This paper proposes a curriculum design and suggests some evaluation processes of a bridging preparatory English programme for Chinese learners joining the international education system in a school in southern China. Taking into consideration the contextual educational background of the learners and the desired language and social skills that the programme wants to enrich, this project outlines the possible themes that can be used throughout the programme. Theoretical aspects of general curriculum design are tackled and I attempt to link this to curriculum development in language learning. Moreover, by looking into some arguments on incorporating global citizenship skills in education, I propose themes that may enhance the students' global mindedness. This is important since the target learners will be doing the International Baccalaureate Diploma Programme in high school and will consequently be leaving their home country for overseas university studies. I have also included aspects of active learning approaches that can be utilized in the English classes. Through this proposed curriculum and by exploring the literature, I attempt to present how language learning and acquiring sociocultural awareness skills and other discourse mechanisms can be possibly achieved by prospective learners. In this paper, I have also argued how active learning strategies should be advocated for most especially in language learning classes. Moreover, I generally expect to achieve an understanding on how Chinese learners' linguistic abilities have improved and to what extent and attempt to link how active learning strategies have contributed to this development. However, since this curriculum design has not been implemented yet I will not be able to report an evaluation but rather I attempt to address this stage by presenting some curriculum evaluation mechanisms that involve various stakeholders.