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 CARE

This aspect of our YL methodology includes the values of responsibility, effort and leadership in our work with children and parents.

• Responsibility
  We make sure our service has a positive influence on children’s development. All our teachers and frontline staff are trained in how to work with children appropriately. We take all reasonable measures to manage risks to health and safety.
  
  
• Effort
  We work rigorously to deliver the best service we can and continuously work to improve this service to benefit our customers. In addition to English classes, we provide value added events for parents and children such as parents workshops and storytelling.
  
  
• Leadership
  We motivate children to develop positive attitudes and behaviour in class by actively making our expectations clear and modelling appropriate behaviour through our own actions.

 RELATIONSHIPS

This aspect of our YL methodology includes the values of fairness, respect and understanding in our work with children and parents.

• Fairness
  We actively involve all children in class as equally as possible taking account of individual children’s development and needs. We include children with a mental or physical disability or other specific need where we can make reasonable adjustments to our service and where we are able to work closely with the child’s parents.
  
  
• Respect
  We are careful to take account of children’s needs and feelings through our own polite, supportive behaviour while ensuring we provide clear, firm and fair leadership. We encourage children to behave in the same way to each other and the teacher.
  
  
• Understanding
  We actively monitor children’s progress to ensure we understand their needs and development. We guide children to understand the teacher’s expectations and each other’s needs

 LEARNING

This aspect of our YL methodology includes the values of creativity, communication, support, achievement and accountability in our work with children and parents.

• Creativity
  We make learning English meaningful and motivating for children through the use of stories, songs, and situations that children can understand, enjoy and respond to at their level. This builds on and goes beyond the core topics and language of the course book. Teachers use and adapt supplementary material to meet each class’ particular needs and interests. We include lesson time for children to use English imaginatively to comment as best they can about what they encounter in class and for the teacher to respond to their contributions and develop dialogue with the children where appropriate.  
  
  
• Communication
  We focus on developing children’s ability to use English to communicate information they want to say and write, and skills for listening to and reading texts they find accessible and enjoyable. Some lesson time involves building basic vocabulary and literacy with child-appropriate, focused activities, particularly at lower levels so that children will have more language to communicate with later. This is balanced at all levels with more meaningful work around stories, songs and project work where children are encouraged to understand whole situations and make genuine choices about the English they use.
  
  
• Support
  We plan learning tasks carefully so that children have the resources and guidance they need to complete tasks to the best of their ability which helps to protect their motivation for learning English. We provide parents’ workshops each term to help parents support their children’s English learning further at home.
  
  
• Achievement
  Class time is given to children doing things and creating things using English that lead to a concrete outcome such as a poster, a song or a short presentation that they can feel proud about. Teachers carefully select and plan all activities to challenge children at an appropriate level so as to develop the children’s English effectively and maintain their motivation.    
  
  
• Accountability
  While planning and delivering high quality English lessons for children is our priority, our teachers also keep parents informed of children’s progress with written reports each 7 weeks and set and mark homework regularly. For 1A-1B children, face-to-face appointments between teacher and parents are arranged in the middle of each semester (replacing the report for that term). For any level, teachers and our Korean administrative staff arrange telephone calls or meetings with parents if there is a particular area of concern. Teachers give ongoing, encouraging and fair feedback to children in class so that children know what they are doing well and the areas they need to work on. All teachers follow the core topics and schedule of the syllabus, building on and going beyond this core content with supplementary materials in response to the needs and interests of the children in their particular class.