The Curriculum

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

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)

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:

    1. Chronological Understanding

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

    3. Historical Interpretation

    4. Historical Enquiry

    5. 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:

    1. Geographical Enquiry Skills

    2. Geographical Enquiry Skills

    3. Knowledge and Understanding of Places

    4. Knowledge and Understanding of Patterns and Processes

    5. 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.

    1. Developing, Planning and Communicating Ideas

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

    3.  Evaluating Processes and Products

    4. 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:

    1. Exploring and Developing Ideas

    2. Investigating and Making Art, Craft and Design

    3. Evaluating and Developing Work

    4. 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:

    1. Games

    2. Gymnastic Activities

    3. Dance

    4.  Athletic Activities

    5. Swimming
       

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

    1.  Language Skills

    2. Knowledge of Language

    3. 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:

    1. Controlling Sounds Through Singing and Playing - Performing Skills

    2. Creating and Developing Musical Ideas -Composing Skills

    3. Responding and Reviewing - Appraising Skills

    4.  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 5.

     

  • 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:

    1. A copy of all pupil progress reports since their arrival at the school and any reports or assessment by previous schools.

    2. 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.