Green Heights International School British Division aims to achieve high standards in teaching and learning in a well-structured environment based on mutual respect and consideration for others. The curriculum chosen is based upon the requirements of both Cambridge and the Ministry of Education for students aged twelve to 15. Our school curriculum promotes pupils’ ethical, social and cultural development preparing pupils for future opportunities and responsibilities.
Cambridge provides a framework to develop Mathematics, English and Science proficiency and knowledge in young adults. It also provides guidance for curriculum development, classroom teaching and learning while allowing teachers to assess the children’s learning as learners progress to IGCSE.
The Cambridge approach encourages learners to be:
Responsible learners who take responsibility for their learning by exploring texts to further their knowledge and understanding of different topics, styles and opinions, and to inform their own writing. Learners are responsible for themselves and for working collaboratively with others when investigating science. They understand how principles of mathematics can be applied to real life problems in a responsible way.
Innovative learners applying their reading skills flexibly to a range of texts, extracting and evaluating information, writing and speaking clearly and creatively, making decisions about how to present their ideas, including appropriate use of technology. They are able to use their scientific skills and understanding to adapt to new, unfamiliar and future challenges. They solve new and unfamiliar problems using innovative mathematical thinking.
Confident learners developing the reading, writing, speaking and listening skills needed to become confident communicators. They are secure in their scientific understanding of the world, confident in working with scientific information and ideas and ready to challenge their own thinking. They are confident and enthusiastic mathematical practitioners, able to use appropriate techniques without hesitation, uncertainty or fear.
Engaged learners who are engaged readers, writers, listeners and speakers, able to understand and communicate with English speakers around the world. They are curious and want to deepen their scientific understanding. They are able to use mathematics to participate constructively in society and the economy by making informed mathematical choices.
Reflective learners who reflect on and evaluate their own and others’ speaking and writing, identifying areas for improvement and ideas to apply in the future. They are reflective as scientists, able to review their understanding of the world and discover more. They reflect on the process of thinking and working mathematically as well as mastering mathematics concepts.
The English curriculum framework provides a comprehensive set of learning objectives for Cambridge English. These give a structure for teaching and learning and a reference against which learners’ attainment and skills development can be checked.
| Word structure (phonics) Learners develop the decoding skills that form the foundation of reading for all stages. | Word structure (spelling) Learners develop understanding of spelling strategies, patterns and rules, and apply them in their writing. |
| Vocabulary and language Learners explore meaning and use of language in texts, broadening their vocabulary and developing appreciation of how writers choose language for effect. | Vocabulary and language Learners develop skills in using appropriate and creative vocabulary, and in making language choices for effect |
| Grammar and punctuation Learners explore the use, purpose and effect of Standard English grammar and punctuation in text. | Grammar and punctuation Learners develop accurate use of grammar and punctuation in Standard English; they use grammar and punctuation to shape their writing for purpose and effect |
| Structure of texts Learners explore how ideas are organized, sequenced and connected in texts for clarity, cohesion and impact. | Structure of texts Learners explore how ideas are organized, sequenced and connected in texts for clarity, cohesion and impact. |
| Interpretation of texts Learners explore how the features of texts relate to their purpose and audience; they develop skills in identifying, communicating and justifying explicit and implicit meanings in texts. | Creation of texts Learners develop skills in planning and writing texts for different purposes and audiences. |
| Appreciation and reflection Learners read for pleasure, broadening their experience of texts; they compare, reflect on and evaluate texts. | Presentation and reflection Learners develop skills in choosing and using appropriate ways to present different texts; they reflect on and evaluate their own and others’ writing. |
|
Speaking and Listening
|
|---|
|
Making yourself understood Learners develop oral skills in presenting information clearly; they organise and adapt their talk for different purposes and audiences.
|
|
Showing understanding Learners develop skills in listening and responding to others
|
|
Group work and discussion Learners develop skills in collaborating and communicating within a group.
|
|
Performance Learners develop confidence and proficiency in reading aloud, performing drama and giving presentations to an audience
|
|
Reflection and evaluation Learners develop skills in talking about talk, and in evaluating their own and others' performances
|
This Curriculum Framework provides a comprehensive set of learning objectives for Cambridge Science. These give a structure for teaching and learning and a reference against which learners’ attainment and skills development can be checked.
Cambridge exciting new science curriculum helps learners develop a life-long curiosity about the natural world and enables them to seek scientific explanations to the phenomena around them. Students will think scientifically and develop practical skills alongside knowledge and understanding, which is vital for explaining the world around us.
Science Math Fair
GHIS is a school that embraces your child’s curious nature. Our mission is to empower young minds to understand and improve the world.
GHIS is geared to active learners with a passion for the sciences and mathematics. We provide pupils an inspiring environment to grow, thrive, and explore.
We encourage independent thinking by nurturing the pupils’ inventive, quirky, and fearless spirits. Our vision is influenced by prestigious high-achieving programs such as our annual Science and Math Fair. We grow critical thinking skills by engaging pupils with hands-on, project-based learning.
Lower Secondary Mathematics encourages lifelong enthusiasm for analytical and rational thinking.
Learners will systematically develop their mathematical skills in Number, Algebra, Geometry and Measure, and Statistics and Probability within and across primary and lower secondary stages.
They recognize the interconnections of mathematical concepts.
The school is committed to teaching the MoE three compulsory subjects which are:
Pupils are taught French as a third language starting from FS2. Pupils will receive 3 lessons per week.
Pupils are also given:
Assessment is part of learning, developing and good planning. Assessment enables both teachers and parents to:
Assessment is based on teacher observation, formal trimester assessments, and Cambridge Checkpoint diagnostic test in Y8.
One of the keys to successful learning is the aligned curriculum; this means that learning outcomes are clear, learning experiences are designed to assist student achievement of those outcomes, and carefully designed assessment tasks allow students to demonstrate achievement of those outcomes.
Parents of pupils in Green Heights International School can check on their children’s’ grades online by using CLASSERA , a new on-line platform the school offers. CLASSERA is our online grading system that allows teachers to post graded assignments and display that information for parents and pupils. It is particularly effective for establishing daily grade communication between pupils, parents, and teachers. Parents and pupils should constantly check the grades.
CLASSERA is one important tool that Green Heights International Schools is making available to parents as a means to stay involved in their child’s education. We encourage parents to log in to CLASSERA and take advantage of the many features available,”
Assessment | Percentage |
Behaviour | 5% |
Homework (5% quality, 5% submission) | 10% |
Effort | 5% |
Quizzes | 10% |
Exam | 70% |
Total | 100% |
Parent Conferences: (PTA)
Parent/Teacher Assembly (PTA) are held twice per year. Prior to these scheduled conferences, academically low achieving students receive a follow up report, notifying parents about the areas of concern. During these conferences, teachers report student achievement in each subject area highlighting areas of strength as well as areas in need of improvement.
We follow these steps:
Pre-IGCSE (Y9) Cambridge Core Tier: These subjects are externally tested by Cambridge International Examinations in May/June session:
Y9 Ministry Subjects: These are subjects tested externally by the Egyptian Ministry of Education in May session:
Students are subject to internal testing in the form of progression tests ( October, November, February and March Mock) where assessment is completed on accumulative basis, i.e. each time a student is tested he/she should be aware that the test includes all the skills and content from the beginning of the academic year regardless of the month of testing.
External testing under the invigilation and administration of the British Council takes place in May/June and Oct/Nov (retakes only) Cambridge for Y9 where Y9 are also subject to January and May external Ministry of Education testing in Arabic, Social Studies and Religion.
Because at GHIS we believe in duly feedback and continuous communication with parents, we have established various media and channels for communication with both the academic body and the school administration, namely:
Assessment is done on an accumulative basis, i.e. each time a student sits for an exam or test, he/she will be tested on all content and skills that have been delivered and acquired since the beginning of the academic year. In addition to this, students might be tested on a specific skill or piece of content through pop or scheduled quizzes. Students are not advised to study only prior to the scheduled exams. With the idea of accumulative testing in mind, it is strongly recommended that students complete their daily studies and assignments away from procrastination.
Green Heights International School takes pride in the learning environment it provides to its students. Here, students do not only grow academically but also they develop life skills and build their character through the different activities and practices offered. We believe that each student is entitled to have his or her talent invested in. One of our main goals is to help students find a passion for certain activity and develop the skills they need to excel in it.
With this in mind, the school encourages students to become members of the school music band, drama club or the sports teams which participate in the name of the school in the International Schools Sports League.
Future leaders and philanthropists are identified, created and further developed through motivation and assignment for participation in the School Council responsible for different charity causes. Fundraising activities constitute a good part of our students’ school life and they are encouraged to participate in a number of community service activities under the care of the school’s charity “We are One”.
All students get the opportunity to let some steam off in the fun trips organized by the school to destinations in Egypt and abroad.
Each year GHIS furthers strengthens the bonds in the parent-teacher-student triangulation through the School Festival which is abundant in fun and recreational activities each year held under a different theme.
Green Heights International School was founded as an extension to Green Heights Language School which gained an outstanding reputation since its establishment in 1998 at the start of the new millennium.
