The SABIS Educational System General Information Sheet I - The TES

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Grade 12. SABIS International School UK will educate students from Grade 7 to .... exams, students are continuously tested: from Level C to Level F (~ 5 ½ to 9 ½  ...
The SABIS® Educational System General Information Sheet I

The SABIS® School Network includes schools which educate children from kindergarten to Grade 12. SABIS International School UK will educate students from Grade 7 to Grade 12. As a result, some of the information in this document is not directly relevant to SIS-UK but is still included given its relevance to the complete SABIS® Educational System.

Tel.: Fax: E-mail: Internet:

+ 44 1225 891841 + 44 1225 891011 [email protected] www.sisuk-sabis.net www.sabiscareer.net

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I. The World of SABIS® SABIS® is an educational organisation which manages schools worldwide that presently educate approximately 65,000 students in 16 countries and 4 continents. These schools are distinguished by their implementation of the SABIS® Educational System, a unique system of education that offers a rigorous, internationally oriented, collegepreparatory curriculum, emphasising the core subjects of English, Maths, Science and World Languages, to students from 3+ to 18+ years of age. The first school in what is now the SABIS® School Network is the International School of Choueifat, founded in ®

1886 in the village of Choueifat, a suburb of Beirut, Lebanon. Today the SABIS School Network consists of Member and Associate Member schools that operate in the private and public sectors. Each school is financially and ®

administratively independent; however, each school implements the SABIS Educational System, following the same pace and using the same methods in teaching and quality control. New schools adopt the uniform pace as they reach their ‘cruising speed’. ®

The SABIS Educational System is the product of the experience and effort of dedicated educators, who have developed and refined it, permitting a truly international education, geared to achieving academic excellence. The comprehensive, dynamic curriculum that has resulted is updated, as necessary, to keep it relevant to the international community, the age and the global environment. ®

Time and results have proven the SABIS Educational System to be highly effective. All courses are appropriate to students’ developmental stages and a well-rounded education is offered; however, the emphasis, even from the early years, is on academic achievement. When all aspects of education are methodical and structured, ordinary students ®

can attain extraordinary levels. Individually and collectively, the schools in the SABIS School Network are known for their commitment to education, and respected for their enviable academic records. Since 1886 students educated in the SABIS® Educational System have been accepted by, and succeeded at, the most prestigious universities in the United States of America, Canada, the United Kingdom and mainland Europe, the Middle and Far East and Australia. With its roots in the 19 th century, the SABIS provide a top-quality education for a changing world.

II. The SABIS

®

®

organisation will continue to

Educational System

®

The SABIS Educational System is distinguished by the philosophy upon which it is based, the goals which are set and the approaches and methods employed to accomplish these goals. It provides a sound, thorough and high-level education that prepares students to succeed in a rapidly and constantly changing world. It is a unique system, with an acknowledged track record.

A.

Philosophy and Goals SABIS® believes that university education is academically accessible to all students, not only to a small percentage of very able students. SABIS® also believes that the success of an educational institution should be measured by the value it adds to each individual. The SABIS® academic goals may be summarised as follows: . . . . . .

To qualify every student for entrance into colleges/universities around the world; To provide a well-rounded education based on a mastery of English and mathematics; To enable students to acquire a firm command of a second language; To train students in logical reasoning and critical thinking; To prepare students to be able to sustain intellectual efforts for long periods; To generate excitement for life-long learning.

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The non-academic goals aim to prepare graduates who: . . . . . .

Uphold high standards of ethical, moral and civic conduct; Make informed decisions on social issues; Defend convictions and reverse negative peer pressure; Participate in extra-curricular activities, school management and community work; Foster tolerance, co-operation and teamwork; Understand the peoples of the world through an appreciation of differences as well as similarities.

In an increasingly competitive world, university education gives students a wider choice and better chances. Practically all students educated in the SABIS® Educational System graduate from good universities and the percentage of former students who go on to further studies is very high. As the system is not selective, SABIS® attributes its success and that of the students to its philosophy and goals, and to the high standards of efficiency and accountability that the SABIS® Educational System requires.

B.

What makes this System Unique? ®

SABIS believes that an intelligent approach produces better results. Excellent results are achieved by: . . . . .

Planning and preparing; Teaching methodically and comprehensively, using SABIS® teaching methods; Conducting frequent and regular testing; Continuous and appropriate follow-up; and by Encouraging active student participation in the education process.

Everything possible is done to ensure success, and no one who studies in a school in the SABIS® School Network is allowed to 'fail in peace'. Planning and Preparing Thorough preparation precedes teaching. Each course is researched and structured and is described in terms of hundreds of clearly stated objectives, eliminating guesswork. A plan for each subject at each stage is prepared. Each plan is complete: it includes all of the ‘points’ to be taught and the skills to be developed; it is detailed: each objective is precise and measurable; it is paced: progress is charted against a time-line. Each plan for each stage dovetails with that of the following stage, ensuring that nothing essential to further learning is omitted, and enabling the transition from year to year to be smooth and successful. By using the efficient teaching methods devised by SABIS® and following the pacing charts, teachers implement the staged plans, thereby helping students to fulfil their potential. Teaching Methods ®

The whole class is taught together, using the unique SABIS Point System . This means that each behavioural objective, called a ‘point’, of each lesson is taught interactively, alternating oral work, individual written work and group checking. Class time is utilised by building a solid foundation of knowledge through interacting, analysing, forming and expressing opinions and through effective discussion. Discussions are based on critical thinking and logical reasoning. The varied teaching methods used and the pace set stimulate students: both of these keep students interested and harness their enthusiasm. When in class, students actively learn: they do not simply listen to lengthy explanations or take dictated notes.

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Testing, Quality Control and Student Support Testing to evaluate student learning, and permit timely positive intervention, is frequent and regular. Students are tested according to a pre-arranged schedule. In addition to end-of-term and end-of-year exams, students are continuously tested: from Level C to Level F (~ 5 ½ to 9 ½ years of age), they take Continuous Assessment Tests in each subject twice a term, in the classroom environment. In Level E ® students are also introduced to the SABIS Academic Monitoring System of multiple-choice exams by ® TM ® TM taking a SABIS AMS in maths each week and in Level F students sit weekly SABIS AMS exams in ® TM English and maths. Students at these levels sit the SABIS AMS exams in the Exam Hall, preparing them for the next stage when all examinations are taken in the more formal setting of an Exam Hall. Recent years witnessed the introduction of a sophisticated computer based testing (ITL - Integrated Testing and ® TM Learning). From Level G, in addition to their weekly SABIS AMS exams in the core subjects, students take written exams in each subject a minimum of twice a term. Consistency and objectivity are aided by all markers following the same marking schemes and by teachers marking the scripts of students they do not teach. Teachers do not see exams before students sit them and all exams are strictly invigilated in an Exam Hall. ®

The SABIS Software Systems provide many programs that allow reliable and prompt assessment of student knowledge, and effective follow-up. One such program, the SABIS Academic Monitoring ® System , allows ‘gaps’ in student knowledge to be pinpointed as they form. Teachers and students then focus their efforts on 'filling the gaps'. The identification and elimination of 'gaps' ensure that a cohesive and uninterrupted structure of knowledge is built in students’ minds. The progress of each and every student is continuously monitored. Problem areas, if any, are identified, the source determined and the most student-appropriate solution implemented. The additional academic support offered includes intensive lessons, full special classes and summer school. The Prefects of the Academic Department of the SABIS Student Life Organization® also give support on an on-going basis through peer-tutoring and study groups. The support given depends on the nature and severity of the problems. In the SABIS® Educational System, every opportunity to enhance learning and achievement is taken. Student Participation The SABIS Student Life Organisation® is a unique and distinctive part of the SABIS® Educational System. The SABIS Student Life Organisation® encourages students to take a proactive part in their education by working as members of the same team with the administrative and academic staff to raise the general academic standard and to promote high social and moral values and the benefits of engaging in activities and sports. Prefects are appointed by the administration for their competence and potential rather than elected by the student body for their popularity. Ideally, every student should become a prefect. To make the contribution of the Prefects meaningful and rewarding, they are assigned real-life tasks by the Student Life Coordinator who trains, advises and guides them in all of their efforts. Prefects are taught the social, managerial, ®

academic and physical skills that permit them to organise and manage the SABIS Student Life Organisation™ departments that encompass all aspects of Student Life, academic and non-academic. Students’ leadership potential and their self-reliance are nurtured and co-operation and co-ordination are stressed. The Student Life Coordinator monitors and encourages Prefects’ endeavours in such a way that they begin to assume responsibility comfortably. Prefects develop the skills that empower them to organise and run clubs and trips, and become peer-tutors and peer-coaches. While being involved and having a good time, students help and motivate one another. They acquire and refine the skills, attitudes and attributes that give them an edge. The SABIS Student Life Organisation® helps to increase the desire to participate and excel, and it helps to prepare students for university as well as for life.

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C.

Other Distinguishing Features There are many characteristics that make the SABIS® Educational System unique. Some that are very different from most other systems of education are: Value Added SABIS® defines a good school as one that adds value to its students, i.e. the growth in each student both academically and personally from the time of admission to the time of graduation. The easy way of achieving good results is through selectivity in the admission and retention of students. SABIS ® has opted against this approach. Non-selective Admissions The SABIS® Educational System is highly academically oriented without being highly selective. Practically any student who is willing to learn is accepted: rarely are students denied admission. All students are taught methodically, comprehensively and well and without selection, outstanding results are achieved. Students at most levels may be accepted throughout the school year. Placement and Promotion Students are placed in classes according to academic attainment, not age. Although age acts as a limiting factor, it is possible to find a three-year age-range in the same class. There are no academic requirements for acceptance into Levels A and B (~3+ to 4+ years of age). Prospective students at these levels are interviewed. They must be able to speak and to follow simple instructions and they must be toilet-trained. From Level C, all new students take diagnostic tests in the core subjects of English and mathematics (and a second language, where applicable). Diagnostic tests help to determine whether or not prospective students have attained the minimum expected standard for the appropriate class. As necessary, new students are prepared to meet their target levels rapidly, and with maximum efficiency. When the diagnostic tests have been marked and checked, and the results discussed and considered, the Director makes the final placement decision. The SABIS® Software Systems permit all sections of the same class to be as homogeneous as is possible. Students are not streamed and neither parents nor students have a choice of section. Any change of section is made at the discretion of the administration, purely for academic reasons. Students’ academic progress is measured by exam performance. At certain grade levels, missed or failed exams must be made up. At the end of the academic year, the information obtained from continuous testing and the end-of-term and end-of-year exams, determines whether a student is to be promoted, attend and pass a summer course, pass a make-up exam(s), or repeat the same class. When local regulations permit, outstanding and sustained academic achievement may result in a double promotion. Alternatively, high achievers may be challenged laterally or vertically, depending on the student and the student’s interests. They may also be encouraged to reinforce and deepen their knowledge by becoming peer-tutors.

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The SABIS® International Curriculum An international, comprehensive curriculum is taught in a multi-cultural environment of students and staff. All students are prepared for university and a life of continuous learning. Although all courses are age-appropriate, students are encouraged to have high expectations of themselves from the very beginning. In this they are assisted not only by the methods and support already mentioned but also by the textbooks and workbooks prepared by the SABIS® Academic Development Department: these complement the courses studied and ensure that knowledge is made secure by the necessary practice. Students are prepared to sit a variety of internationally recognised examinations. The choice of examinations offered ensures that both international origins and students’ aspirations are catered for. The examinations for which students are prepared at SABIS International School UK will be the International General Certificate of Education (IGCSE), followed by the International Baccalaureate (pending approval) and American College Board Advanced Placement. These exams may be taken separately or in different combinations. The design and flexibility of the curriculum is such that the entry of new students may be accommodated at most levels during the academic year. Subject Specialisation At SABIS® member schools, where relevant, the infant and lower primary stages, students may have class teachers who teach all subjects, except the second language and, sometimes, science. All other teachers are subject teachers. All teachers are expected to teach all subjects and ages within their range of competence. The system of subject teachers allows students to benefit from subject expertise. Teachers also teach vertically: this allows them to become familiar with the standards required at different levels and permits them to target their preparation accordingly. Comparative analysis (to compare similar classes in one school or among schools or with those of previous years) is also facilitated. Administrative Specialisation In the administrative field, whether at infant, primary or secondary level, Academic Co-ordinators, not teachers, meet and discuss students’ progress with parents, as it is they who have a complete, objective picture of all aspects of students’ lives at school. Academic Co-ordinators monitor students’ progress in all academic areas, conferring with Heads of Department as necessary, and through close interaction with the Head Disciplinarian and the Student Life Coordinator, they are constantly aware of students’ behavioural records and their extra-curricular involvement. Academic Co-ordinators are, therefore, in a position to present parents with accurate, comprehensive and impartial overviews of their children; they are also in a position to discuss co-ordinated, appropriate solutions with parents, as necessary. The Head Disciplinarian deals with disciplinary offences on a day-to-day basis. Teachers report offenders; they do not punish. Only the Director (and the Head Disciplinarian, where applicable), may punish students. Corporal punishment is forbidden. The Head Disciplinarian also provides teachers with behavioural support. Teachers are, therefore, able to concentrate on developing strong student/teacher relationships that are not affected by issues of punishment. The Student Life Coordinator trains and guides the students to organise and manage all aspects of Student Life. Whether in the academic or social fields, the Student Life Coordinator teaches teamwork and cooperation and constantly encourages students to involve themselves and increase their scope. There is an open invitation to all staff to share their interests and expertise with students and to join in all SABIS Student Life Organisation® activities.

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Discipline A high level of discipline is expected at all times. Students are encouraged to understand and appreciate the many benefits to be derived from respecting rules. They are also encouraged to be considerate towards others and to take care of their surroundings. However, if disciplinary codes are contravened, students are held accountable. Punishments are mandatory and there are no exceptions. SABIS® has set guidelines for disciplinary matters; punishment is not, however, automatic. Detention is the most commonly used form of punishment and students may be detained within school hours, after school or during weekends. If detention does not result in improved behaviour, the Head Disciplinarian confers with the Director who also interacts, as required, with the appropriate Academic Co-ordinator, the Student Life Coordinator and the Heads of Department in an effort to ascertain the root of the problem and take the most appropriate action. All members of staff are expected to contribute to disciplinary standards actively, by enforcing the rules, and passively, by always setting a good example. Efficiency At SABIS®, time and resources are considered precious. The preparation, teaching approaches and teaching methods as well as the student follow-up already explained, are efficient and time-saving. The rapid feed-back permitted by state-of-the-art technology is also extremely efficient: it enables mistakes to be corrected before they become embedded and before they become an obstacle to further learning. Using technology also relieves staff of many of the humdrum, repetitive tasks, saving them time and energy. Students are taught how to organise and discipline themselves to aid concentration, allowing study habits to improve and homework assignments to be completed in a timely, more efficient way. To keep instruction effective and learning efficient, short and long breaks are incorporated into the school day. Students are, therefore, able to return to class relaxed and refreshed, ready to focus anew because they are given sufficient time to exercise, play games, attend clubs and socialise. To keep the SABIS® Educational System efficient, it is regularly reviewed and, when required, updated. Efficiency also comes from the support of pre-service and in-service training courses, dealt with under ‘Training’ on p.9. Accountability Efficiency and high standards cannot be achieved or maintained if people are not held responsible for their actions and decisions. In the SABIS® system, each individual is accountable. Top administrators bear the responsibility for setting the standards and building the framework to achieve them. Key administrators at the school level are accountable for the complete implementation of the SABIS® Educational System by ensuring awareness, giving the example and establishing a harmonious, co-operative and co-ordinated team. Staff and students are both responsible for achieving the objectives laid down in the syllabi. To help ensure that objectives are met, each member of staff has a superior to whom to report and from whom support and guidance are received.

III. Extra-curricular Activities A great deal of importance is given to extra-curricular activities in all schools in the SABIS® School Network but, as SIS-UK is the only boarding school at present in the network, the involvement of staff at SIS-UK in the extracurricular life of the school is all the larger. All staff are involved in extra-curricular activities during the working week (Monday to Friday), boarding duties midweek and duties on alternate weekends. The level of this involvement will depend on whether a particular staff member is full time or part time and whether resident on site or not. Students are encouraged to develop talents, interests, hobbies, skills and techniques through participation in physical, academic, scientific and artistic pursuits. These keep students physically fit, increase their stamina and energy, develop their interests and promote mental agility while providing ways to socialise, relax, have fun and become SABIS® Proprietary 1000/E/L/ December, 2011

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refreshed. Extra-curricular activities round-out students’ education and they complement and facilitate academic studies. Extra-curricular activities appropriate to the infant, primary and secondary stages of development are engaged in during daily breaks, after school and at weekends. Students learn to work effectively individually, in pairs and groups, and in teams. The efforts of students lead to ‘House’, local and national competitions and tournaments and sports days. Students also make a significant contribution to Open House days - when families and friends enjoy exhibitions, demonstrations and presentations - as well as to musical evenings and drama productions. The stage of campus development may set some limits to what is offered, and when, at individual schools. Nevertheless, even before purpose-built, multi-purpose facilities are available, as broad a range as possible of academic, enrichment, recreation and sporting programmes is offered.

IV. Other Aspects of Interest to Prospective Staff The Working Week The working week has five days and teachers at SIS-UK teach 26 lessons per week (approximately 21 hours). These hours may be scheduled exclusively for teaching duties; however, they could include other duties like exam invigilation, supervision of students, substitute teaching, assisting the administration, contributing to academic development, etc. In addition, teaching staff have up to 24 hours of duties each fortnight, clubs/activities, evening and weekend supervision. The typical pattern will include two after school clubs per week (4:00 – 6:00pm), one evening (6:30 – maximum 10:30pm) per week and one Saturday every alternate week in term time (10:00am – 6:00pm on most occasions but longer on ‘long weekend’ trips, perhaps 8:00am – 8:00pm on such occasions). The school does not close during the term other once a year when there is the option of an overseas trip. However, the school has one or two long weekends each term during which there is no teaching. Staff supervise the students during these long weekends both onsite and offsite. Teaching staff who are resident onsite will be involved in a further 20 hours per fortnight of boarding and weekend duties, including during their weekend on duty. This is in recognition that their rent, council tax, heating and electricity costs for their school accommodation are met by the school, although these are considered ‘benefits in kind’ by the UK Inland Revenue and will be taxed as such. Staff who are houseparents have a different emphasis on their duties and commitments with the students with a greater role in the evenings and at weekends than most other staff. Over and above class contact hours, teachers are required to allocate adequate time for preparation and the setting and marking of exams. Teachers are expected to prepare lessons thoroughly, keep classroom displays fresh and current, and attend weekly subject meetings to discuss student progress, exchange ideas and air difficulties encountered. These meetings may take place during the lunch period or after school hours. Teachers may also have to allocate time to study any part of the course with which they are either unfamiliar or not confident. It may also be necessary to attend in-service training courses. Students are inspired by caring, conscientious staff and teachers are encouraged to spend time with students outside of class, speaking with them, explaining things to them, guiding them, helping them to solve their academic problems and, when necessary, raising their spirits. Although friendly, relationships between staff and students are formal: students may never address staff by their first names. While employed by the school, full time members of staff may not engage in any other employment, paid or unpaid, other than work as a part time examiner for an examination board for the subject that person teaches at SISUK. This includes acting as a private tutor to students of the school. Attendance & Punctuality Attendance and punctuality are essential to the SABIS® instructional philosophy and standards of discipline. The methodical, staged instruction provided, requires full, prompt attendance in order that maximum benefit may be gained. Every minute of every period, every period of every day, and every single day of the school year directly contributes to sound learning. Classes must begin on time and they may not be dismissed before the bell rings. The Head Disciplinarian monitors the attendance and punctuality of both students and staff, and strict records are maintained. Parents are informed that neither absence nor lateness is condoned. Other than in cases of emergency, medical and dental appointments must be made outside of school hours, whenever possible. The school determines what is a SABIS® Proprietary 1000/E/L/ December, 2011

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valid excuse for absence or lateness. Students who are late may not enter class without a Permission Slip signed by the Head Disciplinarian. Teachers are also expected to attend all classes unless they are too ill to do so. When ill, teachers are expected to contact the school as early as possible and to ensure that work is available for each of their classes to complete, under supervision. Examinations In the main, examinations are centrally set and distributed to all schools in the network, with the appropriate marking schemes. Sometimes it is necessary to amend these. When courses are not common to all schools, exams and their marking schemes are prepared locally. The Heads of Department check all draft exams. If a proposed exam is not considered to be an adequate measuring instrument, the teacher who prepared it is requested to re-do it; teachers are also asked to re-mark exams if the marking scheme has not been adhered to, strictly and uniformly. Exam impartiality, objectivity and consistency are of the utmost importance. Training Academic staff is required to attend a training course of approximately two weeks’ duration prior to the beginning of the academic year. This is necessary to introduce teachers to all components of the SABIS ® Educational System and allow them to become familiar with its highly organised structure and unique methods. Administrators may visit classes at any time during the school year. Such visits may be announced or unannounced. Class visits take place for two main reasons: they assure the administration that SABIS ® methods are being implemented effectively and confidently and they allow teachers to receive any support that may be necessary. Inservice training courses are arranged, as appropriate.

V. The Track Record of the SABIS ® Educational System The SABIS® Educational System has been designed, tested and refined to promote motivated, achieving students who gain in knowledge, skills and self-esteem as they progress through the system. For the last 100+ years, the SABIS® record has been second to none. Practically all ‘SABIS® students’ graduate from good universities as opposed to a significantly lower proportion of students educated in other systems. Considering that the SABIS ® Educational System is not selective, this is a significant achievement. The SABIS® Educational System helps to prepare young men and women who go on to become prominent members of their societies all over the world. They are able to attain such positions because an integral part of the education they receive ensures that the skills, attitudes and qualities necessary to lead successful and fulfilling lives are developed.

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VI. The Staff Sought for the SABIS® School Network Of interest to the schools in the SABIS® School Network are teachers who can teach at the infant and primary stages, those who are able to teach primary science, and teachers of all academic disciplines in the secondary area together with specialists in physical education, art and music for all levels. Teaching experience is preferred but it is not required. What is required is sound subject(s) knowledge with the ability to motivate students and imbue them with a love of learning. In addition, to enjoy and benefit from the experience, teachers must be hard working, conscientious, flexible, co-operative and polite, tolerant of differences in beliefs and customs, positive in attitude and outlook, and have an amiable disposition. Although essential, the above-mentioned characteristics are, in themselves, not enough. Other paramount traits include commitment and respect. Candidates must be willing to: a)

Commit themselves to fulfilling their remits and completing the full academic year, and

b)

Respect SABIS® rules, policies and procedures, and observe the laws and traditions as well as the civil and religious institutions and customs of the country of employment.

The schools in the SABIS® School Network follow a No Smoking policy on campus.

VII. The Professional & Personal Benefits of working within the SABIS® School Network By adopting the approaches and methods of the SABIS® Educational System, teachers often find that they become more effective educators. Further job satisfaction is added by being an integral member of a team, where cooperation and support are key issues. An even greater sense of accomplishment comes from teaching students who want to learn and whose results reinforce the desire to continue to achieve. Those who are dedicated and who contribute to the goals of the SABIS ® Educational System are also given the opportunity to develop a long-term career in a vibrant, innovative, worldwide organisation. Staff may remain in one location or, after a minimum of two years’ service, they may transfer to another school within the network. There are many opportunities to learn and grow. Sheet I is primarily intended for teachers of subjects where students are tested on what they have been taught on a regular basis. In Art, Music and PE the students are not tested, no marks are given, and only a comment on each ® student is required at the end of each term. However, the SABIS Point System of teaching applies equally well to these disciplines, and we expect the teacher to follow it.

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Supplements To The SABIS Educational System - General Information Sheet I ®

For

I. Teachers of Art 1.

Working hours The teachers’ working week comprises up to a maximum of 26 lessons (21 teaching hours) of classroom teaching together with the usual preparation, marking, and administrative meetings. The Art teacher, as with all teachers, is involved in other duties, clubs, evening and weekend trips/supervision as outlined in “The Working Week” (p8). The Art teacher will play a significant role in the extra-curricular life of the school through after school clubs and weekend art provision, as key parts of his/her workload. The art teacher is responsible for decorating the school with the artwork produced by his or her students, and is expected to change the displays on a regular basis. The art teacher also must organize art competitions and exhibitions, and should encourage his or her students to design and build the set and properties for school productions (plays, dance festivals, gymnastics displays, etc.)

2.

Art Classes: Art is taught in our school as a part of the curriculum and is compulsory up to Grade 9 at SIS-UK (14+ year olds). The stress is on drawing techniques and painting, although other aspects (3-D, textile, graphic design) may play a role. Teachers will have to demonstrate skill in drawing and painting, and show that they can pass on these skills to students. In the Kindergarten, Art is taught by the class teacher. In Grades 2 to 9 Art is a compulsory subject, allocated one period per week, and taught by a specialist Art teacher. Homework, if assigned at all, is practical, and is mostly done on a voluntary basis. At higher levels, Art is an optional subject, and may be taken either as a preparation for public examinations, or purely out of interest. Syllabus The Art teacher coordinates with the administration in planning and developing the courses for each Grade level. In this way the particular talents and interests of the teacher can be fully utilised.

3.

Art Clubs: Students may attend Art clubs after school, on a voluntary basis. We expect the successful teacher to be enthusiastic and motivated in running and promoting these clubs: by following students up, meeting them as they come out of classes to remind them about club times, encouraging them by displaying their work in specified areas around the school. It is not enough to put up a notice and expect the students to show up.

4.

Art materials: The school provides the materials for student work carried out in school and for school use: paper (for drawing and painting), powder paints, palettes, brushes, charcoal, inks, oil pastels (sample boxes) wax crayons, pencil crayons (sample boxes) assorted coloured paper, glue and spatulas, scissors, tape, printing inks, air-dry clay or plaster of Paris. Students buy pencils, poster paints, coloured crayons, acrylic paints, and oil pastels if they wish to do their own art work outside of the art room.

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II. Teachers of Music 1.

Working hours: The teachers’ working week comprises up to a maximum of 26 lessons (21 teaching hours) together with the usual preparation, marking, and administrative meetings. For a Music teacher, the required hours are either with regular classes or with instrumental groups or choirs. The Music teacher, as with all teachers, is involved in other duties, clubs, evening and weekend trips/supervision as outlined in “The Working Week” (p8). In addition to these core duties, the Music teacher will play a significant role in the extracurricular life of the school through after school clubs and weekend art provision, as key parts of his/her workload. The Music teacher is responsible, outside of regular school hours, for the promotion of music in general, and for the production of regular student concerts and musicals.

2.

Music Classes: Music is taught in our school as a part of the curriculum from kindergarten up to Grade 9 at SIS-UK (14+ year olds). Music is taught by the class teacher up to Grade 1, but the music teacher may have to teach singing to the students in the infant department (KG1 to Grade 1). Starting in Grade 4, music students are taught to play the recorder. The recorder and singing, as the core of the music curriculum, are taught in one period per week to all classes up to Grade 9.

3.

Music as an Activity We expect the Music teacher to encourage student ensembles, orchestras, choirs and musical activity in general. The teacher is required to keep a record of the attendance of all students in these activities since the students receive merit points that are recorded and form part of their profile.

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III. Teachers of Physical Education 1.

Philosophy: Physical Education is taught: a. b. c. d. e.

Because of our belief that a healthy mind resides in a healthy body. To improve the general health of the students. To provide students with a healthy form of enjoyment. To teach students the importance of teamwork in achieving success. To give students a sense of pride in their school.

Teachers who work for the school are expected to pursue the philosophy of the School and the PE Department wholeheartedly, regardless of their own personal philosophies or beliefs. P.E as taught in our school does not involve students in theory or essay writing, as do most other subjects. Accordingly some of the questions in the questionnaire accompanying the application form may seem irrelevant to P.E. teachers, but many other questions are relevant, so do complete then. 2.

Responsibilities: P.E. teachers are responsible for both teaching timetabled P.E. classes and for forming and coaching teams. In order to promote the latter in particular, the successful P.E. teacher must be enthusiastic and capable of engendering a high degree of motivation in the students. Teachers are expected to follow up on students, to go to the classrooms to meet them as they come out of class to remind them about training times, to care for the children and encourage them. It is not enough to put up a notice and expect the team members to come to training sessions. Teachers should not take the attitude that they are not ready to "break their back" in trying to form teams and/or to train them to a very high level.

3.

Timetable: PE staff at SIS-UK teach a smaller number of class lessons of PE, (up to a maximum of 15 PE lessons or 12 hours of teaching) which mostly take place during the afternoon. This is less than other teachers in recognition that PE staff have a considerable commitment outside of the classroom, through extra-curricular sport after school most afternoons, supervision of sport in the Sports Centre in the evenings, team training, home and away sports matches, etc, as well as inter-school or league competitions during the weekend or when a Sports Day is organised. PE staff will work on both Saturday and Sunday during their weekend on duty, organising sport or activities in the sports centre or elsewhere onsite, or with teams offsite.

4.

PE Classes: P.E. is a compulsory subject up to and including 9 th Grade (age 13+). In certain cases, however, certain students may be exempted by the administration. Usually, P.E. is taught from Grade 2 (age 6+) to Grade 9 with two one-hour periods per week.

5.

Reports: No grades or marks are given for P.E. but the number of periods spent on each sport have to be recorded and these appear on the end of term reports. When students attend extra-curricular activities, records are kept of their attendance, and "Merit Points" awarded for each session. The teacher is required to keep a record of these points which will eventually form part of the student’s school profile.

SABIS® Proprietary 1000/E/L/ December, 2011

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Please complete the Teacher Application Form & Questionnaire for Academic Staff

Further information is available at www.sabis.net and www.sisuk-sabis.net

SABIS® Proprietary 1000/E/L/ December, 2011

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Member Schools (2011-2012) SABIS® School Network

Lebanon

Jordan

The International School of Choueifat, Choueifat The International School of Choueifat, Koura SABIS® International School, Adma

The International School of Choueifat, Amman

UAE

The International School of Choueifat, Doha

The International School of Choueifat, Sharjah The International School of Choueifat, Abu Dhabi The International School of Choueifat, Al Ain The International School of Choueifat, Ras Al Khaimah The International School of Choueifat, Dubai The International School of Choueifat, Umm Al Quwain The International School of Choueifat, Ruwais, Abu Dhabi Military High School, Al Ain City (PPP) The International School of Choueifat, Khalifa City, Abu Dhabi 5 Government Schools managed by SABIS®, Abu Dhabi Western Region

Saudi Arabia

Q at ar

Abdul Aziz International School, Riyadh

Syria International School of Choueifat, Damascus The International School of Choueifat, Homs

O m an

9 Government Schools managed by SABIS®, Abu Dhabi Eastern Region International School of Choueifat, Muscat

USA Bahrain The International School of Minnesota, Minneapolis, MN The SABIS® International Charter School, Springfield, MA The International Academy of Flint, Michigan, MI The SABIS International School, Phoenix, AZ Linwood Public Charter School, Shreveport, LA Milestone SABIS® Academy of New Orleans, LA Mount Auburn International Academy, Cincinnati, OH Holyoke Community Charter School, Holyoke, MA International Academy of Saginaw, Saginaw, MI 1 American International Academy, Detroit, MI 1 Brooklyn Ascend Charter School, Brooklyn, NY 1 Brownsville Ascend Charter School, Brooklyn, NY 1 Bushwick Ascend Charter School, Brooklyn, NY

The International School of Choueifat, Manama, Bahrain

Pakistan

SABIS® International School – UK, England Boarding school opening for students in September 2012.

Iraq The International School of Choueifat, Erbil, Kurdistan Fakhir Mergasori International School, Erbil, Kurdistan (PPP) Sarwaran International School, Erbil, Kurdistan (PPP) Sardam International School, Duhok, Kurdistan (PPP) The International School of Choueifat, Suleimaniah, Kurdistan SABIS® University, Erbil, Kurdistan

United Kingdom

The International School of Choueifat, Lahore

Germany

Romania

ISF Internationale Schule Frankfurt, Frankfurt-Rhein-Main ISR Internationale Schule am Rhein, Neuss

1

Cambridge School of Bucharest, Bucharest

Egypt The International School of Choueifat, Cairo The International School of Choueifat, City of 6 October

1

Licensed Member School SABIS® Proprietary

1000/E/L/ December, 2011

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