curriculum

The Curriculum

The curriculum at Maadi British International School is based closely on the National Curriculum of

England. With the introduction of Key Stage 3 from September 2010 the curriculum in the upper school

will be influenced by aspects of the Common Entrance Syllabus.

The National Curriculum is organised in Key Stages:

Foundation 1 and Foundation 2 (Reception): The Foundation Stage (Age 3-5)

Years 1-2: Key Stage One (Age 5-7)

Years 3-6*: Key Stage Two (Age 7-11)

Years 6*,7,8: Key Stage Three (Age 11-13)

* - Aspects of the Key Stage 3 curriculum will be introduced in year 6

The Foundation Stage

The Foundation Stage is for children aged 3 to 5 and covers the years they spend from the beginning

of Foundation 1 to the end of the Reception class.

The Foundation Stage curriculum sets out early learning goals. These early learning goals outline

what most children are expected to achieve by the end of the Foundation Stage. They also help the

staff working with children aged 3-5 to focus on what children need to learn. They are based on six

broad areas of learning:

Personal, Social and Emotional Development. Your child will learn to be self-confident, take

an interest in things, know what their needs are, tell the difference between right and wrong,

and be able to dress and undress.

Communication, language and literacy. Your child will learn to talk confidently and clearly,

enjoying stories, songs and poems, learning and saying sounds, and linking them to the

alphabet. They will be encouraged to draw pictures and make marks on paper that my look

like scribbles, but are the child’s first attempts at writing.

Mathematical Development. Your child will develop an understanding of maths through

stories, songs, games and imaginative play. They will become comfortable with numbers and

with ideas such as “heavier than” or “bigger”. They will be aware of shapes and space.

Knowledge and Understanding of the World. Your child will explore and find out about the

world around them, asking questions about it. They will build with different materials, know

about everyday technology and what it is used for. They will find out about different cultures

and beliefs.

Physical Development. Your child will learn to move confidently, controlling their body and

handling equipment.

Creative Development. Your child will explore colours and shapes, trying out dance, making

things, telling stories and making music.

In Foundation 1 continuous provision in different activity areas can meet many of the objectives of

the Foundation Stage Curriculum. In the reception class, these provision areas continue to be used,

alongside a gradual increase in formal teaching, and the introduction of individual reading

programmes.

Key Stages One and Two

The English National Curriculum for key stages one and two is made up of the following subjects.

Where appropriate, links are made between curriculum areas in the study of topics or themes.

Core Subjects: English, Mathematics, Science and Information Communication Technology

Foundation Subjects: History, Geography, Music, Art and Design, Physical Education, and

Design Technology

CORE SUBJECTS

English

English is taught during our daily literacy lessons. The programmes of study cover the

following strands:

En 1. Speaking and Listening

En 2. Reading

En 3. Writing (which includes grammar, handwriting, spelling and the writing

process)

Mathematics

The curriculum encourages practical experience, theoretical recording, calculation, problem

solving and investigations: Mathematics is taught during a daily Numeracy lesson. The

programmes of study cover the following strands:

Ma 1. Mathematical investigation

Ma 2. Number

Ma 3. Shape, Space and Measures

Ma 4. Handling Data (Key Stage 2 only)

Science

There is a balance between knowledge, content, and practical work through first hand

experience, particularly in developing fair tests and investigations. The programmes of Study

cover the following strands:

Sc 1. Scientific Enquiry

Sc 2. Life Processes and Living Things

Sc 3. Materials and their Properties

Sc 4. Physical Processes

Information and Communication Technology

ICT is taught as a discrete subject, as well as being integrated into all other curriculum areas.

The programmes of Study cover the following strands:

ICT 1 ~ Finding Things Out

ICT 2 ~ Developing Ideas and Making Things Happen

ICT 3 ~ Exchanging And Sharing Information

ICT 4 ~ Reviewing, Modifying and Evaluating Work as it Progresses

Foundation Subjects

History

Historical skills and knowledge are developed through topics, which incorporate:

Chronological Understanding

Knowledge and Understanding of Events, People and Changes in the Past

Historical Interpretation

Historical Enquiry

Organisation and Communication

Geography

Pupils acquire geographical knowledge and understanding and compare their locality with

others around the world.

The key areas of study are:

Geographical Enquiry Skills

Knowledge and Understanding of Places

Knowledge and Understanding of Patterns and Processes

Knowledge and Understanding of Environmental Change and Substantial Development

Design and Technology

Pupils are encouraged to develop their creative and constructive talents as well as their

understanding of mechanisms, systems, or environments.

Developing, Planning and Communicating Ideas

Working With Tools, Equipment, Materials and Components to Make Quality Products

Evaluating Processes and Products

Knowledge and Understanding of Materials and Components

Art and Design

Pupils work in a variety of media including painting, printing, observation studies, clay work,

imaginative work, sketching etc:

Exploring and Developing Ideas

Investigating and Making Art, Craft and Design

Evaluating and Developing Work

Knowledge and Understanding

Physical Education

All pupils participate in P.E. lessons twice a week. Physical Education teaching aims to

promote enjoyment, health, skills and achievement through a number of activities including:

Games

Gymnastic Activities

Dance

Athletic Activities

Swimming

Modern Languages

Pupils are taught French and Arabic from Years 3 – 6, incorporating the following areas:

Language Skills

Knowledge of Language

Cultural Awareness

Pupils who are fluent in the subject language may be exempt from these lessons at the

discretion of the Head Teacher.

Music

Music has a central place in the Primary School curriculum. The music scheme of work

includes:

Controlling Sounds Through Singing and Playing - Performing Skills

Creating and Developing Musical Ideas - Composing Skills

Responding and Reviewing - Appraising Skills

Listening and Applying Knowledge and Understanding

Pupils experience and appraise music from a variety of cultures and eras and every pupil has

the opportunity to participate in school performances.

Religious Education

Pupils study world all major religions.

Under section 9 of the Education Reform Act 1988, parents may withdraw their children from

religious education and collective worship providing the Head Teacher is notified of this in

writing.

Learning Support

Depending on the needs of the child, support is provided within the classroom as the teacher

differentiates work and uses tools and methods appropriate to the needs of the child.

Assistant teachers and the school's Learning Support assistant teacher work within the

classroom under the supervision of the class teacher. In some cases children who have more

significant special needs have their own assistant teacher who also works within the

classroom under the supervision of the class teacher and in cooperation with the SENCo. The

SENCo also works with groups of pupils in classes, and 'booster groups' are created wherever

appropriate and taught by our Learning Support Staff.

More Able Pupils

The school population contains a significant number of more able pupils. Their needs are met

through the careful differentiation of class teaching. In addition, extension and enrichment

groups are taught by specialist teachers which focus on Mathematics, Problem Solving and

Thinking Skills.

Specialist Teachers

The school’s provision includes Specialist Teachers for all pupils in the following subjects.

Music

Information and Communication Technology

Physical Education

French KS2 (Years 3-6) only

Arabic

In addition, the school has specialist teachers for Learning Support and English as an Additional

Language. These teachers work with individuals and small groups of children, as appropriate.

Specialist teachers play a full part in the pastoral life of the school, and significantly enrich the

educational experiences of our pupils. They liaise closely with class teachers, and contribute

appropriately to assessment and reporting.

Assessment and Reporting

Examinations

The school follows the Key Stage 1 and 2 National Curriculum assessment arrangements and

administers statutory tests provided by the Qualification and Curriculum Authority (QCA).

Pupils take these formal examinations at the end of each Key Stage (Years 2 and 6) during

the Summer Term.

The school also administers optional QCA tests in English and Mathematics in Years 3, 4, and

Ongoing Teacher Assessment

Each pupil is continually assessed through observation, interview and course work. Class

teachers keep ongoing records.

The Foundation Stage Profile is completed during the Reception Year.

Record of Achievement File

Each pupil has an accumulative Record of Achievement (ROA), which records their time in the

school. The ROA file contains an academic portfolio consisting of ‘snapshots’ of work in

different subjects. These are annotated with contextual comments, according to the National

Curriculum guidelines.

Assessment File

The Assessment File contains:

A copy of all pupil progress reports since their arrival at the school and any reports or

assessment by previous schools.

Examination and test results

Reports

Written reports are issued twice each year. The Mid year report contains individual targets for

the remainder of the academic year. The final report is accompanied by end of year test

scores. Pupils in Pre Foundation, Foundation 1 and the Reception Year receive Settling-in

Reports at the beginning of the year.

Parent/Teacher Consultations

Consultation meetings with teachers are arranged twice-yearly, which give parents the

opportunity to discuss progress, and look through their children’s work. The school operates

an open door policy which enables parents to arrange additional appointments with teachers

at any time during the year. Additionally teachers meet with the parents of all children who

are new to the school within the first month of arrival.