Following studies that point out that the construction of knowledge in a practical way is more efficient and lasting, the Canadian teaching methodology encourages creativity, research, experimentation, discovery, problem solving, decision making, the willingness to run intellectual risks and information sharing. 

The goal is to have autonomous students, adaptable to the changes of a modern world, and truly passionate about learning. At Maple Bear, the concept of holistic education is also practiced, which promotes the child’s whole development in the intellectual, emotional, social and physical areas.

Bilingualism through complete immersion in English throughout early childhood education is another pillar of the Maple Bear methodology. In this way, students learn the second language naturally, just like learning the native language.

Maple Bear conforms to local education regulations, offering fully articulated local curricula in addition to the Canadian program. This opens up many more educational options for Maple Bear students: they are prepared and capable of moving easily between the Canadian system offered by Maple Bear and their own country’s system and can do so at any time during the K-12 years. They are also prepared for entry into a university at home as well as abroad if they so choose and are not tied to just one system.

It is highly recommended that students enter the Maple Bear program in Early Years to benefit from the Immersion second language program and Maple Bear strategies.

The Maple Bear methodology is designed in such a way so that the language is not an obstacle between children and their needs and desires, but, on the contrary, a path that helps them achieve their goals. Particularly noteworthy is the use of demonstrations, presentation of images and objects and guiding children throughout the activities. The teachers will always visually follow up on requests and guidelines, so that the connection between words and meanings can be assimilated immediately. This allows, over time, to the child to build their vocabulary and linguistic structure in a smooth and natural way.

At Maple Bear children are encouraged and motivated to learn, so that English does not become something unpleasant, as it might happen in some traditional teaching environments. Therefore, teachers offer students, through various resources, all the support so that the messages are actually understood, progressively evolving until the meanings are clear. It is normal for students to eventually use their native language or even mix words and structures of the two languages. Teachers, however, use English consistently with them, always exemplifying the correct way, so that, over time, students improve their use of the language and apply it in the appropriate context.

Throughout their stay at Maple Bear, children start to associate the school environment with the use of English. Therefore, it is common for children to use this language even when in contact with each other and during periods dedicated to free activities. This is not, however, a requirement. It is worth mentioning that teachers will always prefer the use of English at any time, activity and interaction they make with students.

There are many reasons why. Uniforms create a sense of belonging, support the creation of the team spirit, promote equality and contribute to a safe environment on trips. Also, children’s creativity is boosted on another level, other than choice of clothing.

Maple Bear has different nationalities, many of whom are native English speakers. However, being a native English speaker is not a requirement to become a teacher or a coordinator at our schools. The schools are supported by a Canadian Academic Director, who is a Canadian educator with extensive experience in the implementation and management of schools from Early Childhood education level to High School.