1. School Vision Mission and Goals 

School Vision

Our aim is to produce confident and holistically educated young people, who embrace their Chinese cultural heritage and are equipped to make a significant contribution to society.

School Mission

We do this by providing:

The best of Chinese and western education

A rigorous bilingual academic programme with diverse enrichment opportunities

A unique and supportive boarding environment, drawing on 150 years of experience from Fettes College

School Goals

Our Fettesian students are:  

Charitable and kind, ready for responsibility

Curious and creative, with a love of learning to last a lifetime

Inspired to aim high, with the determination to achieve excellence

Confident to embrace opportunity, with the skills to overcome challenge

Equipped to make a positive contribution to society, with the ambition to make the world a better place

2. Purpose of the Language Policy

The purpose of the Language Policy is to encourage, celebrate and support language diversity. As such, this is a working document developed by staff and leadership from the whole school, and it mainly serves the learning and teaching needs. The policy is inspired by the IB Philosophy and approach to language learning, and it is consistent with the regulations of the IB. The document outlines our schools’ linguistic, academic, and wellbeing goals and defines the written and taught curriculum through which our students learn and achieve these goals.

Our policy is a statement of the agreement and joint purpose – everyone in our community is committed to the policy and its principles and understands how its effective implementation will help the school achieve its aims.

Language permeates all areas of our students’ education and is fundamental to learning at all stages. At Fettes College Guangzhou, teachers of every subject are aware of their role and responsibilities as teachers of language and communication. We aim to foster in our students a thorough knowledge of language and confidence in their ability to communicate their understanding, thoughts, and feelings. Our aim for our students is that they develop as tolerant, inquiring, and internationally-minded individuals through deepening intercultural understanding which we hold to be of paramount importance in a global society. We value and support the development of Chinese and English.

Fettes College Guangzhou is a globally minded school delivering a broad curriculum in both Chinese and English. It is important that all pupils develop confidence in speaking a language that is not their mother tongue and, through their study of the language, gain an insight into a culture that is different from their own. It is important for all students to be educated in an environment that welcomes and embraces diversity of cultures and perspectives. This environment must be created by the whole curriculum. Fettes College Guangzhou defines “curriculum” as “the totality of experiences put on for the pupils by the school”. Thus, cultural diversity must be developed both within the classroom and in the activities that take place outside the academic curriculum.  

Language is of vital influence on learning. IB’s stance is elaborated in Language and learning in IB programmes (2011). FCG aims to empower our students across different language domains and equip them with multi-dimensional proficiencies, for academic and social purposes and confident identities. We will:  

Provide opportunities for all learners to achieve balanced bilingualism in speaking, listening, reading and writing

Provide opportunities for all students to maintain and develop their first language

Provide opportunities for all students to achieve levels of language proficiency as required by universities and colleges in the future

Ensure that teachers make the necessary adjustments to classroom practices to support the language needs of all students

Support teachers through professional development in their acquisition of the skills requisite to meet the language needs of all students  

Appoint specialist teachers/assistants to roles to support the acquisition of language(s)

3. Schools Overview

3.1 Early Years Overview

The development of language is fundamental in Early Years School. Young learners listen to and use language with others in their everyday lives. All staff acknowledge the significance of mother-tongue development for all learners and the maintaining of their pride in their mother-tongue and cultural heritage.

As a bilingual school, we provide an immersive bilingual learning environment.  The Early Years School implements the EYFS National Curriculum for England and using PYP as the framework for the development of English language art. Throughout the Early Years School, the lessons and daily instruction are designed and delivered to ensure a balance of the Chinese and English. In addition, the Early Years School library’s is established with some books from different regions of the world to increase student’s awareness of international languages.

3.2 Primary School Overview

Most of our students are Chinese nationals or have Chinese as the cultural background. Chinese is the first language for most of our students. English in the Primary School is taught according to a bespoke FCG English curriculum. This enables students’ progression from English as an Additional Language to achieve A2 at the end of Grade 5 for our ‘balanced bilingual’ learners.  Students have approximately equal numbers of Chinese Language and English Language lessons each week, to ensure development of high levels of comprehension – not simply word recognition or repetition.

Throughout the Primary grades, timetabled lessons are increasingly taught bilingually, many with both local and expatriate teachers in the same classroom. The higher the grade is, the more English is used as one of the languages of instruction. This is gradually increased from Grade 1 to Grade 5 as our students develop a greater ability to communicate and express their knowledge in both languages.

3.3 Middle School Overview

As monitored by the Education Bureau, Middle School must meet the requirements and standards of Chinese Compulsory Education. Thus, our MYP curriculum in general is modeled on Chinese National Curriculum (CNC).  We develop students’ bilingual skills in a bilingual learning environment which increases the amount of English used as an instructional language in class up to 40% of curriculum instruction depending on the subject, and this is complemented by the blended living and learning approach in our boarding houses.

3.4 Senior School Overview

Senior school includes four grades, from G9 (the final year of the Chinese National Curriculum) to G12, with students gradually acquiring the corresponding English skills to complete the IGCSE curriculum and meet the language requirements of subsequent A-Level courses or other programs. They are also expected to achieve the necessary proficiency levels in exams such as IELTS or TOEFL. The language of instruction in senior school transitions from bilingual teaching in 9th grade to full English instruction, allowing students to adapt in advance to the teaching and living contexts of overseas universities.

4. Language Profile

The vast majority of our students speak Chinese as their first language, and English is spoken as a second or additional language. A small number of our students are first language English speakers, learning Chinese as an additional language. Students range in proficiency level according to their educational background and exposure to language in their home country, and in their home setting.

English and Chinese Department work closely with the Admissions Department to build up and maintain the language profiles of all students, in the following ways:

Conducting Chinese and English admission interviews

Assessing (formally and informally) the new student within their first few weeks of schooling

On­going consultation with their language teachers

Keeping centralized records of students’ language profiles

5. Instructional Language

As a bilingual school, FCG aims to have 60% local staff whose first language is Chinese and can speak fluent English, while the other 40% is made up by international teachers whose first language is English. Thus, both Chinese and English are of equal importance when major events on campus take place.

In line with the school profile, formal publications such as newsletter articles, teachers’ comments on students, and so on are often composed or written in both Chinese and English.

As monitored by the Education Bureau, Primary School must meet the requirements and standards of Chinese Compulsory Education. Thus, our Primary School uses Chinese National Curriculum as the foundation and IB PYP as the framework. We develop students’ bilingual skills in a bilingual learning environment which increases the amount of English used as an instructional language in class to 40% of curriculum instruction, and this is complemented by the blended living and learning approach in the boarding houses.

School	Chinese	English	Bilingual
Early Years	20%	30%	50%
Primary School	20%	20%	60%
Middle School	30%	40%	30%
Senior School	10%	50%	40%

6. Language Learning and Teaching

Our school provides students with multiple, authentic opportunities to learn language, learn about language and learn through language.

Learning Language

For example, learning a new word. Learning Chinese and English takes place in language lessons. Teachers also incorporate bilingual key vocabulary and expressions learning in subject lessons.

Learning about Language

For example, learning how to spell a word or write a poem. This mainly takes place in language lessons. Language is a visual, print and oral symbolic system with its own codes and signals. Therefore, language learning also involves learning about language – its form, conventions and contextual use.

Learning through Language

For example, reading a text to get information. As communicators and collaborators, students engage with language at school in multiple contexts and multiple modes.  

7. Language Courses provided in FCG

“We believe that communicating in more than one language provides excellent opportunities to develop intercultural understanding and respect.”  (What is an IB education? 2013, updated 2017). Thus, it is mandatory that all students take two language courses, Chinese and English. Although the learning contents of these two courses are partially based on the contents of the Chinese National Curriculum, as required by the local Education Bureau, FCG has ensured the IB requirements for language subjects are met. Provision is made wherever possible for students who don’t have English or Chinese as their mother tongue.

7.1 Chinese

Chinese Language and Literature

The Language and Literature is for native or near-native proficiency in the language and is typically taken by students for whom the language is their mother tongue. 

heir first languages, Chinese is the mainstream Language and Literature course offered to students at Fettes College Guangzhou. 

Chinese Language Acquisition

For students whose first language is not Chinese, our school offers Chinese as an additional language course. Students of different levels are enrolled in classes of different levels. The main teaching resource used is Chinese Made Easy.

7.2 English

English Language Acquisition

Language Acquisition is a subject in which students acquire a language that is not their mother tongue. They may start from having no prior knowledge of the language at all to increase levels of proficiency for the long-term purpose of preparing for the Senior School in which all subjects are taught in English.

Based on the student language profile of FCG, Language Acquisition courses provided at FCG are mainly in English. Most of our students learn English as an additional language.

Learing Outcomes and programmes are set out in the FCG English Curriculum.

English Language and Literature 

Some students whose first language is English or near-native proficiency will have English language and literature. Language and Literature (English) takes or adapts contents from the  National Curriculum for England  对于母语是

7.3 Other Opportunities in Language and Culture 

At FCG, we offer a range of CCA programmes, grit trips, art festivals, language subject-related competitions to enrich students’ learning and life at school, facilitating students to develop their language abilities in both Chinese and English, also developing students’ interpersonal abilities, cultural awareness, and open-mindedness. Its significance mirroring IB language Philosophy is emphasised in many IB publications, such as PYP: From principles into practice, and MYP: Language acquisition guide. Besides, boarding aims to be a beacon of bilingualism at the heart of FCG and has developed an ambitious development and action plan to make that happen.

7.4 Support for Mother Tongue Languages

At Fettes College Guangzhou, we believe that a student’s mother tongue and culture is vital to the students’ development of self-identity and well-being. Also, a strong level of knowledge in the students’ mother tongue will facilitate them to learn other languages. Therefore, apart from regular language courses, the school’s libraries are richly stocked with Chinese and English materials. In cases where a student’s mother tongue is neither Chinese nor English, we help find resources to support the continued growth and development of their mother tongue. 

Currently, major official printed communication is 100% bilingual Chinese and English, for example, the Head of Colleges’ letters, the school’s weekly newsletter, parent letters and promotional brochures as well as the reports of student learning. Most of the staff are bilingual and can assist parents with translation on occasion when needed.

7.5 Support for Students Who Are Not Proficient in the Language of Instruction  

Chinese and English are two languages of instructions at FCG. The role of resource teachers and AEN teachers have been created, and these teachers support language learning in different formats both within language lessons and other subject lessons. When a subject teacher speaks only English to students whose English proficiency is not sufficient, a co-teacher might be in the class to support, depending on the age-group.

When a student has been identified with additional educational needs or challenge and extended abilities, intervention and support are provided in line with the referral process. This support may be formalised through a personalised learning plan, and this can lead to individual education plan and may involve short and long-term interventions, including:

Language tutorials in which reading and writing strategies across the curriculum are trained and reinforced

Adapted learning materials are provided

Slides on which key terms are translated into Chinese

Co-Teacher

7.6 Library and Information Support Services

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to: Determine what information is needed for any given task; Effectively and efficiently access information; Critically evaluate sources and cite them. The role of our libraries at FCG is to promote and facilitate information literacy across all curricula and to all members of our community. Our libraries open(ed) with extensive print material and adequate electronic material and aim to develop databases that contain professional material, scholarly articles, newspapers, and magazines in Chinese and English and other languages. Sessions are offered to the FCG community on information literacy, source citations, and research skills.

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to: Determine what information is needed for any given task; Effectively and efficiently access information; Critically evaluate sources and cite them. The role of our libraries at FCG is to promote and facilitate information literacy across all curricula and to all members of our community. Our libraries open(ed) with extensive print material and adequate electronic material and aim to develop databases that contain professional material, scholarly articles, newspapers, and magazines in Chinese and English and other languages. Sessions are offered to the FCG community on information literacy, source citations, and research skills.

8. Admissions Policy related to Language Policy

Students are required to attend an admission interview before admission, and the Heads of the school section is responsible for bilingual interview then followed by an interview conducted by the Heads of College if needed, the Heads of School will recommend and HoCs will give final admission approval. Individual students whose language level is low, and who may have behavioural problems or who have other problems affecting their normal learning will be asked to have a trial day before deciding whether to be admitted to ensure FCG can cater for their needs.

9. Communicating the Language Policy 

The majority of this language policy was developed from a whole-school CPD session titled "What is a Language Policy" and was drafted by the IB Coordinators in consultation with Heads of English, Chinese coordinator and Heads of School. It was made available to all stakeholders in the following ways:

Ensuring all staff members have access to the policy via the FCG TEAM’s platform

New staff will be familiarised with the document during orientation or training

The students and parents have been shown a brief bilingual version to standardise understanding

Posting versions on the college website in both languages

All staff are invited to participate in the policy review and their voice matters

10. Reviewing of the Language Policy

This policy will be reviewed formally every two years. 

11. Reference

International Baccalaureate Organization. PYP: from principles to practice. International Baccalaureate Organization, Dec. 2018.

International Baccalaureate Organization. What is an IB education? International Baccalaureate Organization, 2017.

Language and Learning in IB Programmes. International Baccalaureate Organization, Sept. 2011.

Primary Years Programme, Middle Years Programme and Diploma Programme: Guidelines for developing a school language policy. International Baccalaureate Organization, April 2008.