Curriculum : Pre-School - Primary School - Secondary School - Students work - ALUMNI - Photo gallery
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you seeking a warm, caring and stimulating environment in a multicultural
setting where children are encouraged through play to explore the world
around them, thereby developing new skills and self esteem? The International School of Béarn is the place for you. Our teachers are fully qualified and experienced professionals. PRE-SCHOOL September 2006 - February 2007 : Early Years 1 September 2005 - August 2006 : Early Years 2 September 2004 - August 2005 : Reception Your child must be completely toilet trained before joining our school. Early Years 1 children only attend morning lessons. Early Years 2 and Reception attend to full day sessions. |
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| CURRICULUM Our Pre-School (Early Years and Reception) curriculum is based on the Foundation Stage of the UK National Curriculum which guides what is taught in British schools. This is divided into six areas, namely : • Personal, social and emotional development • Communication, language and literacy • Mathematical development • Knowledge and understanding of the world • Physical development • Creative development |
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Our Pre-School is a very happy and secure environment in which all of our young children are encouraged to take part in a wide variety of learning opportunities.
We like to maintain strong links with parents as it is vital that we work together to ensure that our children progress in their development and learning. We are always pleased to welcome parents into school to speak to us or to spend time with us during the day if they wish.
We follow topics which last for approximately half a term each. Every Wednesday we have ‘show and tell’ when the children can bring in something small to show the rest of the class.
Our Pre-School children take part in the weekly assembly and they benefit from interaction with the older children.
COMMUNICATION, LANGUAGE AND LITERACY
Our philosophy is to provide the means to develop the physical, social, emotional and intellectual abilities of each child according to their individual needs through a warm and caring atmosphere and a wide variety of experiences. We encourage our children to attain their best in all subjects. We believe that developing self-confidence in our students is essential and that learning should be exciting and spontaneous, producing laughter and awakening curiosity to find out for oneself.
Children are helped to acquire competence in English as soon as possible, making use, where appropriate, of their developing understanding and skills in other languages. They listen and respond to stories, songs, nursery rhymes and poems. They learn to enjoy books and handle them carefully.
As far as individually possible, each child will learn :
LISTENING
• to sit quietly and attentively when someone is speaking.
• to listen for and be able to recognize words with common beginning sounds.
• to listen to a story, retell it in own words, take part in dramatization of it, answer comprehension questions.
• to follow 3 to 4 directions given orally in correct sequence.
• to identify sounds in the classroom, outside (on walks and field trips) and those made by the teacher (whistle, key turning in lock, etc.)
| READING READINESS • to use differences in pictures to tell stories. • to arrange pictures in sequence to tell a story. • to distinguish likeness and differences in colours, shapes and letters. |
READING
• to follow left to right sequence.
• to identify letters of the alphabet from A - Z.
• to take an interest in books through weekly visits to the library, leading up to reading simple books for themselves towards the end of the year.
• to develop oral language skills important in communicating ideas and feelings towards others.
• to recite short poems and nursery rhymes.
The children take home a selection of Library books from school.
| WRITING • to draw in sand, salt and use a chalk on the blackboard. • to recognize signs, shapes and spaces. • to write all the letters of the alphabet using a variety of tools (e.g. paint brush on a large piece of paper, crayons charcoal, pencils). Cut out recognized letters from magazines, form letters with salt dough, clay and bread dough. • to do simple creative writing by dictating words to teacher and copying those words. |
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THE LIBRARY
The Library plays an important part in Pre-School curriculum. Children learn essential library skills. They learn how to enjoy a library and how to use the information contained there to help them in other work. At the same time their English language skills are being developed. The children are allowed to borrow books from the library.
MATHEMATICAL DEVELOPMENT
The early learning goals emphasise important aspects of mathematical understanding and provide the foundation for Numeracy. They focus on achievement through practical activities and on using and understanding language in the development of simple mathematical ideas.
• to classify objects by shape, size, colour, texture and design.
• to form one to one correspondence between objects.
• to recognize and name common geometrical shapes: square, circle, triangle, rectangle.
• to use positional terms: inside, outside, before, after, above, below, etc.
• to recognize and count number from 1 to 12.
• to write numbers in order.
• to use the words first, second, third etc. in the correct context.
• to master simple addition and subtraction, first orally and then written.
• to recognize fractions by dividing objects and sharing during every day activities.
• to relate daily events to time on a clock and on a calendar; tell the hour time.
• to recognize and correctly use the days of the week and the seasons of the year .
• to compare sizes using a wide variety of objects: tall, short, wide, narrow, heavier than etc.
• to understand capacity through water play (what floats, sinks etc).
• to recognize Euros and the use of money in general on shopping trips e.g. to buy ingredients for cooking lunch
• to understand, estimate and calculate probabilities.
• to recognize and use patterns.
• to make estimates of a small number of objects.
• to use graphs and charts to represent and interpret data.
KNOWLEDGE AND UNDERSTANDING
OF THE WORLD
These include the development of skills for later learning in history,
geography, science and technology. Children talk about where they live,
their environment, their families and past and present events in their
own lives.
They learn about the seasons and the weather. They explore and recognise
features of living things, objects and events in the natural and man-made
world and look closely at similarities, differences, patterns and change.
| SCIENCE • to understand themselves through learning the names of the main body parts. • to understand the importance of personal health and hygiene, consider healthy foods. • to recognize the five senses and their functions. • to observe the world and the daily changes within it. • to recognize animals and plants; care of animals (pets in the classroom) and plants through growing seeds and requirements for growth • to make simple experiments e.g. blowing bubbles through a straw in water with liquid soap; watching a balloon inflate when fixed to a bottle of water and baking soda. • to use magnets and a magnifying glass. • to take care of nature through knowledge of waste disposal e.g. paper collecting, turning lights off etc.. • to recognize and describe changes in weather conditions • to understand the concepts of hot and cold. • to learn about electricity and its dangers and safe use of electrical appliances. |
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SOCIAL STUDIES
• to know about fire drill and school safely.
• to be aware of him/herself in relation to others in the family
or class.
• that each person is unique and in some ways the same.
• to cope with personal feelings (it is not bad to feel angry and
aggressive).
• to think for him / herself instead of doing just what others do.
• to share with others.
• to order events in sequence.
• to learn about different jobs within the school and the community
e.g. librarian, nurse, fireman etc.
• basic map skills by learning right, left, top, bottom, by recognizing
signs in the environment and the use of particular buildings.
• to celebrate different festivals from other countries.
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT
These focus on children learning to work, play and co-operate with others
as well as the development of personal values. We hope that children will
become confident and able to establish effective relationships with other
children and with adults. They should also learn to respect others, take
turns, share fairly and behave appropriately.
PHYSICAL DEVELOPMENT
These goals relate to children’s developing physical control, mobility,
and awareness of space and manipulative skills in indoor and outdoor environments.
They include establishing positive attitudes towards a healthy and active
way of live. Manipulative materials provide for the development of fine
motor skills. Gymnastic equipment, outdoor play activities and Movement
to Music provide for gross motor skills.
| CREATIVE DEVELOPMENT
(Art lessons with Ms Sara) These focus on the development of children’s imagination and their ability to express ideas and feelings in creative ways. Children use a range of materials, tools and resources to represent what they see, hear, touch and feel : • work with different materials and textures, e.g. wood, hammer and nails, sandpaper, plaster of Paris, clay, fabrics ... • fabric painting. • paint using finger paints, large brushes, foam rollers. • mix various colors and recognize new shades. • sculpture using various boxes and recycled waste materials. • learn to sew in the form of very simple stitching first on cardboard with pre-punched holes and later using fabric and a large needle. |
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MUSIC DEVELOPMENT (Music
lessons with Ms Cila)
Music is integrate into all areas and utilised daily, as well as being
taught for some time each week by a specialist teacher. They are encouraged
to listen to music and also to make their own sounds and rhythms with
instruments and with their voices and body parts.
Playing percussion instruments, singing, taking part in movement and dance,
are all aimed to develop a sense of pleasure and enjoyment in music.
• To sing varied songs, including number rhythms and games.
• musical movement.
• the use of percussion instruments.
• to make their own simple instruments.
• to become familiar with a variety of music e.g. Peter and the
Wolf by Prokofiev, others by Mozart, Gershwin etc.
• to beat time to various rhythms.
• to conduct an orchestra.
• to make up their own songs.
• to use music as a stimulus for painting and creative writing.
THE RECEPTION CLASS
The day is more structured in Reception and children begin to conform
to routines and attempt more formal work.
The Reception class is a transition class between Pre-School and Key Stage
1.
Reception children continue working towards the Pre –
School learning goals, building on the work done in Pre-School and extending
it. Time is spent each day on language and literacy activities.
Children learn about letters and letter-sounds and start the basics of
reading. They begin to write in English and show awareness of some of
the different purposes of writing. Phonics are taught daily through games
and fun activities.
There are many opportunities for developing speaking and listening skills
during discussion sessions, singing and stories.
The children are encouraged to write alone and they do make some excellent
attempts using their word building skills.
We introduce reading books when we feel that the children are ready and
they take these books home with them as often as possible.
In mathematics the emphasis is still on practical, understanding and the
use of appropriate mathematical language to describe shape, position,
size and quantity. Children recognise and recreate patterns. They are
familiar with number rhymes, songs, stories, counting games and activities.
They compare, sort, match, order, sequence and count using everyday objects.
They recognise and use numbers to 10 and begin to use their developing
mathematical understanding to solve practical problems.
Reception children go to the Computer Room to become familiar with how
it operates. They begin to locate and identify the letters, numbers and
special keys of operation. They learn to use the mouse. There is an abundance
of software to reinforce concepts taught in the classroom, and to play
just for fun
We all go swimming once a week on Tuesday and this helps the children
to become more independent as they are encouraged to dress themselves
and behave properly in a public setting.
If you would like more information about our programme and curriculum in Pre-School, please contact your child’s class teacher, or the School Director. We will be happy to help.
Remember, the better you understand what our goals are for the education of your children, the closer we can collaborate and the more successful are we likely to be in the long term.
Curriculum : Pre-School - Primary School - Secondary School - Students work - ALUMNI - Photo gallery
A WORD ABOUT CURRICULUM AND OUR TARGETS FOR LEARNING
The I.S.Béarn curriculum is based on the English school system and is characterised by some of its most successful and positive features. We believe in active and participatory learning in which children are purposefully involved in lessons and acquire the important skills of questioning, research and analysis alongside the fundamental and underlying bases of literacy and numeracy.
More specific information about the content and range of curriculum can be found online in the official English National Curriculum web site.
In general, the following components are developed gradually through the school :
• Literacy – learning to read, write, listen and speak.
• Numeracy – learning to be confident in manipulating numbers.
• Science – exploring the world around us and enjoying the excitement of discovery.
• Social Studies – moving outwards from ourselves and our local environment to learn about the history and geography of the world.
• French – to enable foreign students to enjoy the experience of learning a new language and to enable French students to gain proficiency in their mother tongue.
• English as a Second Language ESL – for students who need to receive close attention to the development of basic skills in English language, including grammar, vocabulary, writing and study skills.
• Music – expressing and creating through participation and performance.
• Art – learning to express, control and communicate our vision of the world.
• Drama – helping conceptual development and the exploration of abstracts through particular, concrete situations.
• Information Technology I.T. – using computers to assist our daily work with relevance to learning in every subject.
• Physical Education P.E. – developing our bodies and the skills needed for sports and personal development.
• Library – a tool for research and a treasure chest of stimulating books for pleasure.
• Religious education / Cultural awareness – appreciating the spiritual dimension in our lives.
• Ethics – respect for others and for the norms that bind us into a community.
SOURCES FOR OUR CURRICULUM
The I.S.Béarn curriculum derives from the English National Curriculum in which we have derived our standards for learning across most age levels. We also make use of some of the assessment tools to gauge student learning, especially in English, Maths and Science.
There are clearly defined learning targets for each grade level and these are expressed as complex statements, which indicate the skills, knowledge and understanding to which we aspire. You will see these reflected in our reports to families about students learning and it is thanks to these perceptions that we can identify the need to provide extended tasks or special support for children who require more individual attention.
But our learning goals transcend those of British Schools and we strive to provide a genuine international experience for all children through the curriculum as well as through informal and social exchanges in school. First of all we aim to use international themes and content in each area of the programme to ensure that the subject matter is relevant to our school philosophy, to our families and to our location.
THE PRIMARY SCHOOL IS DIVIDED INTO TWO SECTIONS
• The Key Stage 1 department for Grades 1–2
• The Key Stage 2 department for Grades 3-4-5-6
The school provides space for all of our main activities. There are spacious classrooms, a computer room with a network of PC machines, a well-equipped gym/theatre. Outside there is a pleasant play area and a vegetable patch.
BRIEF OUTLINE OF THE PROGRAMME OF STUDY
These brief outlines are intended to give a rapid summary of the Primary curriculum at ISBéarn. They are written in general terms and are subject to modification in the way that each subject is structured in any particular year of school
| ENGLISH English is the language of communication in our school and the children are taught the skills of speaking, listening, reading and writing, thus enabling them to express themselves creatively and fluently and to communicate with others effectively. Speaking and listening activities are integrated into all subjects areas across the curriculum. The children are stimulated to speak clearly and confidently, to question and to listen with growing attention and concentration to adults or peers, whether in a group or a class. Discussions, drama and role play, class assemblies, watching videos and listening to cassette tapes are activities carried out in all the grades. |
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Literacy unites the skills of reading and writing and our programme aims at ensuring our children are fully literate by the end of the Primary School. The reading programme is a combination of different activities.
Firstly a structured reading scheme is followed throughout the school (Oxford Reading Tree scheme) to ensure the development of comprehension skills.
Secondly the children keep a personal reading log; the children in Key Stage 1 are guided in their choices whereas in Key Stage 2 the children choose their books independently to encourage them to develop a real interest in reading for pleasure.
The reading of novels in a group or as a class enriches the reading programme and often forms a basis for writing when the children model a genre of writing on a chosen text.
Weekly writing activities are planned in all grades giving the children the opportunity to explore a range of writing genre, both fiction and non-fiction. The skills of writing are extremely important and weekly lessons are spent on studying the structure of spelling through phonics and spelling strategies and building up a knowledge of vocabulary through looking at word families and topics.
Together with spelling the children are taught a joined style of handwriting from grade 2.
The grammatical structure and punctuation of English is taught to ensure that the children are able to form sentences correctly and imaginatively.
ESL PROGRAMME
The ESL programme aims at integrating non-English speaking children step by step into a new language and culture so that they can communicate and work effectively in all areas of school life.
Small groups and individual attention, a combination of withdrawal for special attention and mainstream support in regular classrooms, a friendly atmosphere and interaction between multi-cultural students all contribute to the academic growth of the child.
The skills of listening, speaking, reading and writing are combined in a meaningful total experience.
Listening and speaking are the initial stages of the learning process, reading and writing being the expression of these ideas in the more advanced stage. Oral expression is the first experience in the ESL classroom but the ultimate goal is to develop written English which is essential for later academic work in school.
Basic skills are usually acquired quite quickly, the courtesies and communication necessary for use in the classroom. This enables us to use role play, dialogues and plays.
Games, songs and poems all help the children lose their fear of speech, although for the older students written work is also extremely important to help them gain the confidence quickly in that area.
It is necessary for the ESL teachers to meet the parents of the children in the ESL groups at an early stage of their time in school so as to find out about the background and expectations.
There is no fixed entry or exit to the ESL programme, the main criteria being whether the child can function satisfactorily in the mainstream class. If the child is a complete beginner then the need is greater, especially for older children, and homework will be given to reinforce work done during lessons.
| SCIENCE The ISBéarn Primary School promotes an investigate “hands-on” approach to science. In Key Stages 1 and 2, science is taught through topics, based on the programmes of study recommended by the English national curriculum. There are 3 majors areas of study with scientific investigation running throughout : a. Life and living processes (Biology) b. Materials and properties (Chemistry) c. Physical properties (Physics and Astronomy) Through each topic, the children are encouraged to make systematic enquiry to acquire scientific knowledge, understanding and skills. They relate their understanding of science to everyday life, use scientific vocabulary to name and describe living things, materials, phenomena and processes. They learn to present scientific data in a number of ways and recognise the hazards and risks when working with living things and materials. |
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| MATHEMATICS The Mathematics Programme offers continuous development throughout Key Stages 1 and 2. The programme is based on Oxford Mathematics, a course created by experienced nursery, primary and secondary teachers. The programme is based on the belief that mathematics is best learned through practical activities, discussion and teaching by the teacher. There is an emphasis on problem solving, pattern and investigate work. Mathematics is presented “in context” wherever possible so that it can be seen to be related to the world outside the classroom and the world of the child's imagination. The programme aims to help children to apply mathematics in a variety of situations. Calculators are used at appropriate points to introduce concepts and to solve problems. Teachers select from a variety of materials as part of a broader strategy, where resources are matched to the individual needs and abilities of the pupils. A variety of formats such as workbooks, cards, textbooks and worksheets are employed so that the programme can best meet the needs of the individual child. |
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| SOCIAL STUDIES The ISBéarn curriculum History course has been designed to: a. stimulate the child's interest in the past b. encourage the child to compare and contrast life in the past with that of today c. develop the child's sense of tome and chronological order d. help the child distinguish fact from fiction Through the study of topics we develop communication and thinking skills and also the child's powers of investigation and observation. History is more a list of facts. In grades 1 and 2 the child develops an awareness of the past and explores his/her own environment. Beginning in grade 3, the course takes us from the study of pre-history and the first human beings, through to the Romans and Middle Ages in grade 5. Ancient Civilisation, Egypt and Greece, are studied in grade 4. The grade 6 programme completes study at Key Stage 2 with a series of topics ranging from the pre-Colombian civilisations in Central America to nineteenth century life in Britain and Europe. In Geography we study the school and its surroundings. We start with the study of the school building and the seasons in grade 1. We go on to look at Pau in grade 2, Aquitaine in grade 3 and France in grade 4. World geography is introduced in grade 5 and is continued in grade 6 in the form of its main human, physical and climatic regions, natural environments, rivers and coasts, world development and population. The emphasis is placed upon very much on gaining skills, especially mapping skills, the use of instruments and the acquisition of technical vocabulary. |
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| ART
(with specialist teacher) The art curriculum is divided into 6 sections introducing the techniques of drawing, painting, collage, textiles, printing and modelling. The children will be introduced to various art elements and will gradually develop and extend their understanding throughout their time in the Primary School. They will be encouraged to express their emotions and thoughts through the medium of art which is an essential method of communication in the early years. A variety of specific artists and artistic style will be used as discussion points and teaching aids to enhance the children's artistic knowledge and promote enthusiasm for the subject. |
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MUSIC (with specialist teacher)
The ISBéarn music programme in the Primary School covers all aspects of music education to provide enjoyment, stimulation, discipline, fulfilment and awareness. From the earliest years the children are taught singing and rhythm activities, the language of music and the use of percussion instruments. They learn the work of composers, listening to a wide repertoire of music and music projects linked with the classroom curriculum.
Music-making activities are a very important part of our programme. The children are encouraged to perform in the classroom, at assemblies and at concerts throughout the year. Those with special music ability and aptitude need public performance to give an incentive to their practice and a « special concert » is organised for them once a year. For all public events we encourage as many parents, relatives and friends as possible to support the children in their efforts.
| INFORMATION
TECHNOLOGY Networked Windows based Computers can be found in the Computer Room. Our aim is to teach skills collectively but then to apply them as a consistent basis to help study in all areas of the curriculum. All students have one lesson per week in the lab where they become acquainted with the main concepts of computing. Although the complexity of computer information and technology available to our students is staggering, the Primary School emphasises the simplicity of learning to use the computer. The children start in Grade 1 with basic computer skills such as using the mouse through playing games and creating pictures. As the children's skills develop throughout the school, they learn to use hardware and software to manipulate information in their processes of problem solving, handling and presenting work. Emphasising proper use and care of computers as well as the resources' that come with them is also a part of computer education. Some of the programmes that students learn to use are part of their mainstream programmes such as Maths and Language. Games are used to teach concepts and new knowledge bases in geography or through CD-ROM simulations in history. Gradually, children are also taught to use open-ended commercial – and multi-media software (such as standard word-processing and office programmes) that will be a useful tool for their ongoing learning later in school and life. |
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PHYSICAL EDUCATION
Within the PE programme there are 6 areas which are covered in each of the grades : these are Tennis, Swimming, Team Games, Gymnastics, Dance and Athletics.
Students are given the opportunity to participate in a number of team and individual games, including hockey, football and basket-ball. These are offered during the lessons and there is also the opportunity to participate in lunchtime clubs and matches.
Our main aim is for students to enjoy participation in a number of different sporting activities and so develop a love for exercise. In addition, students are taught the importance of fair play and “good” sporting behaviour, as well as positive attitudes towards others and towards the equipment.
Our approach utilises questioning the students about what they can do and how they can improve, thus creating a more independent learning process. All students are expected to participate and they must wear the correct PE kit without jewellery.
| Physical development | |
We practiced tennis technics. |
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The KS1 PE class practised
their passing skills. We’re getting ready for the TOP 14!!!
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RELIGIOUS, PERSONAL AND SOCIAL EDUCATION
The Primary School programme for religious, personal and social education is a multi-cultural, multi-faith learning experience that will reflect the international nature of our philosophy. At all stages there are two dimensions to religious education. One dimension involves the exploration of religion in its many forms and contexts and for us this means developing a knowledge and respect for other ways of worship. The other involves reflecting on our own life styles and experiences. The two dimensions are inextricably linked and activities in religious education usually involve both as one at the same time. Religious education is not concerned solely with things obviously “religious”. It is also concerned with addressing and exploring a range of experiences which raises issues of belief and value, meaning and purpose. Young children should be given the opportunity to explore and respond to a number of key personal experiences. There is also the experience of change-of-ourselves and the world around us. There is a growing sense of self as well as the concept of “specialness” which is central to daily living. This takes us into the domain of personal development as children come to terms with themselves and others, learning the importance of ethical principles and behaviour. As children grow older, religion education sets out to provide them with an opportunity to continue exploring these issues for themselves and to examine in increasing detail the responses of other religious and other traditions.
| LEARNING
OBJECTIVES FROM THIS PROGRAMME INCLUDE : • Living with ourselves and with others • Living in the world • Following guidance • Encountering special times and special places • Expressing what is important Besides the programme in school, ISBéarn welcomes instruction in specific religious faiths and denominations. We make classrooms available for this purpose after 3:30. These classes are not part of ISBéarn and are organised by religious communities at their own request. |
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SPECIAL EDUCATIONAL NEEDS :
The aims of our special needs programme are :
• To identify those children whose needs fall outside the range of a normal classroom.
• To diagnose individual areas of need.
• To provide support, where possible, by tailoring programmes to meet individual needs.
• To provide support for the teachers.
• To identify those children whose needs fall outside the provision of the school.
• To refer children to trained specialists in their mother tongue whenever possible.
Children are supported either individually or in groups of no more than 3 or 4. This grouping is based on the degree of difficulty that the child encounters, also taking age into consideration. We do not claim to have an extensive special needs programme and we do not enrol children with diagnosed needs outside of our competence.
The focus of our programme is to help those children who enrol with us at an early age and for whom we can provide sufficient support to ensure positive attainment at school.
Close interaction with families is essential, both with regard to liaison with external consultants and to guidance and counselling for future options of schooling beyond Primary School.
ASSESSMENT OF LEARNING Assessment is an ongoing process and varies in format depending on subject matter. It reflects the criteria we are teaching towards and takes into account individual learning styles. Ideally, the children should also play an active role in this process, using self assessment as well as structured assessments to give them a feeling for their own progress and enabling them to set targets for themselves. We are presently using year tests in Maths and English devised by the Qualification and Curriculum Authority in England at the end of Grades 3, 4 and 5 for our own diagnostic purposes. Grades 2 and 6 are formally assessed by the SATS. Reports are issued in February and June each year and give the teacher's formal assessment of learning for parents. These reports are clearly identify learning in each of the main criteria for each subject and are intended to be objective statements of attainment that can be used by parents for planning, including intervention where appropriate. |
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Curriculum : Pre-School - Primary School - Secondary School - Students work - ALUMNI - Photo gallery
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AIMS
The aim of the secondary section is to provide our students with an education
of the highest quality so that when they leave us they can successfully
join other educational establishments or the community at large having
achieved their full potential and been equipped with personal qualities
they need to lead a successful life.
To achieve this? the school will strive to provide:
• a smooth transition for students joining the school
• a continuity of education across the Key Stages
• a stimulating and caring environment
• a commitment to the highest academic standards
• internationally recognised courses and qualifications
• a partnership with parents, business and local community
LEARNING
EXPERIENCE
The ISB learning experience in the secondary section is designed to maximise
the students’ talents using a variety of teaching stimuli, techniques
and experiences. It is characterised by:
• small class sizes (maximum 14)
• adapted established courses to suit individual needs
• a broad and balanced curriculum
• use of classroom interactive whiteboards
• regular homework to encourage independent learning
• continuous assessment to monitor student progress
• end of year testing in line with National Curriculum criteria
• a strong sense of community service
• regular music and theatre productions
• extended field trips in October and March
• participation in after-school activities and clubs
| HISTORY In September 2006, the Secondary School began with Grade 7. In September 2007, a Secondary School Head was appointed and grade the secondary school extended into Grades 8 and 9. Grade 10 opened in September 2008 and grade 11 in September 2009. It is anticipated that Grade 12 will commence in September 2010 offering University of Cambridge International A Level courses. In May 2008 the International School of Bearn was approved by the University of Cambridge to offer its IGCSE courses and as a Cambridge Examination Centre. |
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CURRICULUM OVERVIEW
Study in the secondary section is based on the English National Curriculum
(NC). All lessons are taught in English but there is a strong emphasis
on learning both spoken and written French.
We aim to provide courses for our students that are varied, challenging, stimulating and useful within the context of the NC.
In grades 7, 8 and 9 students follow the English National Curriculum programmes of study, revised to take into account the French location and international nature of the school.
In grades 10 and 11 students prepare to take the University of Cambridge IGCSE (International General Certificate of Secondary Education) examinations.
Students follow courses in the following subjects: |
English
Mathematics
Science
Design Technology (DT)
Information Communication Technology (ICT)
French (FLM or FLE)
Music
History
Geography
Art
Physical Education
Spanish
At the end of Grade 9 all students sit English National Curriculum Standard Attainment Tests (SATs) in English, Mathematics and Science.
Key Stage 4 (Grades 10 and 11: age 14-16 years)
Students in Grade 10 and 11l follow a two year course of study leading
to examinations for the International General Certificate of Secondary
Education (IGCSE).
TUTOR GROUPS
The same group of students meet at the beginning of each day in their
tutor group base with the same teacher, their class tutor. This allows
students and tutors to focus on personal and social aspects of life as
an international student. Service to the school community is actively
encouraged.
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