2. To help students learn about themselves, the human heritage and the nature of interconnectedness in the world in which we live.
3. To prepare students for work and further education by supporting the development of individual aptitudes and interests.
In Key Stage 3, the student’s timetable is divided into Main Lessons which last for 1 hour and 20 minutes and the rest of the subject lessons as shown in the timetable. An important component of the student’s day is Circle Time which is the time spent with the class tutor every morning in activities such as games, poems, music or dance which ensure the students start the day energised and receptive to learning.
Without the need for rote learning or the stress of systematic testing in the younger years, we believe that the students will be more receptive in the later years of Classes 9 and 10, when they will study for their IGCSEs and will become more balanced individuals as a result.
AIS assessment policy serves two essential purposes: to support learning and to establish standards. The former identifies areas that need to be focussed on, sets appropriate tasks and characterises the student’s approach, attitude and ability within the context of their development. The second form of assessment provides data that can be quantified, relates to specific attainments and states what a student can or cannot do according to an objectively set standard. This is the form used by external exam moderation boards for GCSE and A-levels exams. We believe that both forms of assessment have their place, but if applied inappropriately either of them can stifle development.
Any student who takes an IGCSE subject will be gaining a qualification that is recognised globally.
English language and 2nd language
German
Science – Biology, Chemistry, Physics
Maths
P.E.
Computer Science
History
Geography
KS4 students continue having Main Lessons in the main curriculum subjects: maths, English, science, history, geography and drama regardless of whether or not they will take a GCSE exam in this subject.
AIS assessment policy serves two essential purposes: to support learning and to establish standards. The former identifies areas that need to be focussed on, sets appropriate tasks and characterises the student’s approach, attitude and ability within the context of their development. The second form of assessment provides data that can be quantified, relates to specific attainments and states what a student can or cannot do according to an objectively set standard. This is the form used by external exam moderation boards for GCSE and A-levels exams. We believe that both forms of assessment have their place, but if applied inappropriately either of them can stifle development.