioning House system. As one of the most distinguished elements of British schools, the Houses are the subunits of the school, and each student is allocated to one House at the moment of enrolment. A primary purpose of the House System is to provide pastoral care and foster community feeling while the secondary feature is to instil healthy competitions to encourage teamwork and cooperation.

At LEH Foshan, the 4 Houses are split across four distinct buildings within the Campus. The House building provides the living accommodation for boarding students and a range of study and social facilities for both day and boarding students.

The House system is first and foremost inclusive of all learning types and interests. We have sporting, artistic and cross-curricular events. This level of competition can have numerous academic benefits as well as social-emotional. Those who feel comfortable and supported enough to participate in House events are more likely to feel able to commit themselves fully to academia.

10

Parent-School Communication

A school is a community, and therefore functions best when there is a strong relationship between the family and the school. Parents might not understand everything that happens on a daily basis in a school but if they feel they can ask questions and are listened to, positive relationships are established which support the students’ education. When the school and parents demonstrate our core values, it highlights to the students that their parents and teachers are trusted role models.

Listen to parents’ feedback and address any concerns they might have is key to a school healthy development.

At LEHF, we use a variety of methods to communicate with parents such as direct mails, WeChat posts, regular seminars, workshops and Coffee Afternoons; these are weekly session where parents from a specific year group can meet with the Headteacher and other members of the academic team to discuss their child’s progress and discuss prevalent topics such as IGCSE choices, get to know parents from their year group, or simply learn more about the school programmes and how a child is settling into life at LEHF.