Introduction

British School

Establish over a year ago, Capital has propelled itself unto the Egyptian Educational scene like no other school. With the aim of providing a better education to the children of Egypt, Capital opened its door in June 2016 welcoming students, parents and teachers from all over Egypt and the world.

Under the guidance of our Board of Directors, a considerable amount of the school resources has been spent on purchasing and developing the latest teaching resources and materials for our students and in recruiting the finest teaching staff in Egypt.

At Capital, the search for excellence will always remain our top priority and arm ourselves with the best practices and educational standards. Over the summer, we have strengthened and developed departments that many schools in the region have yet to create.

Our latest and effective Safeguarding and Child Protection department is one of the new initiatives we have set up to work endlessly in keeping our students safe and aware.

Students at Capital are provided with an enriching experience where they are offered the best of both worlds – integrating the essence of Egyptian culture & values and the National Curriculum for England and Wales. Our students are given a voice in the school and their feedback and ideas are always promoted, either individually or through its powerful Student Council.

We are very pleased that in September 2018, we will be starting our KS4/IGCSE department and we are already in the process of coaching our students for the IGCSE exams and for university life with a focus on soft skills that prepares our students for the future workplace.

A major contributing factor for the success our wonderful school has been without doubt the loyalty and support of our parents, who feel just as part of the Capital community as their children and teachers. Their constant valuable feedback through our annual survey, communications, meetings and on our Social Media pages has been essential in bringing about the necessary changes we have had to make over the course of the last few months.

Being part of Capital and the teaching staff in its beginnings has been my greatest privilege and joy. Current teachers feel very part of our Capital family thanks to the school ethos and spirit and our strong HR department. The professional development of our staff has been and will always will be the heart of our staff strategy ranging from local courses with the British Council and the American University in Cairo to online and international courses.

Capital is also very blessed in having on board the support and guidance of two exceptional experts in the field of education. Ms. Sherine Galal, our Superintendent and her amazing consulting team, and Dr. Youssef Salah who is our Educational Board consultant. With so much expertise and strong leadership, Capital will continue its mission of providing the best education to our students.

Gavin Ascott

Principal of the British School

Curriculum

Curriculum

Introduction

The CIS UK based curriculum is rich, balanced and aims at promoting learning, personal growth and development. It includes not only the formal curriculum that uses as a framework aspects of the National Curriculum for England and Wales, but also various extra-curricular activities that the school offers to enrich the student’s experience.

Aims

  • To enable all students to have the opportunity to make progress, learn and develop their skills to the best of their ability;
  • To give students experience in linguistic, mathematical, scientific, technological, human, social, physical, aesthetic and creative education;
  • To promote a positive attitude towards learning, so that students enjoy coming to school, and acquire a solid basis for lifelong learning;
  • To acquire skills in speaking and listening, literacy and numeracy;
  • To provide subject matter appropriate to the age and aptitude of the students;
  • To enable students to be creative and to develop their own thinking;
  • To teach students about the developing world, including how their own environment and society have changed over time
  • To help students understand Britain’s and their own cultural heritage;
  • To appreciate and value the contribution made by all ethnic groups in society;
  • To enable students to be positive citizens;
  • To teach students to have an awareness of their own spiritual development, and to distinguish right from wrong;
  • To help students understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all;
  • To enable students to have respect for themselves and high esteem, and to live and work co-operatively with others;
  • To provide adequate preparation of students for responsibility and experience of adult life.

School Structure

British School Structure

Early Years Foundation Stage (EYFS)

  • Pre-Nursery
  • Nursery
  • Reception
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Key Stage 1

  • Year 1
  • Year 2
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Key Stage 2

  • Year 3
  • Year 4
  • Year 5
  • Year 6
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Key Stage 3

  • Year 7
  • Year 8
  • Year 9
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Key Stage 4 – IGCSE Department

  • Year 10
  • Year 11
  • Year 12
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Heads of Departments

Heads of Key Stage

  • Head of EYFS

    Ms. Maryam Serour

  • Head of KS1

    Ms. Nadine Iskandar

  • Head of KS2

    Ms. Sherien Sobhy

  • Head of KS3/4

    Ms. Nermine Helmy

Heads of Department

  • Head of Maths

    Ms. Laila Sobhy

  • Head of Science

    Ms. Deena Fayez

  • Head of English

    Ms. Nadia Badreldin

  • Head of French

    Ms. Nagat Benmimoune

  • Head of German

    Ms. Carola Mansour

  • Head of Humanities

    Ms. Doaa Rady

  • Head of PE

    Mr. Rafik Narcissie

  • Music Department

    Mrs. Yasmine Saroukh (Amer. & Brit. Schools)
  • Art Department

    Ms. Mahittab Moustafa (Amer. & Brit. Schools)
  • Head of Arabic (EYFS)

    Ms. Heba Younis

  • Head of Arabic (KS1 – KS4)

    Mr. Ahmed Soliman

  • Head of Arabic Social Studies

    Mr. Tamer Mohamed

Skills for the future

Skills for the future

With the fast pace of change, students are expected to be taught and prepared for a job that has not yet been created with technologies that have not yet been discovered. At CAPITAL we try to teach our students skills which hopefully will help them with any future jobs.

We have called it I C UPDATE to help our staff remember them:

I – Improve: Students must be able to check and improve their work. The expectations of excellence must be sown into their characters. Ban the use of Rubbers.

C – Critical Thinking: where are students are encourage to question nearly everything around them and to check the knowledge of claims. With so much information available on the internet, our students must be able to check information correctly.

U – Unexpected: Students must be faced with unexpected scenarios and problems in the classroom as they are expected to deal with them in the future. How do they deal under pressure with new strange situations and to be ‘quick on their toes’

P – Persistency: To keep on trying to overcome a problem or a difficulty and succeeding. Go through 3 steps before teacher, Brain-Book-Buddy-Teacher

D – Design: Students should have a say in the designing and organising of their learning. They should be more engaged in determining what levels they are and should learn to think more like teachers and be able to know where they are.

A – Attention: With all the distractions around our students, they must learn how to focus their attention and clear their thinking during the most difficult and turbulent times.

T – Teams: To form effective teams for work and study and learn what makes a good team and how to select good teams.

E – Empathy: The Students must be able to adopt multiple perspective in their lessons and be able to understand how the ‘other’ is thinking.

Model for Teaching and Learning

This model is currently being used at Capital.

Teachers work on the lesson planning and then assess the learning outcomes. The Teacher Feedback is the marking or feedback on the student’s outcomes.

The teacher feedback should:

  • Focus on Learning objectives
  • Gives suggestions and guidance
  • Sets clear targets for improvements
  • Be positive

The introduction of the student response is what is very important and key to the success of the teaching and learning.

This model depends on the DIRT method

D Dedicated

I Improvement

R Refection

T Time

Students are given time to respond to the teacher feedback. This will enhance student’s involvement into their learning and prompts self-regulations.

This can be a five-minute exercise where all students will sit down do their ‘DIRT’ and teacher and go around to check that it has been done.

This could also be an extra homework where students do their ‘DIRT’ at home.

The Feedback of the teachers will get better as students will expect more informative feedback which will affect positively the learning outcomes of the students and the future lesson planning.

School Calendar