Maternelle Bilingue

Dans le cadre du projet scolaire, notre programme d’éducation bilingue a pour objectifs de renforcer le développement linguistique et cognitif des enfants et de permettre aux apprenants d’acquérir des compétences comparables dans les deux langues tout en respectant le programme de l’éducation nationale en français.
Le programme sera partagé dans les deux langues et les résultats d’apprentissage spécifiques seront donc enseignés dans une langue ou une autre. Cependant, en termes de développement linguistique, notre objectif est de permettre aux apprenants d’acquérir une bonne maîtrise du français et de l’anglais.

Le programme d’éducation bilingue s’applique à la maternelle (pré-kg, kg1 et kg2).
Il y aura une division des résultats d’apprentissage et une préparation commune des enseignants pour adapter et finaliser le partage des leçons dans les deux langues.

Le programme sera enseigné dans les deux langues avec une distribution équilibrée alternant une semaine en français et une semaine en anglais. Ce sera fourni par deux enseignants; un pour chaque langue et les deux locuteurs natifs.

ICE est homologuée par le Ministère de l’Education Nationale Français et donc est conforme aux programmes français officiels.

Pour plus d’informations, veuillez consulter le lien suivant:

Kindergarten: http://www.education.gouv.fr/pid35/ecole-maternelle.html

Programme Français

École primaire

Le programme de la maternelle est poursuivi en CP et en CE1. À partir du CP, les élèves connaissent suffisamment la langue pour recevoir leur enseignement primaire principalement en français mais aussi en partie en anglais. Au cours de ce cycle d’apprentissage fondamental, les élèves sont encouragés à devenir plus autonomes.
Les objectifs principaux du CP et CE1 sont l’apprentissage de la lecture, de l’écriture et du français, ainsi que la connaissance et la compréhension des nombres, y compris la rédaction de chiffres et le calcul de petites quantités. À la fin du CE1, les élèves ont acquis une maîtrise de base de ces compétences, ainsi que des techniques d’addition et de soustraction.

Les objectifs du CE2, CM1 & CM2 sont la maîtrise du français et les principaux éléments des mathématiques. De plus, la littérature, la géographie, l’histoire, les sciences expérimentales et la technologie y sont enseignées, ce qui élargit la base de connaissances des étudiants et élargit leurs aptitudes. L’utilisation d’outils informatiques dans diverses activités scolaires accroît l’autonomie, la réflexion, l’observation et l’imagination créatrice, universellement considérée comme une condition du succès à l’école. Ces compétences permettent à chaque élève de prendre confiance en lui et d’accroître ses compétences en apprentissage – des outils qui lui seront très utiles aux niveaux intermédiaire et secondaire, et plus tard dans tous les domaines.

ICE est homologuée par le Ministère de l’Education Nationale Français et donc est conforme aux programmes français officiels.

Pour plus d’informations, veuillez consulter le lien suivant: http://www.education.gouv.fr/pid34/ecole-elementaire.html

6ème

Notre classe de 6ème attend actuellement les résultats de l’inspection française. Nous espérons avoir notre 6ème homologuée cette année.

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.

The PYP

  • 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.

PYP Attitudes

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/

Accréditation