Beijing Enlighten School’s education model is built on the content of the Chinese National Curriculum, guided and informed by the globally minded and innovatively driven approach of International Baccalaureate’s PYP and MYP programs. BES curriculum creates a learning ecosystem based on three main areas:

  • Allowing students to become agents of their own learning through Talent Development and Individualised Learning opportunities. This involves subject-based as well as grade-based acceleration.
  • Designers, Innovators and Change-Makers are added attributes to expose students to being responsible for their growth to impact the world we all live in.
  • Social-Emotional Learning as part of daily routines of supporting students, parents and teachers in implementing the RULER research model from the University of Yale.

How is this done inside BES?

Our students, teachers, and families are all part of this educational shift and are exposed to learning about the Schoolwide Enrichment Model.

To provide a glance at Renzulli’s Enrichment Model at BES, this is mainly a research-based program in which various services allow students to foster their interests and passions and achieve higher academic and personal goals. This work is grounded on a continuum of learning theories that see pedagogy as divided into two strands. On the one hand, we see pedagogy as being deductive, didactic, and prescriptive. This focuses on knowledge acquisition and the retrieval of that knowledge. On the other hand, we also see pedagogy as being inductive and inquiry-oriented and therefore based on knowledge application, high engagement, motivation, and enjoyment. This is connected to several academic theories, which also form the rationale of our work at BES. The first theory is: The Three-Ring Conception of Giftedness that sees Giftedness as being connected to Above-Average Ability, Creativity, and Task Commitment. The second theory is: The Enrichment Triad Model, which identifies the three main types of enrichment activities. Type one activities being considered as exploratory, where students are exposed to new extracurricular knowledge. Type two activities are collaborative experiences where students see their own acquired knowledge applied to practical activities. And Type three activities are considered to be individual investigations of students into topics of specific interest. These three main activities are at the core of the Schoolwide Enrichment Model as they are implemented inside the classrooms daily. Moreover, the Enrichment Model at BES provides students with various first-hand experiences in social-emotional development and an orientation towards using their strengths and leadership skills to make the world a better place. This approach is what Renzulli calls in the academic literature as Operation Houndstooth and Executive Functions.

Three School Structures

Our students, teachers, and families are all part of this educational shift and are exposed to learning about the Schoolwide Enrichment Model..

All these services are brought to bear on three school structures. The first one being our international curriculum, together with the Chinese National Curriculum. The second structure being Enrichment Clusters, where students will be allowed to work collaboratively and to deepen their social-emotional skills. The third structure is the continuum of services to be implemented. These will be based on the individual students’ different needs for their talents and interests to grow. Finally, our work on Giftedness within our Schoolwide Enrichment Model is based on students to become the leaders of their own life by making sure that they will experience Enjoyment, Engagement, and Enthusiasm for Learning. These three aspects have been found in the academic literature as fundamental in leading all students towards higher achievement and talent development. In fostering our learners’ interests, passions, and talents, we aim to act on today’s students’ learning potential to allow them to make the current and future world a better place.