The British Program follows the UK National and Cambridge curriculum. The British Program is registered with Cambridge International Examination to teach, deliver and run the programs and qualifications of Cambridge Primary and Cambridge Secondary 1.
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.
- 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.
British School Structure
Early Years Foundation Stage (EYFS)
Key Stage 1
- Year 1
- Year 2
Key Stage 2
- Year 3
- Year 4
- Year 5
- Year 6
Key Stage 3
- Year 7
- Year 8
- Year 9
Key Stage 4 – IGCSE Department
- Year 10
- Year 11
- Year 12
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
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.