About Safır Internatıonal School

Safir international school was founded in 2015 by a group of experienced educational specialists who are academically and scientifically qualified. It began operations in June 2015 and had approximately 300 students from kindergarten through 10th grade in its first academic year. Due to the school›s outstanding reputation, student enrollment has grown from 300 students in its first year in one school, to 5 branches, 200 teachers, 160 administrators and support staff, and more than 2500 students from approximately 45 different countries


Elementary School (Grades 1-6)

Elementary School (Grades 1-6)

Our Elementary program focuses on educating students with a strong work ethic and guiding them to become conscientious learners. learns in a  Safir International School offers an International Curriculum with core subjects taught in English that is geared towards providing high quality education and the acquisition of all academic skills adequate for the grade level. We have the latest editions of books, resources and technology to support academic progress.

Our curriculum goes above and beyond the American Common Core standards and guidelines. Our educational advantages stem from the 5C’s of our educational features: Communication, Creativity, Collaboration, Critical thinking, and Confidence.
We combine engaging curriculum with a collaborative and fun-based methodology to create dynamic 21st century learners who are knowledgeable, creative, independent, confident, self-disciplined and persistent critical thinkers, decision- makers and problem-solvers.

Course Descriptions: Core Subjects

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating an understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year. that physical, emotional and social experiences while encouraging

This course develops students’ understanding of fundamental mathematical concepts by exploring topics related to number sense and numeration, measurement, geometry and spatial sense, patterning and algebra, and data management and probability. Throughout the course, students reinforce the mathematical processes of problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, and communicating at a developing level. Through investigation of real-life problems, students develop a strong foundation of mathematical knowledge and skills. Students apply mathematical processes and build transferable critical thinking skills in varied teaching and consolidation activities that appeal to diverse learning styles. Students participate in engaging storylines along with characters that connect their learning to real-world contexts and build confidence through facilitating a positive attitude towards mathematics. Various opportunities are provided to consolidate student learning through technology and offline activities, including tactile manipulatives, to reinforce essential mathematical strategies and tools. The course has a strong focus on reinforcing number sense and numeracy skills and provides various activities for practice throughout.

Students in first grade through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students should be able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s). The performance expectations in elementary school grade bands develop ideas and skills that will allow students to explain more complex phenomena in the four disciplines as they progress to middle school and high school. While the performance expectations shown in kindergarten through fifth grade couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations.

Additional Subjects Taught in Elementary:

• Arabic Language
• Turkish Language
• Social Studies
• Islamic Studies
• Art
• Physical Education
• Music
• Informational Technology, Computer
• STEM and Robotics