|Mission and Vision|
YSWPCS seeks to establish, a unique, proactive alternative to traditional public education which provides an ideal “international” environment for the intellectual and social development of its students. YSWPCS focuses on two student constituencies: those whose native language is not American English, during their transition into the American educational system and culture, and those native speakers of American English who wish to engage a curriculum which fosters a global perspective and promotes appreciation and understanding of world regions, cultures, and global issues.YSWPCS seeks to develop students who are conversant in at least two major world languages (in addition to English). Each student will be encouraged, through adaptations or additions to individual programs of study, to strive for his or her maximum potential.
Through the language immersion program and traditional academics students will acquire linguistic proficiency (English plus two other globally significant languages); excellence in traditional academics, and a deep sensitivity to multi-cultural contributions. Students will be computer literate and have open opportunities to explore areas of interest lying beyond the established programs.
Among the non-academic goals of YSWPCS are: parental involvement in academic activities and school governance and inculcating a deep and long-lasting appreciation for multicultural and multiethnic diversity.
|Educational Program, Teaching Methods, and Professional Development|
The following list represents a set of provisional criteria.
- Developing citizens of the world – culture, language and learning to live together
- Building and reinforcing students’ sense of identity and cultural awareness
- Stimulating curiosity and inquiry in order to foster a spirit of discovery and enjoyment of learning
|YSWPCS Language Program|
The value of learning multiple languages at an early age include: improved abilities with unfamiliar disciplines, such as mathematics; statistically proven higher scores on standardized tests; and greater career opportunities. The early years (5 to 7 years old) language instruction will take advantage of the common, cross-cultural methods all children use to learn their native languages as well as mimic games, stories, songs, rhymes and physical play. For the middle years (7 to 11 years old) cultural elements, unfamiliar, culturally specific stories, games, and songs, classroom rituals, and teacher clues will form the basis of making language instruction natural.