1.1 Manchester International School will provide a curriculum, which inspires,
challenges and safeguards all our students, and enables them to become:
Successful learners, who enjoy learning, make progress and achieve
Confident individuals who are able to live safe, healthy and fulfilling lives
Responsible citizens who make a socially and economically positive contribution to society
1.2 Successful learners:
Have the essential learning skills of literacy, numeracy, and information and communication technology
Are creative, resourceful and able to solve problems
Have enquiring minds and think for themselves to process information, reason, question and evaluate
Communicate well in a range of ways
Understand how they learn and learn from their mistakes
Are able to learn independently and with others
Know about big ideas and events that shape our world
Enjoy learning and are motivated to achieve the best they can now and in the future
1.3 Confident individuals:
Have a sense of self-worth and believe in themselves
Relate well to others and form good relationships
Are self-aware and deal well with their emotions
Have secure values and beliefs
Become increasingly independent, are able to take the initiative and organise themselves
Make healthy lifestyle choices
Are physically competent and confident
Take managed risks and stay safe
Are willing to try new things and make the most of opportunities
Are open to the excitement and inspiration offered by the natural world and human achievements
1.4 Responsible citizens:
Are well prepared for life and work
Are able to work co-operatively with others
Respect others and act with integrity
Understand different cultures and traditions and have a strong sense of their own place in the world
Appreciate the benefits of diversity
Challenge injustice, are committed to human rights and strive to live peaceably with others
Maintain and improve the environment, locally and globally
Take account of the needs of present and future generations in the choices they make
Feel that they can change things for the better
2 THE ORGANISATION OF LEARNING
2.1 CURRICULUM MODEL
Pre-school, Foundation Stages 1 & 2 follow the UK Early Years Foundation Stage Curriculum. EYFS develop key learning skills such as listening, speaking, concentration, persistence and learning to work co-operatively. Activities are planned from the following areas of the curriculum as identified in the EYFS Learning Goals:
- Personal, Social and Emotional Development,
- Communication, Language and Literacy,
- Problem Solving, Reasoning and Numeracy,
- Knowledge & Understanding of the World
- Physical Development
- Creative Development
plus Arabic and Religious Education from FS
KEY STAGES 1 & 2
Years 1 to 6 follow the UK National Curriculum alongside the Cambridge International Primary Programme, leading to the Checkpoint examinations in Year 6. There is a strong emphasis on English, Maths and Science which, along with Humanities, are taught by the class teacher. Specialist teachers are responsible for Arabic, Religion, I.C.T., P.E., art and music, plus the choice of French or German. Arabic Social studies are introduced in Year 4.
KEY STAGE 3
Years 7 & 8 continue to study all subjects introduced in Key Stages 1 & 2 and sit the Secondary Checkpoint Exam at the end of Year 8.
KEY STAGE 4
In Year 9, students study 5 core IGCSE subjects: English, Maths, Biology, Chemistry and Physics in addition to the Ministry of Education’s curriculum of Arabic, Religion and social Studies along with ICT, History, Geography, French/German, PE and Art & Design.
From Year 10 to Year 12, Students study 8 IGCSE subjects as a minimum requirement for obtaining the IGCSE certificate. Additional AS and AL subjects should be studied as per the student’s preference and in regard to their University and career aspirations. They may also study E.M.O.E. subjects and extra-curriculum subjects such as ICT, French/German, Travel & Tourism, P.E., Literature and Art & Design.
SCIENCE AT KEY STAGE 4
We will provide opportunities for all students achieving Level 6 or above at Key Stage 3 to study separate GCSEs in Biology, Chemistry and Physics. Alternative courses are made available to ensure all students are able to achieve in a challenging science curriculum.
ENGLISH & MATHEMATICS AT KEY STAGE 4
The majority of students will study separate GCSEs in English, English Literature and Mathematics . Where appropriate, students will study alternative accredited courses.
2.2 INFORMATION COMMUNICATION TECHNOLOGY (ICT)
ICT is a tool that enables students to learn independently, research information, present information, share their learning and network with other learners. Students learn and develop their ICT skills and understanding through all curriculum areas, as well as through discrete lessons.
2.3 PHYSICAL EDUCATION
The school promotes a healthy lifestyle. All students follow the National Curriculum and are expected to participate in a minimum of two sessions of PE in their weekly core curriculum. There are many enrichment opportunities provided through the after school extra-curricular PE programme and the extended sports programme. Team sport is a regular feature that can lead to competitive sport, playing against other teams in local and national competitions.
Citizenship/PSHE is delivered through:
All subject areas, as a cross-curricular approach
Class and Key Stage Assemblies
2.5 RELIGIOUS EDUCATION
Islam and Christianity Religious Education is available to all students. Parents/carers have the right to withdraw their children from religious education.
All Medium Term Planning is agreed in Year Groups and drawn from the UK National Curriculum and the Cambridge International Primary Programme. Short term planning is produced weekly; lesson objectives and success criteria are clearly indicated, along with opportunities for assessment.
Effective differentiation is at the heart of all planning. A variety of differing teaching and learning methods (visual, aural and kinaesthetic) and materials are used in all areas to suit students' different needs and abilities, including those who are gifted and talented (G&T). Guidance regarding differentiation is located within the Learning & Teaching Policy. Individual Target Setting in English (Reading and Writing) and Mathematics is introduced in Year1.
2.8 WHOLE-CURRICULAR APPROACH
Manchester International School values the understanding that knowledge can fall outside traditional subject boundaries and that learning can be organised in different ways. Our curriculum includes opportunities for special projects and age-appropriate outings and visits and other whole-curricular and cross-curricular events throughout the year in order to provide extended learning opportunities. These experiences raise student awareness of their personal development and well-being, and their personal, learning and thinking skills as well as offering the development of expertise in specific focus areas. From Year 6, students have the opportunity to participate in residential experiences, both in Egypt and overseas.
2.9 ENRICHMENT OPPORTUNITIES
External links enrich and enhance learning, and allow students to make a positive contribution to our local community. Enrichment opportunities are an integral part of our curriculum, and also include opportunities for informal learning in a range of settings such as clubs and communities.
Differentiated Homework is a key part of our curriculum and is used to extend or consolidate learning that has been encountered during the school day. A number of curriculum areas provide students with extended homework tasks, which are structured to complement the learning of a particular topic and may lead to a project, which is then assessed. Full details can be found in the Homework Policy.
2.11 HOME-SCHOOL PARTNERSHIP
Education is a joint venture between students, school and parents/carers. Further details can be found in the Home-School Agreement documentation.
3.1 EQUAL OPPORTUNITIES
Entry to all programmes of study is based on academic suitability and appropriateness, regardless of sex, race, disability, religion or belief.
3.2 POLITICAL EDUCATION
The promotion of partisan political views in the teaching of any subject in the school is forbidden by law. Political issues are introduced in a number of courses and are presented in a balanced manner, specifically as part of the Citizenship syllabus, which permeates all curriculum areas.
Being aware of how to be safe when interacting with the wide range of ICT resources available to the school is an entitlement of all members of our school community. Students are taught as part of their curriculum about how to recognise and avoid danger when using ICT resources. Through its Behaviour for Learning, and Anti-Bullying Policies, the school works to prevent any member of its community becoming the victim of online exploitation and/or cyber-bullying.
The school has the right to respond to individual needs by modifying the National Curriculum programmes to:
Allow a student with individual strengths to emphasise a particular curriculum area; and
Allow a student making significantly less progress than other students of his/her age to consolidate his/her learning and progress across the curriculum
Decisions about any of the above will only be made after discussion with the student and parent/ carer.
Parents/carers who have concerns about any aspect of the curriculum should discuss these in the first instance with the class teacher. If the issue is not resolved parents/carers should contact the Headteacher in writing.
OTHER RELEVANT POLICIES
This policy should be read in conjunction with:
Learning & Teaching Policy
- Assessment Policy
- Homework Policy