YEARS 6 - 8 Curriculum - VELS
MNS-R follows the AusVELS Curriculum in line with the implementation of the Australian Curriculum. Learning programs are constructed from the following subjects
• Civics and Citizenship
• Health and Physical Education
• Interpersonal Development
• Personal Learning
• The Arts
• The Humanities
• The Humanities - Economics
• The Humanities - Geography
• The Humanities - History
• Design, Creativity and Technology
• Information and Communications Technology
• Thinking Processes
marks domains that are part of the Australian Curriculum
AusVELS’s triple-helix structure of three interconnected areas of learning (strands) of ‘Physical, Personal and Social Learning’, ‘Discipline-based Learning’ and ‘Interdisciplinary Learning’ ensure a broad and balanced curriculum that will also enable students to learn about their own physical and emotional wellbeing, their place in a global society; to develop their social skills and knowledge of the arts, English, humanities, mathematics, science and other languages and to gain personal , learning and thinking skills to help them work together, solve problems and communicate effectively and creatively.
The curriculum takes into account the different ways that children learn, it supports innovative teaching and learning activities and promotes a "hands on" child-centered environment. The curriculum assists us in meeting the multicultural needs of our children. Throughout the curriculum there is specific material that caters for the needs of children that have English as a second or third language. The curriculum also supports special needs children to meet learning outcomes defined in AusVELS.
The school recognizes its students' multicultural diversity and the importance of language in personal effectiveness and academic achievement in all subject areas. Our English curriculum is designed to provide each child with the range of language skills needed to become literate in the broadest cultural sense of the term.
The school provides a wide range of texts and sequenced text-based activities. Students are taught to use language flexibly, accurately and critically in the three modes of speaking/listening, reading and writing.
The curriculum helps students develop knowledge of the ways language varies according to context, purpose and audience. It provides students with opportunities to demonstrate their language skills and knowledge. Students are encouraged to experiment with language and to use it with sensitivity and veracity.
Students are trained to recognize the linguistic structures and features used to construct different texts, and to apply this knowledge in their writing. They are encouraged to use technologies related to communication.
The curriculum provides for special attention to the needs of ESL (English as a Second Language) and LOTEB (Languages Other Than English Background) students. The school's specially trained instructors and selected teaching strategies are of great help to ESL and LOTEB students, not only in everyday language exchanges, but also in mastering good academic English.
The AusVELS curriculum teaches mathematics from a variety of modes of classroom activity while laying emphasis on conceptual understanding and applications. It teaches from a base of concrete experience, but recognises mathematics as being both abstract and general.
It promotes the use of technology in the classroom while advocating a practical approach to teaching and learning. It is supported by flexible use of textbooks and other learning materials like computers, compact discs and the Internet.
For students with limited mathematical background and caters to the individual differences among students with special provisions made for the gifted and the learning-disable.
Science and its applications are part of everyday life. Science education develops students' abilities to ask questions and find answers about the natural and physical world. It provides students with insights into the way science is applied and how scientists work in the community, and it helps them to make informed decisions about scientific issues, careers and further study.
A well-designed school science curriculum helps and encourages students to develop knowledge and skills central to biological, earth and physical sciences; apply knowledge of science and understanding of some key scientific theories, principles and ideas to explain and predict events in the natural and physical world; Develop and use the skills of scientific investigation, reasoning and analysis to generate or refine knowledge, find solutions and ask questions; Develop scientific attitudes such as flexibility, curiosity, respect for evidence, and critical reflection; Communicate scientific understanding in appropriate scientific language to a range of audiences.
The curriculum will help and encourage students to develop critical thinking skills while gaining an understanding of science concepts.
The curriculum aims to develop the ability in students to interpret and explain the changes in people's lives in all societies from the remote to more recent times. It helps students perceive culture in different ways by focusing on communities and cultures and building on it in both national and international context. It develops in them the ability to analyse resource use and management strategies by focusing on production, resource management, the role of human enterprise in industrialized societies, and explore the natural and social systems by understanding the features and operations of natural, political, legal and economic systems.
The strands of the Arts programme are art, music and drama. These areas are not only closely related to one another, but they are particularly conducive to cross-curricular learning experiences. For example, a single performance can easily encompass drama, dance, and music. That performance could also include student involvement in producing promotional and support materials during visual arts classes. Further educational opportunities exist for students in the technical support area, learning to use sound, light, and recording equipment.
Health and Physical Education
The Health and Physical Education Key Learning Area promotes the development of understanding and skills in a range of areas.
Physical education instructs students in, about movement through physical activities. Sport education includes the development of sport skills, an understanding of the origins and rules of various sports, and an appreciation of codes of behaviour.
Physical and Sport Education is timetabled for all students in years 7 and 8. The curriculum gives students the chance to take part in a variety of sports, gymnastics and games to learn motor and fitness skills and to develop personal and social skills.
School teams are selected annually to represent the school at inter-school matches and tournaments throughout the year. Intra-school sports days are held during the year giving all students the opportunity to participate to the best of their ability and to gain points for their school houses.
ISSLR (International School Sports League Riyadh) – The Multinational School is one of the founding members and is an active participant in the league. The ISSLR seeks to promote and foster co-operation amongst the member schools through sports events.
Students in Year 7 and 8 can choose from different programs: French (Beginners/Advanced), Arabic for Non-Arabs and Intensive Arabic for Arabs. All levels of competency are catered for in these programmes.
Teachers will provide a wide variety of activities that stress communication skills, such as listening, speaking, reading, comprehension, writing, grammar and culture.
Communication will be enhanced within the classroom by providing opportunities for students to interact with one another individually, as well as through small and large group assignments.
Kingdom History / Geography
This course will introduce learners to the Saudi Culture and customs, as well as to the Arabic language. This course will be covered with English as the teaching medium.
The Multinational School is a Centre of Excellence award from Promethean, recognising the school as a leader in providing advanced interactive learning technology to its students in the Middle East.
Each classroom is equipped with a state of the art interactive Promethean board, which is connected to the internet, through the classroom computer. The Promethean boards provide students and teachers with visual and interactive tools, which result in more interesting lessons for the students. Teachers are also able to access valuable resources, and post successful lessons and resources to Promethean Planet, a community based site consisting of teachers from around the world.
It is the aim of the school to provide students with a comprehensive knowledge of word processing, spreadsheet, database, presentation and web-authoring software. Students at the Multinational School have access to a range of equipment including computers, digital cameras, scanners and data projectors. They learn techniques and procedures to process and communicate information to meet particular needs.
Information Technology is taught across the curriculum and is carefully integrated into all subject areas. For example, a year eight student will use dynamic geometry software to enhance his/her learning of the mathematics. Students are often required to use a combination of different mediums depending on the nature and purpose of the task assigned to each student.
The Multinational School has three computer labs allowing the students to utilise some of the latest computer hardware.
ASSESSMENT FOR YEARS 6 - 8
The school will be using an ongoing internal assessment programme. Teachers will be able to keep a record of each student, showing their progress in any or all learning areas. The assessment will indicate at what AusVELS level the student is at and whether the student is acquiring information at the appropriate level. It can also show areas of strength and weakness and help teachers to plan what should be introduced next.
The school issues individual student reports at the end of each semester and a brief interim progress chart every half semester. Parents can meet their child's teacher to discuss their child's progress at the Parent/Teacher meetings.
Each year the Australian National Assessment Program (NAPLAN) assesses achievements of Year 3, 5 and 7 students in English and Mathematics. However, there are no external assessments in Year 8, but student achievements are scrutinised carefully and based on the results achieved, students are streamed into core and extended groups of the different IGCSE subjects in Year 9.