The educational model is crafted to ensure an effective transition from primary school so that pupils continue to be inspired, intellectual, independent, individual and inclusive.
Learning is based on the rigorous Chinese National Curriculum but delivered in a way that is consistent with the Huili ethos. The pedagogical and structural approaches ensure pupil learning and development are designed to achieve the vision for the school.
Pupils will study in a bilingual environment with the outcomes deliberately designed to promote the very highest standards of bilingualism. The study of each subject becomes much deeper and richer. Pupils have the opportunity to access a broader curriculum offer; including increasing access to technological and performance related subjects. Each subject is delivered in a primary language but learning is challenged and extended through application projects and extended studies in a secondary language. This ensures that pupils language acquisition develops coherently with learning in subject areas and ensures that pupils develop the technical and cultural language required to be fully bilingual.
Pupils learn in an environment that not only exposes pupils to challenging subject content, but also requires pupils engage with learning in a way that promotes independence, creativity, critical thinking and communication.
The House system plays a fundamental role to life in Junior High School. Pupils are allocated to a house and benefit from the support, guidance and counselling of the House Master and House tutors along with the mutual support of their peers. Together, pupils build strong and lasting relationships that are essential in developing into young adults.
As pupils progress through Junior High, pupil progress and attainment are tracked and reported systematically. Learning is structured to support pupils on their journey to excel in the examinations that await in High School. However, learning and progress in academic subjects is balanced with exposure to a wide range of Co-Curriculum Activities (CCAs) that allow pupils to develop a wide range of aptitudes. This is essential if pupils are to acquire the skills, disposition and character needed to thrive in the school and in life beyond.