offers an American curriculum following Virginia Standards of Learning. The core classes include Language Arts (reading, writing, speaking, listening and words study skills), Mathematics, Science, and Social Studies. We also offer students French as a second language starting from KG1. Our educational program is enriched further with classes of Information Technology, Art, Music, Drama and Physical Education. Arabic and Religion classes start KG1, and Arabic Social Studies starts in Grade 4.
The curriculum is enhanced by field trips into the local community. Trips at all grade levels focus on various aspects of our curriculum and take advantage of the diverse and rich cultural and historical opportunities present in Egypt.
At GHIS we recognize that the language environment strongly influences the quality of every child’s linguistic development.
We provide an English language program that aims at developing students’ literacy skills and encourages students to increase their vocabularies while infusing reading and writing into their everyday lives. This is achieved through a balanced literacy program that incorporates whole class mini-lessons, guided reading groups, literature circles, conferring, shared and partner reading and independent reading through a literacy workshop based approach. In the Writers’ Workshops, all students are engaged in daily writing experiences, ranging from the very emergent writing forms in Pre-K and KG, to more developed ranges of written expression in grades one to six.
The elementary math curriculum is inquiry-based and focuses on rich problem solving. It is specially designed to match the European standards, national standards, and Virginia Standard Of Learning. Students engage in in-depth hands-on investigations in the areas of: number sense, computation and estimation, geometry, measurement, problem solving, patterns, functions, and algebra, statistics, data analysis and probability.
Students work collaboratively to construct mathematical understandings and extend their learning based on their individual abilities and needs. A strong emphasis is based on communicating understandings and sharing strategies with others.
At GHIS our science department has adopted the latest trend in science education. We have embraced the STEAM educational approach of learning that encourages integrating Science, Technology, Engineering, Art and Mathematics. This is a curriculum that provides an access point for guiding students’ inquiry, dialogue, and critical thinking.
Our social studies program is indeed one of the most enjoyable subjects that our students can learn from in school. Delighting and engaging students with a variety of ways to learn, the social studies curriculum is closely aligned to Virginia Standard Of Learning.
All social studies topics are explored and taught through an inquiry based approach; whereby students are involved in constructing knowledge by engaging in hands-on experiences and making connections between new learning experiences and prior knowledge. The curriculum enables students to be critically thoughtful and informed citizens while communicating their ideas and posing questions about the significant developments, issues and events. The constant reference to current events and 21st century themes and skills help students relate the topics covered to what is happening around them.
Technology at our school is integrated thoughtfully into teaching and learning as a way to improve student achievement and enhance learning.
We utilize various technological approaches in all core subjects that enables us to reach out and cater to all students’ needs. Teachers use professional content, resources, and systems to help them improve their own instruction and personalize learning both in a computer lab setting and through individual student laptops.
Choir concerts, drama and fine art, to name a few, highlight the unique specialist program we have in place. Music, Art, and P.E. are taught by a team of specialized teachers, in resource rich environments, which include art rooms, a gymnasium, and a music room. Furthermore, a Learning Support Program serves students who would benefit from additional instructional support, to better enable them to cope with the demands of the academic program. Though the school offers additional instructional support, it is important to realize that the school does not offer a special education program.
All elementary students starting with KG, receive world language instruction in French. A strong program is used to develop students’ listening, speaking and writing skills. Songs and plays are used to encourage students to practice the language and develop near- native accents. Technology is also integrated in the curriculum through online songs, interactive websites and worksheets that are uploaded on the classroom Moodle weekly.
In Green Heights International School, we base our evaluation on the students’ whole year performance. Students receive a trimester report card that clearly shows the ratio of the mark assigned for each criterion and an average of all subjects is calculated to get the final GPA. Assessment criteria cover: subject matter mastery, attendance; behavior, participation, quizzes, project and homework delivery. In assessing the quality of a student’s academic efforts, the faculty of GHIS objectively considers various aspects of the student’s work: the quality and quantity of the work; the interpretation and application evident in the student’s trimester projects in all core subjects; the originality, initiative, and reasoning manifested; and the student’s active participation in the class.
| Percentage | Letter Grade | Performance |
|---|---|---|
| 100 – 98 | A+ | |
| 97 – 93 | A | Superior |
| 92 – 90 | A- | |
| 89 – 87 | B+ | |
| 86 – 83 | B | Above Average |
| 82 – 80 | B- | |
| 79 – 77 | C+ | |
| 76 – 73 | C | Average |
| 72 – 70 | C- | |
| 69 – 67 | D+ | |
| 66 – 63 | D | Below Average |
| 62 – 60 | D- | |
| Ungraded | F | Failing (No Credit) |
This online learning management system gives parents and students online access to the detailed grades of all subjects, giving them the opportunity to follow up on their child’s academic achievements and behavior status at school. Teachers post weekly assignments and project tasks. Behavior, participation, quiz and exam marks are displayed as information for parents and students to view weekly. It is particularly effective for establishing daily grade communication between students, parents, and teachers. Parents and students should regularly check their son/daughter’s learning progress on Classera .
Parent/Teacher assembly (PTA) are held at the end of every trimester. 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.
At the end of every term, the academic advisor will review the academic performance of all elementary students. Students who are not meeting minimum standards of performance and who receive several F letter grades on their report card, will be placed on Academic Probation/ Conditional Status.
Our pedagogical framework is collaboratively developed with the school community to ensure ‘high quality teaching and learning’ focused on the achievement of every student. Core systematic principles guiding school efforts are: student centered learning, targeted and scaffolded instructions, evidence-based decision making and best practices in curriculum and assessment.
The curricula at GHIS is designed to meet the Virginia standards of learning. Lessons are taught using a variety of teaching and learning strategies which are research-based and proven to be effective with middle school aged learners. Great care is taken to ensure students develop confidence and knowledge, personal and critical thinking skills, as well as independent learning skills they need to be successful in high school and then in higher education and professional life.
At GHIS students take courses in all core academic areas each year. They study English language and literature, mathematics, science, social studies, French, computer information technology, music, and physical education. Coursework is designed to meet Virginia Standards of Learning. Students also study Arabic, Religion and Arabic Social Studies in preparation for Egyptian Ministry of Education examinations.
Students are assessed through various continuous assessments, end of trimester assessments, and MAP (Measures of Academic Progress) assessments in the fall and spring. Students in middle school are introduced to conducting long-term research and project-based learning. They take lessons in class or elective groups and utilize the full range of school facilities including science and ICT laboratories and art and sports facilities.
At GHIS we prepare students to become future leaders by exhibiting creativity, independence and a strong team spirit while:-
Developing their knowledge and understanding to their surroundings
Students are always encouraged to work on:-
Learning and innovation skills are increasingly being recognized as separating those who are prepared for the future and those who are not. Instilling within our middle school students strong learning habits and values is essential to guiding students in the pursuit of their intellectual and personal development. These “highly – valued” attributes enable our students to grow and succeed. In order to maximize success while in the middle school, students are advised to consistently exhibit these habits and values independently.
In Green Heights International School, we base our evaluation on the students’ whole year performance. Students receive a trimester report card that clearly shows the ratio of the mark assigned for each criterion and an average of all subjects is calculated to get the final GPA. Assessment criteria cover: subject matter mastery, attendance, behavior, participation, quizzes, projects and homework delivery. In assessing the quality of a student’s academic efforts, the faculty of GHIS objectively considers various aspects of the student’s work: the quality and quantity of the work; the interpretation and application evident in the student’s trimester projects; the originality, initiative, and reasoning manifested; and the student’s active participation in the class.
| Percentage | Letter Grade | Performance |
|---|---|---|
| 100 – 98 | A+ | |
| 97 – 93 | A | Superior |
| 92 – 90 | A- | |
| 89 – 87 | B+ | |
| 86 – 83 | B | Above Average |
| 82 – 80 | B- | |
| 79 – 77 | C+ | |
| 76 – 73 | C | Average |
| 72 – 70 | C- | |
| 69 – 67 | D+ | |
| 66 – 63 | D | Below Average |
| 62 – 60 | D- | |
| Ungraded | F | Failing (No Credit) |
This online learning management system gives parents and students online access to the detailed grades of all subjects, giving them the opportunity to follow up on their child’s academic achievements and behavior status at school. Teachers post weekly
assignments and project tasks. Behavior, participation, quiz and exam marks are displayed as information for parents and students to view weekly. It is particularly effective for establishing daily grade communication between students, parents, and teachers. Parents and students should regularly check their son/daughter’s learning progress on Classera .
Parent/Teacher assembly (PTA) are held at the end of every trimester. Prior to these scheduled conferences, academically low-achieving students receive a follow-up report, notifying parents of 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.
GHIS is an academic institution, which prepares its students to enter colleges and universities. This requires a standard of excellence for the entire student body. The minimum standard is a 1.70 Grade Point Average.
At the end of each trimester, teachers identify students experiencing academic difficulty.
If a student is at risk of failure, the academic advisor will issue a progress report to notify the student’s parents, as well as will discuss these academic concerns with the student, placing the student on academic probation.
is deeply committed to providing a comprehensive, college preparatory education with standards-based academics, arts, technology, activities and athletics. The highly demanding academic program prepares GHIS students for admission into public and private universities in Egypt and all over the world. Each year students in our graduating class are successfully placed into highly reputable colleges and universities, with most GHIS graduates receiving multiple acceptances from a variety of excellent colleges in Egypt and abroad.
The curricula at GHIS is designed to meet the Virginia standards of learning. Lessons are taught using a variety of teaching and learning strategies which are research-based and proven to be effective with high school aged learners. Great care is taken to ensure students develop confidence and knowledge, personal and critical thinking skills, as well as independent learning skills they need to be successful in higher education and professional life.
Students are assessed through various continuous assessments and end of trimester assessments. Students in high school are often required to conduct long-term research and project-based learning. They take lessons in class or elective groups and utilize the full range of school facilities including science and ICT laboratories and art and sports facilities. Students earn credits for graduation and complete the requisite courses for entry into university programs.
At the high school level, students take courses in all core academic areas along with additional elective courses each year. The students also follow full courses of Arabic, religion and Arabic social studies. A High School Diploma is awarded to students who successfully acquire the credits necessary to fulfill the school’s graduation requirements.
Grade 10
Grade 11
Grade 12
ACTI or ESTI and ACTII or ESTII according to university choices.
Making the Grade
At GHIS, we base our evaluation on each student’s whole year performance. Assessment criteria cover: subject matter mastery, attendance; behavior and homework delivery. In assessing the quality of a student’s academic efforts, the faculty of GHIS objectively considers various aspects of the student’s work: the quality and quantity of the work; the interpretation and application evident in the student’s projects in all subjects; the originality, initiative, and reasoning manifested; and the student’s active participation in the class.
This online learning management system gives parents and students online access to the detailed grades of all subjects, giving them the opportunity to follow up on their child’s academic achievements and behavior status at school. Teachers post weekly assignments and project tasks. Behavior, participation, quiz and exam marks are displayed as information for parents and students to view weekly. It is particularly effective for establishing daily grade communication between students, parents, and teachers. Parents and students should regularly check their son/daughter’s learning progress on Classera .
| Attendance | 5% |
| Participation | 10% |
| Behavior | 10% |
| Projects | 15% |
| Homework | 10% |
| Trimester Exams | 30% |
| Quizzes | 20% (Best 3 quizzes out of 4 quizzes per trimester) |
| Grade | Marks | GPA |
|---|---|---|
| A+ | 98% – 100% | 4.0 |
| A | 93% – 97% | 3.8 |
| A- | 90% – 92% | 3.5 |
| B+ | 87% – 89% | 3.0 |
| B | 83% – 86% | 2.8 |
| B- | 80% – 82% | 2.5 |
| C+ | 77% – 79% | 2.0 |
| Grade | Marks | GPA |
|---|---|---|
| C | 73% – 76% | 1.8 |
| C – | 70% – 72% | 1.5 |
| D+ | 67% – 69% | 1.0 |
| D | 63% – 66% | 0.8 |
| D- | 60% – 62% | 0.5 |
| F | Less than 60% | 0.0 |
If a student receives a final grade of “D-“ or “F” in a subject, he/she will receive 0.5 or 0.0 credit in that subject and will be asked to repeat the subject. Accordingly the student will attend a paid summer course for three weeks and will sit for a re-exam at the end of the course. The student must pass the re-test and obtain a passing mark at the end of the course in order to be promoted to the following level. If a student is still incapable of passing the end-of-the-course exam, he/she will be notified to repeat the year.
A student’s grade placement upon entering GHIS depends upon both the number of high school credits he or she is granted at the time of enrollment and the number still required to graduate.
Transfer students are expected to have one year of English or its equivalent for each year of high school. Upon joining GHIS, students are enrolled in the appropriate grade level course of studies for English and must complete it successfully.