Kindergarten– Bilingual classes
As part of the school project, the objectives of our bilingual education program are to strengthen the linguistic and cognitive development of children and enable learners to acquire comparable skills in both languages while respecting the program of the French National Education.
The program will be shared in both languages and hence specific learning outcomes will be taught in one language or the other. However, in terms of linguistic development, our goal is for learners to acquire a good command of both the French and English languages.
The bilingual education program applies in Kindergarten (Pre-Kg, KG1 and KG2).
There will be a division of learning outcomes and a common preparation among teachers to adapt and finalise the sharing of lessons in both languages.
The program will be taught in both languages with a balanced distribution alternating between one week in French and one week in English. This will be provided by two teachers; one for each language and both native speakers.
For further information kindly check the following link:
The Kindergarten section at ICE, accredited by the French Ministry of Education, is compliant with the French Ministry of Education and follows the Scope and Sequence of the French Program:
Kindergarten programme is followed by 1st Grade (CP) and 2nd Grade (CE1). From 1st Grade onward., students are familiar enough with the language to receive their primary education mainly in French but also partly in English. During this cycle of fundamental learning, students are encouraged to become more autonomous.
The primary objectives of 1st and 2nd Grades are the learning of reading, writing and speaking in French, and the knowledge and understanding of numbers, including how to write numbers and how to calculate small quantities. At the end of 2nd Grade, students have acquired a basic mastery of these skills as well as addition and subtraction techniques.
The objectives of 3rd to 5th Grades are the command of French and the main elements of mathematics. In addition, literature, geography, history, experimental sciences and technology are taught in those grades, expanding the students’ knowledge base and extending their aptitude. The use of IT tools in various school activities increases autonomy, reflection, observation, and creative imagination, universally considered as conditions for success at school. These skills allow each student to gain self-confidence and increase learning proficiency – tools that will serve them well at the intermediate and secondary school levels, and later on in all domains.
For further information kindly check the following link:
The French Program in the French Stream of ICE, accredited by the French Ministry of Education, is compliant with the French Ministry of Education and follows the Scope and Sequence of the French Program:
Primary School: http://www.education.gouv.fr/pid34/ecole-elementaire.html
Our French Stream secondary school leads automatically to the brevet and to the French baccalaureate diploma.
ICE is currently awaiting for the results of the French inspection, we are hoping to have our grade 6 accredited this year.
The primary school at ICE follows the British curriculum and the scope and sequence of the International Baccalaureate which educates the students to be autonomous and teaches them active learning and how to establish their own personal values.
The school adopts a constructivist, child-centred approach, which favours interdisciplinary teaching and learning of the development of cognitive and affective skills – educating the whole person. In line with IB educational philosophy, students will contribute to multiple perspectives, drawing on the rich diversity of cultures in the school.
The constructivist approach will be tempered with the necessary degree of didactic teaching of basic reading, writing and arithmetic skills, as well as aspects of general knowledge (a feature of the French system), particularly in the lower primary school levels where more student guidance is needed.
Students will then have an educational grounding which will enable them to participate in an interactive classroom environment where, as they grow, they will increasingly take on more responsibility for their education, become self-disciplined and motivated with a thirst for knowledge.
PYP – International Baccalaureate (IB)
The Primary Years Programme
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
At ICE, our mission is to meet the UAE National Agenda targets by providing students with challenging educational programmes that develop a desire for life-long learning as well as excellence in character, knowledge, and skills. We aim to develop active, compassionate young men and women who are globally-minded and caring individuals, helping to innovate and light the way for their communities to create a better world. Graduates of International Concept for Education will have developed self-discipline, technological skills, self-confidence, and respect for all nations and their diversities.
Given the synergy between the school’s mission and that of the IB, it seems only natural that the PYP should be the chosen vehicle with which we deliver our curriculum.
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed to foster development of the whole child. The PYP is one of three International Baccalaureate (IB) programmes.
- is for students between the ages of 3 and 12
- is designed to foster development of the whole child, not just in the classroom
- encompasses social, physical, emotional, spiritual and cultural needs, as well as academic welfare
- combines the best research and practice in education to create a relevant and engaging educational framework for all students
- promotes the construction of knowledge and the importance of skills
- promotes inquiry
- strikes a balance between the traditional disciplines and the transdisciplinary Programme of Inquiry
- promotes international-mindedness
- encourages students to become active, compassionate and lifelong learners who understand differences
- requires valid and varied assessment.
The PYP is a curriculum framework, which consists of the five essential elements: concepts, knowledge, skills, attitudes and action. The knowledge component is developed through the transdisciplinary Programme of Inquiry and the individual disciplines – Mathematics, Languages, Music, Robotics, Emblematic Activities, Chess etc.
The Programme of Inquiry consists of six individual units of inquiry at each year level from MS through to Grade 5 – organised under six themes:
- How the world works
- Where we are in time and place
- How we share the planet
- How we express ourselves
- How we organise ourselves
- Who we are
This forms part of a cohesive and comprehensive programme across the Primary School.
Teachers are aware of what the other year levels and other sections are studying, and specialist teachers work closely with classroom teachers to develop units of inquiry as well as teaching their own individual disciplines. The methodology is based on the constructivist approach and inquiry based learning.
Teachers ascertain what the students already know about the topic under investigation and then guide the inquiry by building on that prior knowledge. This enables the classroom teacher to tailor the learning programme to suit individual needs
The Learner Profile
Inquirers – develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable – students explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers – exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.
Communicators – understand and express ideas and information, confidently and creatively, in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled – students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded – students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring – students show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers – approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced – students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective – students give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Each month is dedicated to a particular Learner Profile, students are rewarded at Assemblies with certificates presented to pupils who exemplify that month’s Learner Profile, or indeed any of the others.
In order to be an internationally minded person it is important that there is a focus on the development of personal attitudes towards people, the environment, learning and the well-being of individuals and groups. At ICE we nurture our students and encourage them to demonstrate:
- Appreciation – of the wonder and beauty of the world and its people
- Commitment – to their own learning, persevering and showing self-discipline and responsibility
- Confidence – in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices
- Cooperation – by collaborating, and leading or following as the situation demands
- Creativity – and imagination in their thinking, and in their approach to problems and dilemmas
- Curiosity – about the nature of learning, about the world, its people and cultures
- Empathy – by imagining themselves in another’s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others
- Enthusiasm – and enjoyment in the learning process and the willingness to put in the effort needed to succeed
- Independence – by thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments
- Integrity – by being honest and demonstrating a considered sense of fairness
- Respect – for themselves, others and the world around them
- Tolerance – and sensitivity for the differences and diversity in the world and empathy towards the needs of others.
For more information about the PYP: https://www.ibo.org/programmes/primary-years-programme/