The International Baccalaureate’s Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Our Mission and Vision
Mission : Our endeavor is to provide learning experiences through the provision of
● Differentiated, in-depth and cohesive learning programs that stimulate and develop each child’s abilities to his or her highest potential.
● Highly motivated and dedicated teachers who are result oriented through their commitment to ongoing professional development, quality teaching, coaching, mentoring, and collaboration.
● A learning environment that is responsive to students’ voices Enriching and engaging resources.
● Opportunities for parents and guardians to take an active part in learning and decision-making policies.
Vision: Our vision is to be a premier global educational institution by providing a broader, bolder, holistic and more meaningful education We strive to cultivate all-round qualities in a student through excellence in education that shall foster academic understanding, brilliance, spiritual well-being, psychological strengths, resourcefulness and creative skills, social responsibility and concern for one’s environment.
At Euro School the Committee that formulates the School Language Policy consists of the following members:
● Chairman Mr Manish Deepak.
● Pedagogical Leadership Team Head of the School, MYPC, PYPC, VP and IB Curriculum Mentor.
● Librarians, subject teachers and Parent Representative Ms. Kripa Siwakoti, Ms Karen (CCA), Mr Poojan Shrestha (PYP5),Ms. Barshana Thapa (PYP2) and Ms Rakhya KC (MYP9)
Policy reviewed: August 2024
At Euro School, we believe that language is the key to unlocking a world of opportunities It is not only a tool for communication but also a means of expressing identity, understanding diverse cultures, and fostering global citizenship. The goal of this document is to collectively organize the views of the school community and communicate to the stakeholders (teacher/staff, students, and parents) about the language of instruction, the classification of languages offered, language proficiency requirements and assessments All these are done under the guidelines of school philosophy and language policy guidance communicated by National Primary Education Policy and IB.
Key Principles of Our Language Philosophy:
Language as a Foundation for Learning: Strong language skills are essential for students’ personal, cognitive, social, and cultural development
● Preservation of Cultural Identity: We recognize the importance of students’ home languages and encourage their use within the school community to preserve cultural heritage
● Multilingualism as a Global Asset: Learning multiple languages helps students become understanding citizens of the world and effective communicators in diverse environments
● Shared Responsibility: Language development is a collaborative effort involving teachers, parents, and students.
School Language Profile: Beliefs, Values and Practices in PYP
Language of instruction at Euro School is English The students come predominantly from the local Nepali communities, with a majority of them having Nepali or other local dialects as the language of spoken at home However, like most urban Nepalese students, our students are bilingual and can communicate effectively in both English and Nepali We have very few children whose mother tongue is Korean, Japanese and Hindi.
Proficiency in English is indispensably important in today’s world Hence parents insist the school to focus on and ameliorate their children’s English language skills right from the earliest days They take over the responsibility for their child’s continuing practice of his/ her native language English is the school’s internal working language, and therefore all communications made to the stakeholders of the school are primarily in English.
The language policy is for standardization across all classes and subject areas of the school to provide knowledge and learning experiences that have global significance It provides students the opportunity to explore the similarities shared by the people of all cultures and at the same time to respect differences The
context of language learning should be as authentic as possible in practice Language should never be used intentionally to exclude others Although the development and maintenance of mother tongue languages are encouraged, our primary goal is to develop children’s fluency in English It is with this goal in mind that we
actively promote and encourage all students to use the language in formal and informal situations throughout the school, unless otherwise directed This includes classrooms, playground, library, cafeteria, field trips, formal programmes etc
Euro School's Language Policy: Cultivating Global Citizens
At Euro School, we believe that language is more than just a tool for communication; it is a gateway to understanding diverse cultures, exploring new ideas, and becoming a global citizen Our language policy is designed to empower students with the linguistic skills and cultural awareness they need to thrive in today’s interconnected world
Our language curriculum is grounded in the belief that language learning should be a holistic experience. We integrate listening, reading, speaking, writing, and presenting to ensure that students develop well-rounded language skills By embedding language across the curriculum, we help students see the connections between language and other subjects, deepening their understanding and appreciation for the subject matter
We believe that language learning should be an active and engaging process. Our inquiry-based approach encourages students to explore, question, and discover through language By fostering a love for learning and critical thinking, we equip students with the tools they need to become lifelong learners.
At Euro School, we recognize the importance of cultural diversity. Our curriculum incorporates a wide range of literature and resources from different cultures, promoting empathy, understanding, and international mindedness. By exposing students to diverse perspectives, we help them develop a global worldview and appreciate the richness of different cultures
We aim to equip students with proficiency in both English and Nepali by the end of the Primary Years Programme (PYP). By fostering a balanced approach to language learning, we ensure that students are well prepared to communicate effectively in both local and global contexts.
We create a supportive learning environment where students feel comfortable taking risks, making mistakes, and learning from their experiences. Our teachers provide guidance, encouragement, and feedback to help students reach their full potential.
Language at Euro School is a fundamental driver and a key medium for integrated, transdisciplinary, and inquiry-based learning. Our approach to language education is grounded in the principles of learning about language, learning through language, and understanding how language functions, which are intricately woven throughout our curriculum. Language is essential for acquiring knowledge, conducting analysis, and communicating effectively in everyday life, and this is deeply embedded in the core academic ethos of our institution
We emphasize the power and richness of language, along with a profound appreciation for literature, as integral components of our curriculum These elements are designed to broaden students’ horizons and enrich their learning experiences.
English is the primary language of instruction at Euro School, providing students with access to the PYP curriculum Nepali is offered as the second language Teachers thoughtfully design learning activities and experiences in both languages, ensuring they are meaningful, enjoyable, and relatable for students. This approach enables learners to transfer and apply their knowledge and conceptual understanding to new situations.By fostering a progressive approach to conceptual development combined with an element of enjoyment, we lay
a strong foundation for lifelong learning.
We believe that integrated language development, encompassing listening, reading, viewing, and expressing through speaking, writing, and presenting, is crucial The three strands of communication—oral, written, and visual—are interconnected and interwoven, not taught in isolation Furthermore, we recognize the significance of culturally diverse literature as a powerful tool for developing the international-mindedness attributes of the IB Learner Profile Our library’s collection, which includes picture books, folk tales, and bilingual books, reflects this commitment.
Euro School strives to ensure that by the end of the PYP years, students are proficient and fluent in all forms of the English language while also achieving a strong command of the Nepali language. We achieve this through:
●Promoting integrated language development.
● Using language as a transdisciplinary element throughout the curriculum.
● Employing a literature-based approach to language learning.
● Encouraging cooperative discussions in the classroom.
● Fostering reading for meaning.
● Utilizing differentiated reading engagements tailored to students’ interests, readiness, and proficiency.
● Providing a variety of learning experiences, with teachers scaffolding strategies to support student learning.
● Viewing writing as a process
● Teaching students to read and research using multimedia resources.
● Using language for creative problem-solving and information processing.
● Implementing a range of appropriate assessment methods, including portfolios, conferences, writing sample analyses, and response journals.
The school has developed a comprehensive language scope and sequence document for the primary years to support these objectives.
To achieve these goals, Euro School ensures that:
● Students regularly read both literature and nonfiction texts.
● Texts are read both in and out of class, followed by discussions, debates, comparisons, and analyses, with teachers acting as facilitators.
● Books are carefully selected to reinforce the concepts and ideas being taught.
● Emphasis is placed on how students interpret, respond to, react to, and reflect on various ideas, attitudes, feelings, and emotions—socially, culturally, and personally. This is ensured through the systematic implementation of unit planners, the IB Learner Profile attributes, internationalism, CAS and MT, and both student and teacher reflections.
● A wide range of reading materials (print and electronic) is available to cater to students with diverse linguistic backgrounds.
Languages used in daily functioning
English serves as the school’s official language for the purpose of operations, communication and management.
However, it is acknowledged that the school community is multilingual and members function in their everyday lives in more than one language.
All schoolwide written communication with parents is done in English although individual parents and teachers may communicate (written and oral) in a common language of their choice (this is typically done as per parent’s preference).
The administration department and the support staff (transport, food, housekeeping) typically use Nepali, the national language for communication They are free to use Newari (the local language of Nepal) in their daily interactions with other members of the school community The school community is very familiar with the Hindi language as well and use sometimes for informal communication.
Mother Tongue Support
Mother Tongue (MT) is the language that children learn first at home and speak throughout their growing years. At Euro School we respect and value MT as it is essential to gaining higher cognitive skills, cultural development and transmission of cultural identity Nepali language, the mother tongue of majority population of Nepal, is taught at school from Grade 1 to Grade 5. The school seeks to provide its students with ample opportunities to read, write, and speak in their MT in situations where we believe this will enhance the quality
of teaching and learning, and consequently, students’ understanding We also encourage the use of mother tongue by also displaying posters that reflect the different languages in our school, having books, CDs and videos in different languages, including bilingual version of well – known stories, read stories in different languages to value the variety of languages spoken.
Students undertake a variety of extracurricular activities in the MT These include every kind of cultural pursuit. The school encourages awareness about multilinguistic concepts by conducting events, celebrating International Days/Cultural Week and assemblies to showcase the linguistic abilities.
The school encourages parents and students to keep using their mother tongue at home as educational research makes clear that those students who maintain their mother tongue will have better access to learning.
Additional English Language Support (AELS) at Euro School
As stated earlier, almost all students at Euro School are second-language learners of English. The school recognizes that learning a second language is a developmental process that occurs over time. Hence, the school does not have an ESL program for students Instead, early years onwards, a lot of focus is laid on understanding English through listening and speaking exercises However, there are some students who meet 1 or more than 1 of the following conditions:
● Are first-generation learners of English
● Have zero support for English language learning at home
● Come from schools where the language of instruction is not English
● Are admitted in Euro School at a higher grade and have poor foundation skills in English
These students require additional support to enable them to access the school curriculum in a manner that allows them to reach their full potential. The school has designed an AELS program for such students and this program is carried out by the ESL teacher. The programme is a combination of classroom support and pull out programme of intensive English for a
stipulated time period The process of short listing a student for AELS involves a series of steps like informal screening, observations, feedback given by the previous grade’s teacher, assessment reports of previous year/ previous school, feedback about student’s home environment etc
EAL Pushin (Coteaching)
The ESL specialist joins the content teacher in the regular classroom and assists both the teacher and students in adapting the delivery of the content to support English language learners in that classroom Thus, language learning is contextualized into academic content Students learn grammar, syntax, and academic vocabulary through genuine classroom contexts in each of their classes as a result of careful preparation and planning, with integrated coteaching.
EAL Pullout Classes
In order to be successful across the curriculum in academics, additional English language support is warranted for certain students These students attend English language support classes in place of studying in the class. These classes take the form of intensive and tailored language instruction, plus support for learning of other academic material within a small group setting The ESL department works with teachers and students in and out of the regular classes, adapting to various individual needs Such ESL support is intended to give students an intensive, shorter-term boost toward academic language proficiency in English Each Third term, all ESL pullout students are reassessed, using various assessment data including testing and teacher evaluations to determine their needs for English language support in the following year Students gradually transition from small group “pullout” support to “pushin’” support in classes to full independent learning Students who exit the ESL program continue to be monitored to ensure that they are thriving and successful at making academic gains.
Admission Policy:
Having an interaction with the applicants identifies their proficiency in the mother tongue, English and other languages In cases where the applicant indicates that English is not their mother tongue or that the proficiency level in English is not up to a grade level, the admission department identifies those students and the names are forwarded to the coordinator who arranges for additional help.
Assessment in Language Policy (PYP)
Recognizing that language acquisition follows distinct stages, we understand that the rate of acquisition varies significantly from student to student. Therefore, our language teachers assess all language skills—reading, listening, writing, and speaking—regularly. This assessment is differentiated through scaffolding or extension as needed to support individual learning paths.
Both formative and summative assessments are integral to our approach, providing valuable insights into students’ language development. To ensure a consistent and fair application oassessment criteria, language teachers regularly standardize students’ work. Additionally, standardized tests and external examinations are administered to evaluate language acquisition levels accurately.
For students identified as needing additional support in English to effectively access the curriculum, homeroom teachers provide targeted assistance to help them achieve the necessary proficiency.
Professional Development
The professional development workshops are conducted in English As it is an expectation for all the teachers to be language teachers, ongoing training focused on integrated language instruction will be offered throughout the year. The school is committed to providing embedded professional development for language learning across the curriculum Other professional development opportunities that focus on differentiated instruction include curriculum review and assessment moderation, staff meetings, and off site workshops and conferences
Language Policy Revision
The Language Policy at Euro School is reviewed annually to ensure its continued relevance and effectiveness.The review committee, led by a member of the academic leadership team, includes librarians, teachers, students, and parents. This diverse group ensures that the policy remains aligned with the beliefs and values of the International Baccalaureate Organization (IBO), the school’s philosophy toward language and language teaching, and any changes in student and community demographics or other circumstances that may necessitate
revisions.
The committee’s role is to ensure that any updates to the policy are coherent with the school’s mission and the evolving needs of our learning community.
Policy: 2021
Policy reviewed: August 2024
Next policy review: July 2025
Works Consulted
● Fox, Mem Radical Reflections: Passionate Opinions on Teaching, Learning, and Living San Diego: Harcourt Brace &, 1993 Print
● Fox, Mem Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever New York: Harcourt, 2001 Print
● Halliday, M 1980 Language of Early childhood Three aspects of children’s language development Ch 14
● Guidelines for developing a school language policy, Language and learning in IB programmes, 2011, ©International Baccalaureate Organization
● Language Scope and sequence, International Baccalaureate Organization 2003
● Language scope and sequence, International Baccalaureate Organization 2009
● Language and learning in the IB programmes, International Baccalaureate Organization September 2011
● Learning in a language other than mother tongue in IB programmes International Baccalaureate Organization, April 2008
● Lindfors, Judith Wells Children’s Inquiry: Using Language to Make Sense of the World New York: Teachers College, 1999 Print