Academic

Read on to know more about the different key stages and policies at IPS.

Early Years Foundation Stage

The school teaches a broad range of subjects covering all aspects of the National Curriculum in England.

 

KEY STAGES 1-3

 

The school teaches a broad range of subjects covering all aspects of the National Curriculum in England.

 

THE THREE CORE SUBJECTS ARE TAUGHT:

 

  • ENGLISH/ESL: Developing children’s reading, writing, and speaking skills and adopting carefully planned methods to encourage creative writing, and accurate grammatical usage.
  • MATHS: Helping students through a range of teaching methods to explore numbers, shapes, space and measurements and tackle numeric and algebraic problems.
  • SCIENCE: Children develop skills to observe, evaluate and explain scientific phenomena by practical experience. In secondary school, children begin to specialize in Physics, Chemistry andBiology.

 

OTHER SUBJECTS ARE:

 

 

Key Stage 1-3

The school teaches a broad range of subjects covering all aspects of the National Curriculum in England.

 

THE THREE CORE SUBJECTS ARE TAUGHT:

 

  • ENGLISH/ESL: Developing children’s reading, writing, and speaking skills and adopting carefully planned methods to encourage creative writing, and accurate grammatical usage.
  • MATHS: Helping students through a range of teaching methods to explore numbers, shapes, space and measurements and tackle numeric and algebraic problems.
  • SCIENCE: Children develop skills to observe, evaluate and explain scientific phenomena by practical experience. In secondary school, children begin to specialize in Physics, Chemistry andBiology.

 

OTHER SUBJECTS ARE:

 

 

KEY STAGE 4 (IGCSE)

The Cambridge IGCSE curriculum offers a variety of routes for learners with a wide range of abilities, including those whose first language is not English.

 

KEY STAGE 4 (IGCSE)

 

The Cambridge IGCSE curriculum offers a variety of routes for learners with a wide range of abilities, including those whose first language is not English.

We help schools build a curriculum around their specific needs. Starting from a foundation of core subjects, it is easy to add breadth and cross-curricular perspectives. Encouraging learners to engage with a variety of subjects, and make connections between them, is fundamental to our approach.

For schools, Cambridge IGCSE offers a flexible and stimulating curriculum, supported with excellent resources and training.

For learners, Cambridge IGCSE helps improve performance by developing skills in creative thinking, enquiry and problem solving. It is the perfect springboard to advanced study.

 

CAMBRIDGE IGCSE DEVELOPS LEARNER KNOWLEDGE, UNDERSTANDING AND SKILLS IN:

 

  • Subject content
  • Applying knowledge and understanding to new as well as unfamiliar situations
  • Intellectual enquiry
  • Flexibility and responsiveness to change
  • Working and communicating in English
  • Influencing outcomes
  • Cultural awareness.
  • Schools worldwide have been involved in the development of Cambridge IGCSE. The syllabuses are international in outlook, but retain a local relevance. They have been created specifically for an international student body and avoid cultural bias.
  • For more information about the Cambridge IGCSE, please visit http://www.cie.org.uk/programmes-and-qualifications/cambridge-secondary-2/cambridge-igcse/

 

KEY STAGE 5 A Level

The A Level syllabuses prepare learners for university study, which is why universities worldwide value and recognise Cambridge International AS and A Level qualifications.

 

KEY STAGE 5 (A-LEVELS)
 

The A Level syllabuses prepare learners for university study, which is why universities worldwide value and recognise Cambridge International AS and A Level qualifications.

 

Cambridge International AS and A Level develops learners’ knowledge, understanding and skills in:

  • In-depth subject content
  • Independent thinking
  • Applying knowledge and understanding to new as well as familiar situations
  • Handling and evaluating different types of information source
  • Thinking logically and presenting ordered and coherent arguments
  • Making judgements, recommendations and decisions
  • Presenting reasoned explanations, understanding implications and communicating them logically and clearly
  • Working and communicating in English.
  • Cambridge International A Level is typically a two-year course, and Cambridge International AS Level is typically one year. Some
  • subjects can be started as a Cambridge International AS Level and extended to a Cambridge International A Level.
  • More information is available on the CIE website at http://www.cie.org.uk/programmes-and-qualifications/cambridge-advanced/cambridge-international-as-and-a-levels/

 

Assessment Policy

Assessment is defined as ‘activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged’.

 

ASSESSMENT POLICY

 

Assessment is defined as ‘activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged’.

 

THERE ARE TWO TYPES OF ASSESSMENT CARRIED OUT AT THE SCHOOL:

 

  • “Assessment for Learning”, which indicates how the school uses formative assessment to enable the learner to know where they are in their learning and what they have to do next to reach their personal learning targets.
  • “Assessment of Learning” which uses summative assessment measures to determine the standard that each child has reached by certain milestones in each key stage.

 

At IPS, we believe that assessment and recording are a crucial and integral part of the teaching and learning process. It is important to provide constructive feedback to students, focusing on strengths and what the student could do to improve against learning objectives, learning outcomes and targets. This enables students to become reflective learners and helps them to understand what they are currently achieving and how to make progress into the next level of learning.

 

The assessment system at IPS is standards-based, because “by the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study” (gov.uk).

 

Students are given information on their progress at least once per term. In KS 1 to 3 students receive letter grades from A* to F according to their attained percentage. KS4 and post-16 students should receive this feedback according to the grading structure of IGCSEs, AS and A Levels for the subjects which they are studying.

 

Depending on the subject, students are given a variety of assessments that ideally cover the whole range of matters, skills and processes specified in the relevant programme of study.

 

LETTER GRADES, PERCENTAGES AND THEIR MEANING IN KS1-3

 

A* 96-100% The student has an excellent understanding of most of the curriculum content.
A 90-95% The student has a very good understanding of most of the curriculum content.
B 80-89% The student has a good understanding of most of the curriculum content.
C 70-79% The student has a sound understanding of most of the curriculum content.
D 60-69% The student has a fair understanding of most of the curriculum content.
E 50-59% The student has a basic understanding of most of the curriculum content.
F 0-49% The student’s understanding of most of the curriculum content is unsatisfactory. The student may benefit from additional teaching and support.

 

ADDITIONAL ASSESSMENT PRACTICES

 

  • Reading assessments using external resources (e.g. Oxford Reading Tree, Bookworms)
  • Checkpoint examinations at the end of key stages 2 and 3
  • IGCSE and A Level Examinations for Year 11 and Year 13 are set by the University of Cambridge International Examinations Board (CIE). Five terms of study, which are carefully assessed with internal assessments of coursework and end-of-term examinations (including mock IGCSE examinations), provide us with the data we need to submit forecast grades to CIE.
  • Diagnostic assessments (if necessary) provide information about strengths and weaknesses of pupils, so that appropriate action can be taken with particular regard to Special Needs and English as a Second/Additional Language.

 

HOW WE UPDATE PARENTS

 

  • Academic Progress Reports at the end of each term
  • Parent-Teacher meetings three times a year to discuss progress of students
  • Course outlines and success criteria to provide an overview of what the students are learning in each subject
  • Pointers for the Final Examinations for each term

 

ATTENDANCE POLICY FOR FORMAL EXAMINATIONS

 

If the child is absent during an examination period without any valid reason then he/she will not be allowed to take the examination. Students who are absent can only be excused in case of serious illness or any serious issues in the immediate family (parents or grandparents). A medical certificate must accompany the excuse form signed by the parents. In case the student is unexcused for end-of-term examinations, a fee of THB2000 will be charged before an exam can be conducted.

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