Welcome to Hainan Winter 2026

Welcome to the teaching team for the Hainan Winter 2026 program! This induction guide provides essential information for all staff working on this intensive English language immersion program in Hainan, China.

This guide is for everyone - teachers and volunteers. Detailed operational procedures and role-specific training will be provided on arrival, with briefings before key days.

1. Welcome and Program Overview (What's Being Sold)

1.1 The Company and Partners

Exue is an educational business organizing immersive English language programs for Chinese students, focusing on communicative, task-based learning in authentic cultural contexts.

Cambridge Scholars Innovative Academy (CSIA) is our partner foundation helping Chinese students study in the UK. CSIA's partnership provides program credibility through Cambridge University ties, and CSIA awards certificates at graduation.

1.2 What Makes Us Different

Program Model:

Immersive residential programs (students live on campus)
International teaching staff (recruited from UK, USA, and English-speaking countries)
Cultural exchange focus (language learning + British/international cultural exposure)
SDG-based curriculum (UN Sustainable Development Goals as thematic framework)

Our Approach:

No traditional coursebooks - bespoke curriculum designed for immersion
Excursion-integrated learning (classroom connects to real-world experiences)
Focus on communication and confidence building over grammar drills
Strong emphasis on safeguarding and professional standards

1.3 Program Snapshot

Duration: 6 days (9–14 February 2026)
Location: Hainan Island, China
Model: Residential immersion (students live on campus), international staff, strong focus on cultural and language immersion

Program Structure:

Day 1: Arrival, opening ceremony (parents attend), placement
Days 2-4: Daily lessons and activities
Day 5: Full-day excursion (connecting classroom to real-world SDG contexts)
Day 6: Final presentations, graduation ceremony, departures

1.4 The Core Promise

What's Being Sold to Parents:

Parents have invested significantly in improvement in English speaking and communication through:

SDG topics: Real-world themes providing meaningful language practice contexts
Full immersion: Beyond classroom - trips, daily interactions, evening sessions
Active engagement: Doing, experiencing, and communicating (not just studying)
Confidence building: Safe environment to experiment with English
Cultural exchange: Exposure to international perspectives and British culture
Memorable experience: Fun, engaging program students remember fondly

What Parents Expect:

Visible improvement in speaking confidence and fluency
Safe, professional supervision throughout
Regular updates (photos, videos, progress reports)
Certificate from recognized institution (CSIA)
Cultural enrichment and authentic experiences
Their investment to be worthwhile

Our job: Deliver on these expectations professionally and consistently.

1.5 Courses Offered

The program offers three age-differentiated courses to ensure developmentally appropriate content. Students are sorted primarily by age, then by English level. There will be 4 classes across 3 courses.

Survival English (Ages 6-8, Lower Levels)

Focus: Basic functional English for daily life
Approach: High scaffolding, games, songs, TPR (Total Physical Response)
Topics: SDG-themed vocabulary simplified (e.g., ocean animals for "Life Below Water")
Assessment: Group presentations at graduation (not individual)
Supervision: May include parents or Group Leaders

SDG x Public Speaking (Mid-Level, Ages 9-13)

Focus: Communication through SDG topics with emphasis on presentations and discussions
Approach: Task-based learning, speaking in front of others, project work
Topics: Full SDG depth appropriate to age (e.g., Clean Water, Sustainable Cities, Climate Action)
Assessment: Individual or pair presentations on SDG topics

Advanced: Sustainable Future Cities (Higher-Level, Ages 12-15)

Focus: Deeper project and discussion work around sustainability, urban design, and future cities
Approach: English as working language for research, debate, and project design
Topics: Complex SDG interconnections, urban planning, innovation for sustainability
Assessment: Individual presentations showcasing research and original thinking

1.6 SDG Curriculum Framework

The UN Sustainable Development Goals (SDGs) provide thematic structure for all lessons, creating authentic contexts for language practice.

Example SDG Topics (6-day program may cover 2-3):

Clean Water & Sanitation
Sustainable Cities & Communities
Climate Action
Life Below Water
Quality Education
Good Health & Well-Being

How it works:

Each unit provides vocabulary, discussion topics, grammar in context, and project themes
Excursion connects to current SDG topic
Students prepare presentations on SDG issues
Creates meaningful, memorable content (not just grammar exercises)

1.7 Immersion and Language Use

The core aim is immersion: students should be surrounded by English in lessons, transitions, activities, and informal interactions.

Staff are expected to proactively create natural opportunities for students to speak:

Corridor chats: "How are you feeling today? What did you learn?"
Mealtimes: Sit with students, ask about their day, discuss SDG topics informally
Walking between locations: Use 15-minute walks as conversation time
During activities: Prompt thinking with open questions ("What do you notice?", "How does this connect to...?")
Break times: Informal games and conversation in English

Key principle: Every moment is a learning opportunity. Model enthusiastic, natural English use.

1.8 Premium Product and Upselling Goals

This is positioned as a premium, short, intensive program that parents pay highly for. Success here feeds into a longer customer journey:

The Pathway: Hainan Winter serves as an entry point to other Exue/CSIA programs, which may include Cambridge Summer School (on-site academic summer in the UK), online follow-up classes, and other immersive experiences.

Staff should understand:

You are part of a longer customer journey, not just a one-off program
The quality of this experience directly impacts summer school enrollment and ongoing study
Every positive interaction, visible progress moment, and professional touch point matters
Happy students and impressed parents lead to repeat bookings and referrals

1.9 Your Role in the Business

You represent the program to:

Students: You are their English language role model and cultural ambassador
Parents: They've invested significant money and trust in us
Group Leaders: Our partners who bring students and expect professionalism
CSIA: Our academic partner expecting high standards

Professional expectations:

Arrive prepared and on time
Maintain professional boundaries with students
Communicate effectively with colleagues
Uphold safeguarding best practices at all times
Represent the program positively to all stakeholders

2. People, Roles and Communications

2.1 Core Leadership

Sean (Program Director)

Overall program responsibility
Handles serious issues, parent communication, external relations
Your main contact for emergencies or major concerns
Report to Sean: Admin issues, welfare concerns, operations problems

Ricky (Centre Manager)

Academic oversight and day-to-day teaching operations
Conducts teacher observations and provides feedback
Day-to-day program coordination
Report to Ricky: On-the-ground duties, lesson questions, teaching matters

2.2 Teaching Staff

Teachers (Qualified Educators)

Lead classroom instruction for one of the three courses
Plan and deliver SDG-based lessons
Mark presentations and compile student observations
Coordinate with volunteers and Group Leaders
Design and deliver immersive, communicative lessons aligned with course themes

Volunteers (Support Staff)

Support teachers in classroom
Assist with materials, small groups, individual student help
Help supervise evening sessions and activities
Assist with media (photos/videos) and informal interaction with students
Help organize materials, tech, and room setup
Gaining teaching experience (not qualified teachers)

2.3 External Partners

Group Leaders

Travel with student groups and are the primary welfare contact for their students
Know the parents and act as the bridge between program and families
Need to be kept informed about student progress and any issues
Collaborate respectfully - they're valuable partners

Parents and Families

Primarily interact via Group Leaders
High expectations for safety, visible progress, and premium experience
Attend opening ceremony (Day 1) and graduation (Day 6)
Communicate via Group Leaders (not directly unless necessary)

CSIA (Cambridge Scholars Innovative Academy)

Academic partner issuing certificates at graduation
Supporting long-term pathways to UK study

2.4 Communication Channels

Primary Communication Platform

Internal communication will run through WeCom/WeChat groups for:

Daily coordination, quick questions, and schedule tweaks
Confirming movements (e.g., "Class A moving from classrooms → canteen")
Student behavior alerts
Last-minute schedule changes
Location updates during excursions

Expectations:

Read all messages - staying informed is your responsibility
Acknowledge important updates quickly (e.g., thumbs up / short reply)
Respond promptly to direct questions or requests
Keep it professional during program hours

When NOT to use group chat:

Emergencies (call Program Director directly)
Sensitive student welfare issues (speak in person)
Detailed academic discussions (save for briefings)
Venting or complaining (speak privately with Ricky or Sean)

Reporting Chain

For different issues, contact the appropriate person:

Issue Type	Contact Person
Emergency (student safety, serious injury)	Sean (Program Director) - CALL
Admin, welfare, operations	Sean
On-the-ground duties, lessons, teaching matters	Ricky

Escalation protocol:

Try to resolve at lowest appropriate level first
Escalate if unresolved or serious
Always escalate safeguarding concerns immediately

2.5 Daily Briefings

Teacher Briefing (Before Classes Each Morning)

Attendance: Teaching staff only
Duration: 10-15 minutes (before students arrive)
Content: Day's lessons, rooms, materials, student notes, logistics
Purpose: Confirm teaching plans and coordinate academic delivery

All-Staff Briefing (Evening, Before Next Day)

Attendance: All staff
Duration: 20-30 minutes
Content: Day review, tomorrow's prep, student observations, problem-solving
Purpose: Information flow, team cohesion, accountability, opportunity to raise concerns

Why briefings matter:

Essential for smooth operations in a fast-paced 6-day program
Team coordination and problem-solving
Transparency and shared awareness
Opportunity to raise concerns

2.6 Professional Boundaries

What TO do:

Communicate clearly, professionally, and respectfully
Raise concerns directly with appropriate person
Support colleagues proactively
Maintain positive attitude even when stressed

What NOT to do:

Gossip about students, parents, or colleagues
Complain publicly or undermine decisions
Use students as confidants
Share personal contact info with students
Engage in romantic/sexual relationships with colleagues (creates conflict of interest)

3. Location (Where We'll Be and the Centre)

3.1 Hainan Island, China

The program takes place on Hainan Island, a tropical island in South China Sea known as "China's Hawaii."

Climate: Winter season (February) is mild and pleasant (15-24°C / 59-75°F), less humid than summer and comfortable for outdoor activities. Occasional rain means having indoor backup plans ready.

Geography: Beautiful beaches, mountains, and natural scenery create an attractive setting that supports the premium experience narrative.

Local Culture: Mix of Han Chinese and Li ethnic minority cultures with a growing tourism industry.

3.2 Campus Triangle: Accommodation, Canteen, Classes

The site functions as a triangle of three main locations:

Accommodation (student residential area)
Canteen (dining facilities)
Classrooms (teaching spaces)

Key operational challenge: Each leg of the triangle takes approximately 15 minutes to walk. Transition times need to be managed carefully to keep the day running smoothly - total 30-45 minutes can be spent daily just moving between locations.

Staff need to:

Plan ahead so classes and groups are not late
Communicate clearly when groups are moving or delayed (use group chat)
Use transitions as extra immersion time: Walking is conversation time! Ask students questions, practice vocabulary, discuss what's coming next
Count students before leaving and upon arriving at each location

Turn logistics into learning: These 15-minute walks are golden opportunities for informal English practice. Use them well!

3.3 Campus Facilities

What to expect:

Classrooms: Modern teaching facilities equipped for presentations, projectors, and group work
Canteen: Shared meals and informal language practice (Chinese cuisine with some international options)
Accommodation: Residential rooms suitable for supervision and evening activities
Outdoor spaces: For activities, sports, and breaks
WiFi: Available on campus

4. Daily Operations and Responsibilities

4.1 Overall Intensity and Responsibility

For 6 days, this is very intensive: The program runs from early morning until late evening.

We are effectively always on: Everyone shares responsibility for student welfare, behavior, and engagement - not just during formal lessons.

There will be planned rotations (duty rotas drawn up before course starts) so staff can catch short breaks and avoid burnout, but the expectation is a very hands-on, highly present six-day period.

4.2 A Typical Day (High-Level Rhythm)

Morning (8:00-12:00):

8:00 - Staff arrive, final prep
8:15 - Teacher briefing (teaching staff)
8:30 - Students arrive from accommodation (The Count)
9:00-12:00 - Morning lessons (2 sessions with break)
12:00 - The Count before moving to canteen for lunch

Afternoon (13:00-18:00):

13:00 - Students return from accommodation (The Count)
13:30-17:00 - Afternoon lessons/activities (or excursion on Day 5)
17:00 - The Count, students to accommodation/rooms
17:30 - Prepare for dinner

Evening (18:00-22:00):

18:00 - Dinner (all staff supervise on rotation)
19:00-21:00 - Evening self-study sessions (all staff supervise on rotation)
20:00 - Evening staff briefing (some staff attend while others supervise)
21:00-22:00 - Room time (residential students settle)

Key principle: Staff are "on duty" from 8:00-22:00 daily, with rotational supervision and meal breaks.

4.3 All-Staff Core Responsibilities

Everyone, regardless of role, shares several core duties:

Knowing Where Students Are

At any point, staff should be able to say where their students are and who is responsible for them
When groups move between the triangle (accommodation–canteen–classes), communicate movements clearly in the group chat
Conduct headcounts at transitions (before leaving, upon arriving)

Transitions and Movement

Help manage movement between locations, especially given the 15-minute distances
Use transition times as opportunities for informal English conversation
Keep groups together and on schedule
Confirm counts before and after movement

Meal Supervision (Rotational Duty - Volunteers)

Volunteers participate in meal supervision on rotation. What the role entails:

Count students before and after meals
Monitor behavior and engagement (polite conduct, table manners)
Facilitate English discussions: Sit with students, help facilitate conversations - English is encouraged but not realistically expected at all times
Ensure dietary requirements met: Verify safe options, supervise students selecting food
Address any mealtime issues: Food refusal (note it, report to Sean, don't force), behavioral issues (address calmly, remove if needed, report), spills/accidents (stay calm, clean up, ensure safety)

Mealtime expectations:

Students sit in designated areas
Polite behavior and basic table manners
Clean up after themselves

Evening Self-Study Sessions (19:00-21:00)

All staff rotate through evening supervision. Session structure by age:

Younger learners (6-10): Structured games and activities with active staff participation, high energy and engagement
Older students (11-15): Guided independent work (presentation prep, project work) with circulating staff support, lower pressure than formal lessons

Staff role: Supervise, support, facilitate, maintain engagement and safety. English encouraged but not strictly enforced.

4.4 Teachers - Day-to-Day Focus

In addition to all-staff duties:

Plan and deliver high-impact lessons for your assigned course:
- Survival English
- SDG x Public Speaking
- Advanced Sustainable Future Cities
Create as many speaking opportunities as possible: Pair work, group tasks, project presentations, discussions
Facilitate video activities using provided question packs - create supportive environment where students feel comfortable speaking
Coordinate with volunteers for materials, group work, and media capture
Mark student presentations and provide feedback
Compile student observations for end-of-program reports

4.5 Volunteers - Day-to-Day Focus

In addition to all-staff duties:

Support teachers in-class (group circulation, checking understanding, keeping students on task)
Help coordinate room setup, tech, and materials
Assist with taking photos/videos and encouraging students to participate
Add energy and positivity to transitions and evening activities
Assist Group Leaders with filming (conducting student interviews, uploading footage)

4.6 Special Elements: Excursions and Projects

Day 5 includes a full-day excursion designed to:

Connect SDG or sustainability content to real-world experiences
Provide authentic contexts for English speaking (interviews, observations, reflections)
Create memorable, immersive learning beyond the classroom

Staff roles during excursion:

Keep groups together and supervised at all times
Manage movement between triangle points and excursion start/end locations
Prompt students to speak: "What do you notice?", "How would this work in your city?", "What connections do you see to our SDG topic?"
Conduct headcounts at every transition
Facilitate learning activities and video documentation

Detailed excursion procedures and safety protocols will be covered in a pre-excursion briefing.

4.7 Duty Rotas

Volunteers participate in rotational duties to share workload fairly and ensure continuous supervision. Duty rotas will be drawn up before the course starts and published for the 6-day period. The rota will not change during the short course.

Your responsibilities:

Check rota at the start
Show up on time for assigned duties

5. Safeguarding and Welfare (Brief Overview)

All staff have a duty of care to protect students. Safeguarding is everyone's responsibility - not just leadership.

This section provides a brief overview of safeguarding principles and procedures.

Full induction training will be given upon arrival to the centre, with detailed guidance on best practices.

5.1 Basic Safeguarding Principles

The core principle is simple: students must be safe, supervised, and accounted for at all times.

Best practices:

Maintain appropriate, professional behavior at all times
Use common sense in interactions with students
Never be alone with a student in private - always maintain visibility to others
Maintain professional boundaries - no personal relationships with students
Report all concerns immediately to Sean - better to over-report than miss something
If in doubt, escalate to Sean or Ricky

5.2 Knowing Where Students Are

There must always be clarity about which staff member is responsible for which group.

When moving between locations:

Count students before leaving a location
Visually check students (see them, don't just hear them)
Use the communication group to confirm movements between accommodation, canteen, and classes
Confirm count again when arriving at the next location
If numbers don't match, stop and resolve immediately: Re-count, alert coordinator, search systematically (bathrooms, common areas), escalate if not found quickly

Common reasons for discrepancies: Student in bathroom, student with different group, student ill in room, late arrival, administrative error.

Never assume it's nothing - always verify.

5.3 Welfare and Escalation

If you:

Notice a student who seems unwell, distressed, or isolated
Hear about a concern or see behavior that doesn't feel right
Encounter any issue that might need parent awareness
Witness or hear about bullying (physical, verbal, social, cyber)

→ Contact Sean immediately so it can be handled appropriately and consistently.

Types of concerns to report:

Physical, emotional, or sexual abuse disclosures
Self-harm or suicidal ideation
Bullying or exclusion
Unexplained injuries or behavioral changes
Neglect or welfare concerns
Inappropriate staff behavior toward students

If in doubt, report it. You're not expected to judge - just to pass on concerns.

5.4 Emergencies (Short Summary)

In a medical or serious incident:

Ensure immediate safety (move student to safe location if needed)
Call Sean (Program Director) immediately
Do not move seriously injured student unless in danger
Cooperate with centre procedures and local staff (e.g., first aid, clinic/hospital if required)
Notify Group Leader
Document everything (time, symptoms, actions taken)

For minor illness/injury:

Notify Group Leader
Provide basic first aid if appropriate
Monitor student
Document in incident log

Detailed on-the-ground emergency protocols will be clarified during induction training on arrival. The key is to act quickly, stay calm, and escalate to Sean.

5.5 Common Welfare Issues

Homesickness

Common in first 1-2 days, especially younger students.

How to support:

Normalize feelings ("Many students feel this way at first")
Keep student busy and engaged
Pair with friendly peer buddy
Monitor closely but don't over-focus on it
Inform Group Leader

When to escalate to Sean: Student refusing to eat or participate, extreme distress, self-harm concerns, parent requesting early departure.

Dietary Requirements & Allergies

Critical safety issue - mistakes can be life-threatening.

All staff must:

Know which students have allergies/dietary requirements (will be provided)
Verify safe meal options at every meal (especially during meal supervision duty)
Supervise students selecting food
Report any reactions immediately to Sean and Group Leader
Never force students to eat anything they refuse

Common requirements: Nut allergies (potentially fatal), Halal (Muslim dietary law), vegetarian/vegan, lactose intolerance, shellfish allergy.

6. Marketing Responsibilities and Upselling

Video and photo content serves two purposes: proving learning to parents and showcasing program quality for marketing.

6.1 Why This Program Matters for Marketing

Hainan Winter is a key "first touch" product:

Premium, short but intense experience (6 days)
Designed to impress parents and students
Gateway to longer, more valuable programs

The better the experience and the clearer the evidence of progress, the easier it is to:

Upsell Cambridge summer school (on-site academic summer in the UK)
Enroll students into online courses and other long-term pathways
Generate repeat bookings and referrals

6.2 The Pathway: Hainan to Other Programs

This program is part of a longer customer journey. Hainan Winter serves as an entry point to other Exue/CSIA programs, which may include Cambridge Summer School (on-site academic summer in the UK), online follow-up classes, and other immersive experiences.

Your role in the journey:

Create an excellent first experience that makes students and parents want more
Speak positively about the broader pathway when it comes up naturally
Be ready to answer basic questions about Cambridge summer school and online lessons
Direct any detailed queries to Sean or designated marketing contact

Remember: You don't need to "hard sell" - just be enthusiastic and supportive of the idea that this week is the beginning, not the end.

6.3 Media and Parent Proof

Parents need evidence their children can actually speak English - not just teacher promises.

What we capture:

Students speaking English in authentic contexts (not scripted)
Classroom activities and engagement
Excursion experiences and cultural learning
Presentations and performances
Social interaction and confidence building

What it demonstrates:

Visible improvement in speaking confidence
Active engagement and enjoyment
Safe, professional environment
Cultural enrichment and authentic experiences
Value for money invested

6.4 Video Activities

Video content creation is integrated into the program.

Types of video activities:

Discussion prompts for filming (open-ended questions, prepared responses)
Student interview guides (structured questions, one-on-one or small groups)
Activity documentation (capturing projects and presentations)

Volunteers handle video activities: Assist Group Leaders with filming, conduct student interviews using provided question packs, create supportive environment where students feel comfortable speaking on camera, upload footage.

6.5 Photo Sharing System

Photo drive system where staff upload images throughout program:

Daily classroom and activity photos
Excursion photos
Candid moments showing engagement and enjoyment
Group photos and special events

External company manages parent access - we upload, they distribute.

Photo guidelines:

All students have parental consent, but use common sense
Never film in inappropriate locations (bathrooms, changing areas, bedrooms)
Focus on comfortable, willing participants (don't force reluctant students)
Capture natural moments and authentic engagement
Group shots better than individual close-ups (unless presentations)

6.6 Assessment and Student Reports

Assessment is light, encouraging, and confidence-building - not high-stakes testing.

Components:

Ongoing observations throughout the 6 days (compiled by all staff)
Video evidence (students speaking English in authentic contexts)
Final presentations (marked on Day 6 or during graduation)
End-of-program reports (CSIA certificate + personalized comments)

Our aim: Get personalized comments on all students for a small report, which we'll AI-generate from staff observations.

Your role: Share observations about students throughout the 6 days (progress, strengths, memorable moments, areas of growth).

Philosophy: Every student should feel successful and proud of their progress.

6.7 Graduation Ceremony and Scholarships

The program culminates in a final graduation ceremony on Day 6:

Students showcase work (e.g., mini presentations, project highlights)
Certificates awarded by CSIA to all students
Parents and Group Leaders attend
Professional, celebratory atmosphere

Four scholarships will be awarded, each worth £500 towards Cambridge summer school.

Scholarship criteria (to be confirmed on site) may include:

Participation and engagement throughout the 6 days
Positive attitude and willingness to take risks with English
Visible progress and growth
Potential benefit from a summer UK experience

Staff observations across the 6 days will be important in identifying suitable candidates. Share your insights during evening briefings.

The ceremony is a key moment to:

Demonstrate quality to parents and Group Leaders
Position Cambridge summer school as the natural "next step"
Reinforce the idea that this week is part of a longer journey
Celebrate student achievements and create positive final impressions

6.8 Your Role in Marketing

You are part of our marketing whether you realize it or not.

What parents and agents see:

Your professional presentation and conduct
Opening ceremony and graduation quality
Photos and videos of program activities
Student enthusiasm and engagement
Our communication and responsiveness

Your role in marketing:

Be professional, enthusiastic, and engaging
Create great classroom atmosphere captured in photos
Facilitate excellent student experiences
Support video documentation activities
Represent program positively to parents and Group Leaders

Remember: Happy parents and students lead to repeat bookings, Cambridge summer enrollments, and online course sign-ups.

Related Induction Guides

Detailed operational guides will be provided for specific aspects of the program:

Time-Specific Guides (Briefings Before Key Days)

Centre Setup & Arrivals - Pre-program prep and Day 1 procedures
Excursion Procedures - Day 5 full-day excursion logistics and safety
Graduation & Departures - Day 6 presentations, ceremony, and departure logistics

Role-Specific Guides (Training on Arrival)

Teachers Guide - Teaching methodology, lesson planning, classroom management
Volunteers Guide - Support roles, classroom assistance, media documentation

Full induction training will be given upon arrival to the centre, with briefings scheduled before each key day.

This induction guide is a living document. For questions or clarifications, contact Sean (Program Director) or Ricky (Centre Manager).