What is the Curriculum at AIS?
Introduction
The curriculum at AIS is derived from our Mission and Vision statements which, along with our Definition of Learning, form the central ideas that drive learning in the school. To fulfill our Mission we must ask ourselves, 'What should children learn and how should they do it?' Our curriculum is the answer to those questions and we believe that the programmes we are currently developing are the best way to achieve our vision and met the needs of our students.
AIS Definition of Curriculum
The curriculum of a school is made up of all the experiences provided by the school for the purpose of bringing about learning.
The curriculum at AIS is derived from our Mission and Vision statements which, along with our Definition of Learning, form the central ideas that drive learning in the school. To fulfill our Mission we must ask ourselves, 'What should children learn and how should they do it?' Our curriculum is the answer to those questions and we believe that the programmes we are currently developing are the best way to achieve our vision and met the needs of our students.
AIS Definition of Curriculum
The curriculum of a school is made up of all the experiences provided by the school for the purpose of bringing about learning.
Learning at AIS
We aim for all children and students to share in the enjoyment of learning every day and promote life long learning. We also teach children about learning: what it is and how it comes about. At AIS we understand learning as an interaction between Knowledge, Skills and Understanding. These three elements are interdependent. For example, having the skills to drive a car is not much use unless one has some knowledge about road signs and an understanding of how roads are used by others. The interdependence of the three elements is shown when the learner driver reflects on their current knowledge of road signs and their current understanding of road use to help them determine which skills they should learn next or develop further.
We define knowledge, skills and understanding like this:
Knowledge is experiencing and learning an increasing amount of information
Skills are developed over time through practice and coaching
Understanding is the ongoing process of reflection and development of connections that deepen over time
The following is our definition of learning, which is intended for use with all students at AIS.
We aim for all children and students to share in the enjoyment of learning every day and promote life long learning. We also teach children about learning: what it is and how it comes about. At AIS we understand learning as an interaction between Knowledge, Skills and Understanding. These three elements are interdependent. For example, having the skills to drive a car is not much use unless one has some knowledge about road signs and an understanding of how roads are used by others. The interdependence of the three elements is shown when the learner driver reflects on their current knowledge of road signs and their current understanding of road use to help them determine which skills they should learn next or develop further.
We define knowledge, skills and understanding like this:
Knowledge is experiencing and learning an increasing amount of information
Skills are developed over time through practice and coaching
Understanding is the ongoing process of reflection and development of connections that deepen over time
The following is our definition of learning, which is intended for use with all students at AIS.
Demonstrating Learning
As learners, we continually build on prior learning. We develop and demonstrate our learning when we:
As learners, we continually build on prior learning. We develop and demonstrate our learning when we:
- Apply our learning to new situations
- Enquire to extend our learning
- Create solutions
- Communicate our learning effectively
- Make connections across our learning
- Reflect critically on our learning
- Use learning to support personal growth in attitudes or dispositions.
The International Curriculum
The AIS curriculum is based on the current British National Curriculum from Early Years through to A-Level.
To deliver the content of this curriculum, we are fully accredited to use the Early Years Curriculum (IEYC), International Primary Curriculum (IPC), International Middle Years Curriculum (IMYC), Cambridge International Certificates of General Education (IGCSEs) and Cambridge Advanced and Advanced Subsidiary Levels (A-levels and AS levels). As an International school, we have the menu of the world to choose from. We teach and learn through these international curricula as we believe they support the very best provision available.
AIS uses the Learning Strands of the IEYC and the Learning Goals of the IPC and the IMYC to deliver the top level British Curriculum standards to which we work in all subject areas and at all age levels throughout the school.
To deliver the content of this curriculum, we are fully accredited to use the Early Years Curriculum (IEYC), International Primary Curriculum (IPC), International Middle Years Curriculum (IMYC), Cambridge International Certificates of General Education (IGCSEs) and Cambridge Advanced and Advanced Subsidiary Levels (A-levels and AS levels). As an International school, we have the menu of the world to choose from. We teach and learn through these international curricula as we believe they support the very best provision available.
AIS uses the Learning Strands of the IEYC and the Learning Goals of the IPC and the IMYC to deliver the top level British Curriculum standards to which we work in all subject areas and at all age levels throughout the school.
The IMYC is a curriculum specifically designed for the needs of young adolescent learners. It is an age appropriate, dynamic curriculum in which learning across all subject areas is linked through broader concepts. This interdisciplinary approach is also exciting for the teachers because they have the opportunity to collaborate as a Middle School team in order to ensure that learning is coherent across the programme.
IGCSEs are exam based courses in individual subjects that set students on the road for university readiness by ensuring a rich bank of knowledge, skills and understanding is in place to be secure in those subjects studied. Students that move onto A or AS-levels will be learning individual subjects are the highest level in readiness for university or work.
Please also visit the IEYC, IPC and IMYC websites for further information.
IGCSEs are exam based courses in individual subjects that set students on the road for university readiness by ensuring a rich bank of knowledge, skills and understanding is in place to be secure in those subjects studied. Students that move onto A or AS-levels will be learning individual subjects are the highest level in readiness for university or work.
Please also visit the IEYC, IPC and IMYC websites for further information.
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AIS Personal Goals
We use opportunities both in and out of the classroom to celebrate the Personal Goals in action. Our House Point system and certificates for achievement link to these goals, but at a deeper level we also try to develop awareness of personal learning through the curriculum content. What this means is that the concepts are deliberately considered in our academic work and we encourage students to link this to their own personal learning. There are a great many opportunities to do this and below are just a few small examples. For example, one might:
- Discuss respect when studying environmental issues such as deforestation or extinction.
- Discuss communication when showing students how to show their working in mathematics.
- Discuss resilience when studying the Diary of Anne Frank.
External Assessment at AIS
At AIS we use various external assessment tests in order to provide us with comparative data on student levels of achievement.
Once a year we use GL Assessment progress tests in Mathematics and English to give us comparative data on progress during the year in reading, writing, spelling and mathematics. These tests are taken by 3 million children each year and thus they are able to provide an accurate measure of ability compared against a very large data set.
Our secondary students sit CAT4 assessments at the start of Term 1. This is a diagnostic assessment that is designed to help students and their teachers understand how they learn and what their academic potential might be.
Towards the end of Term 1, when all students are settled in for the year we assess their wellbeing through the Pupils Attitudes to School and Self (PASS) Survey.
We have a team of specially trained teachers who triangulate the data from the GLs, PASS and CAT4 data to pinpoint exactly how we can support students better and dig deeper into underlying causes of potential learning difficulties for each student.
Once a year we use GL Assessment progress tests in Mathematics and English to give us comparative data on progress during the year in reading, writing, spelling and mathematics. These tests are taken by 3 million children each year and thus they are able to provide an accurate measure of ability compared against a very large data set.
Our secondary students sit CAT4 assessments at the start of Term 1. This is a diagnostic assessment that is designed to help students and their teachers understand how they learn and what their academic potential might be.
Towards the end of Term 1, when all students are settled in for the year we assess their wellbeing through the Pupils Attitudes to School and Self (PASS) Survey.
We have a team of specially trained teachers who triangulate the data from the GLs, PASS and CAT4 data to pinpoint exactly how we can support students better and dig deeper into underlying causes of potential learning difficulties for each student.
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