American ProgramCapital International Schools American Program is fully accredited by AdvancED organization. AdvancED is the unified organization of the North Central Association Commission on Accreditation and School Improvement (NCA CASI), Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI). AdvancEd creates the world’s largest education community, serving 27,000 schools and districts across the USA and around the world. It is known for its rigorous standards that a school has to adopt in order to become accredited. The American Program follows the Common Core Standards in Math and Language Arts; all other subjects follow a U. S. standard-based curriculum model.
Capital International Schools – American Program is listed as an accredited school on AdvancED website http://www.advanc-ed.org/oasis2/u/par/accreditation/summary?institutionId=61949
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade. The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. Forty-two states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have voluntarily adopted and are moving forward with the Common Core.
The Common Core is informed by the highest, most effective standards from states across the United States and countries around the world. The standards define the knowledge and skills students should gain throughout their K-12 education in order to graduate high school prepared to succeed in entry-level careers, introductory academic college courses, and workforce training programs.
The standards are:
- Research- and evidence-based
- lear, understandable, and consistent
- Aligned with college and career expectations
- Based on rigorous content and application of knowledge through higher-order thinking skills
- Built upon the strengths and lessons of current state standards
- Informed by other top performing countries in order to prepare all students for success in our global economy and society
The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the standards”) represent the next generation of K–12 standards designed to prepare all students for success in college, career, and life by the time they graduate from high school.
The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life.
The standards establish guidelines for English language arts (ELA) as well as for literacy in history/social studies, science, and technical subjects. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines.
The College and Career Readiness Anchor Standards form the backbone of the ELA/literacy standards by articulating core knowledge and skills, while grade-specific standards provide additional specificity. Beginning in grade 6, the literacy standards allow teachers of ELA, history/social studies, science, and technical subjects to use their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.
It is important to note that the grade 6–12 literacy standards in history/social studies, science, and technical subjects are meant to supplement content standards in those areas, not replace them. States determine how to incorporate these standards into their existing standards for those subjects or adopt them as content area literacy standards.
The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works of literature. Students will learn to use cogent reasoning and evidence collection skills that are essential for success in college, career, and life. The standards also lay out a vision of what it means to be a literate person who is prepared for success in the 21st century.
For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is “a mile wide and an inch deep.”
These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public.
The math standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.
In addition, the “sequence of topics and performances” that is outlined in a body of math standards must respect what is already known about how students learn. As Confrey (2007) points out, developing “sequenced obstacles and challenges for students…absent the insights about meaning that derive from careful study of learning, would be unfortunate and unwise.”
Therefore, the development of the standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the mathematics standards. They do not include separate Anchor Standards like those used in the ELA/literacy standards.
The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.
These standards define what students should understand and be able to do in their study of mathematics. But asking a student to understand something also means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One way for teachers to do that is to ask the student to justify, in a way that is appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.
For more information about CCR standards, please visit:
American Program Curriculum DesignCapital International Schools will be adopting the model known as Understanding by Design developed by Mr. Wiggins in association with Jay McTighe. It is basically a curriculum design model that addresses crafting powerful curriculum in a standards-dominated era. Teachers can strategically and effectively differentiate the following: content – assessment tools – performance tasks – and instructional strategies. In order for such an approach to be successful, collaboration among all stakeholders is vital. Linking differentiated instruction with Understanding by Design ensures quality classrooms. The teacher will differentiate instruction using various intervention strategies to meet the needs of the struggling students. The intervention is evidence based and is one that the teacher has chosen based on its proven outcomes. The intervention is intended to provoke critical-thinking skills in the student and is implemented to make the content more relevant and meaningful. Since the main objective is to improve students’ learning outcomes and performance, the first steps to consider are the students learning outcomes and the evidence that will reflect that outcome. Decisions related to identifying such information will require analysis of student achievement data, common formative assessments, classroom assessments and classroom observations. This will help pinpoint the areas of concern with students that need to be addressed. This will help teachers and administrators to better plan differentiated instruction incorporating Understanding by design model to have students master complex concepts and skills. Capital International Schools’ students follow a rigorous academic program that focuses on the qualities, competencies and knowledge essential to be pro-active citizens in an increasingly globalized world. CIS prides itself in its positive school culture that establishes our commitment to the welfare of our students. CIS students will learn to be able to move easily across boundaries, be comfortable with diversity of others, acquire language competencies other than their own, and they will be able to search for answers beyond themselves.
American School Structure
- Grade 6
- Grade 7
- Grade 8
- Grade 1
- Grade 2
- Grade 3
- Grade 4
- Grade 5
- Grade 9
- Grade 10
- Grade 11
- Grade 12
Heads of Departments
Heads of Departments
English DepartmentMrs. Nadia Badr El Din
Math DepartmentMs. Hadeel Ghabour
Science DepartmentMs. Sarah Tawfik
Social StudiesMs. Noura Salama & Ms. Sarah Akl
Arabic Department (Elem.)Ms. Wessam Enara
Arabic Department (HS)Ms. Nagya Yousef
Arabic MOE S.S. DepartmentMr. Mahmoud El Sayed
French DepartmentMs. Nermine Mohamed
German DepartmentMs. Inas Saad
P.E. DepartmentMr. Rafik Narcissie (Amer. & Brit. Schools)
Music DepartmentMs. Yasmine Tarek (Amer. & Brit. Schools)
Art DepartmentMs. Salwa Nour El-Din
ICT DepartmentMr. Mohamed Salah