The education system at SIS is based on a globally recognized international program that respects the inherent worth of the individual and focuses on the development of each child.
Our extensive research and understanding of the child’s role in their learning process support our intention to provide children with a holistic environment in which all areas of knowledge are to be integrated. Our curriculum is based on flexible, differentiated instruction that provokes inquiry, active learning, collaborative work, and problem-solving skills.
Our Educational Goals:
Elementary School Program
|Subjects||Grade 1||Grade 2||Grade 3||Grade 4||Grade 5||Grade 6|
|Computer & IT||2||2||2||2||2||2|
This table shows the number of periods per week
To build a foundation for college and career preparation, students must read widely and deeply from a wide range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from different cultures and different periods, students acquire literary and cultural knowledge as well as familiarity with various text structures and elements. Through reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these areas that also gives them the background to be better readers in all content areas. Students can only acquire this foundation if the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grade levels. Students also acquire the habits of independent and close reading that are essential to their future success
To build a foundation for college and career readiness in language, students must master many conventions of standard English grammar, usage, and mechanics and learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-level appropriate words they encounter through listening, reading, and media use; recognize that words have non-literal meanings, shades of meaning, and relationships to other words; and expand their vocabulary as they study content. The inclusion of language standards in this domain should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant for reading, writing, speaking, and listening; indeed, they are inextricably linked to these contexts.
To build a foundation for college and career preparation, students must learn to use writing as a way to express and support opinions, demonstrate an understanding of the topics they study, and communicate real and imagined experiences and events. They come 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 fulfill a specific task and purpose. They develop the ability to acquire knowledge about a topic through research projects and to respond analytically to literary and informational sources. To achieve these goals, students must devote considerable time and effort to writing and producing numerous papers throughout the year over short and extended periods of time.
To build a foundation for college and career preparation, students must have ample opportunities to participate in a variety of rich, structured conversations-as part of a whole class, in small groups, and with a partner. To be productive members of these conversations, students must contribute accurate and relevant information, respond to and develop what others have said, make comparisons and contrasts, and analyze and synthesize a variety of ideas in different areas. New technologies have expanded the role of speaking and listening in the acquisition and transmission of knowledge and made their connection to other forms of communication more intimate. Digital texts confront students with the potential for constantly updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
This course develops students’ understanding of basic mathematical concepts by exploring topics related to number sense and numbering, measurement, geometry and spatial reasoning, pattern formation 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 developmental level. Through the investigation of real-world problems, students develop a strong foundation of mathematical knowledge and skills. Students apply mathematical processes and build transferable critical thinking skills in varied instruction and reinforcement activities that appeal to different learning styles. Students participate in engaging stories with characters that connect their learning to real-world contexts and build confidence by fostering positive attitudes toward mathematics. Various opportunities are provided to reinforce student learning through technology and offline activities, including tactile manipulatives, to reinforce essential math strategies and tools. The course has a strong focus on strengthening number sense and numerical skills and provides various activities for practice.
Students will begin to develop an understanding of the four disciplinary core ideas: Physical Science, Life Science, Earth and Space Science, and Engineering, Technology, and Applications of Science. In the earlier grades, students begin to recognize patterns and formulate answers to questions about the world around them. By the end of fifth grade, students should be able to demonstrate grade-appropriate skills in gathering, describing, and using information about the natural and designed world(s). The performance expectations in the elementary grade bands develop ideas and skills that will enable students to explain more complex phenomena in the four disciplines as they move into middle school and high school. While performance expectations in kindergarten through fifth grade couple specific practices with specific disciplinary core ideas, instructional decisions should include the use of many practices that lead to the performance expectations.