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The Canadian International School is very proud to offer the International Baccalaureate Middle Years Programme (MYP). We firmly believe that the adoption of the IB Programme will positively enhance our already strong teaching philosophy and practices. Our staff anticipate that our focus on holistic learning will challenge all students at all levels, equipping them with the intellectual, emotional, and physical tools to excel with their future educational plans.
We have tailored our programme to meet the specific needs of our international clientele. Our aim is to develop global knowledge and skills that will allow students to weave learning experiences through a variety of subjects and personal experiences. We will continue to enhance our existing curriculum with worldwide and local perspectives to provide the depth, breadth, and continuity required for a truly international education.
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Our programme carefully considers the formal and hidden curricula, present within any educational institution. We strive to create a meaningful combination of well-planned and resourced academic subjects, working in combination with exciting experiential learning programmes.
The Middle Years programme - Grade 9 is provided at our Jurong East and Tanjong Katong Campuses. Grade 10 is provided at our Jurong East Campus and will be offered at Tanjong Katong Campus in 2011/2012.
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The MYP is guided by three fundamental concepts: |
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Holistic learning - representing the notion that all knowledge is interrelated and that the curriculum should cater for the development of the whole person, attributes of which are described by the IB leaner profile. Particular emphasis is placed on:
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The understanding of concepts
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The mastery of skills
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The development of attitudes that can lead to considered and appropriate action |
Intercultural awareness - the encouragement and promotion of international-mindedness as reflected in the attributes of the IB learner profile.
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Communication - the development and encouragement of open and effective communication which are important skills that contribute to international understanding, as exemplified by the attributes of the IB learner profile.
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"The course objectives include skills and processes as well as a framework of concepts; the aim is to ensure that students are not only knowledgeable about a subject area, but also develop a genuine understanding of principles and an ability to apply these in new contexts, in preparation for further learning." (Implementation and Development of the Programme, August 2000)
All mainstream MYP students are required to study the eight curriculum areas listed below:
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Language A |
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Language is fundamental to learning, thinking and communicating, therefore it permeates the whole curriculum. The power of language is best experienced through quality literature. The study of language and literature enables students to become highly proficient in their understanding and use of their language A.
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At CIS, Language A is English and involves the five skill areas: speaking, listening, reading, writing and viewing.
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The Language A curriculum is a balanced programme and includes the following elements: development of the writing process, group and individual oral activities, linguistic and literary terminology and information technology.
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Language B |
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The primary aim of language B in the MYP is to encourage students to gain competence in a modern language other than their mother tongue, with the long-term goal of balanced bilingualism. The International Baccalaureate Organisation (IBO) acknowledges that learning additional languages greatly contributes to the holistic development of students. The study of MYP Language B aims to encourage in the student a respect for and understanding of other languages and cultures, and to provide a skills base to facilitate further language learning. Language B is grouped into three levels of ability: Foundation, Standard and Advanced.
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Choice of French or Mandarin.
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As well as enabling students to develop skills in a second language, it also encourages an awareness and understanding of the perspectives of people from other cultures.
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Technology |
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Technology brings change to every aspect of our lives. Responsible global citizens must have technological skills and an understanding of how technology and society interact. To do this, an appreciation of the historical and contemporary development of technology is required. Our students are encouraged to use technology creatively in their problem-solving when facing challenges in their lives. Students will have many opportunities to apply the problem-solving model (MYP Design Cycle) to a variety of challenges.
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There are two components to Technology at CIS
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Computer Technology and Design Technology |
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The design cycle is a key feature of MYP Technology, of which there are 4 stages:
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Investigation
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Planning |
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Creating |
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Evaluating | |
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Humanities |
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The aim of humanities in the MYP is to encourage students to gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills, and communication skills, contributing to the development of the student as a whole. The Humanities courses aim to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural.
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Students take part in activities that develop knowledge, concepts, skills and organization and presentation.
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These concepts include time, place and space, change, systems and global awareness.
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These skills include technical, analytical, decision-making and investigative skills. |
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| Physical Education |
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Physical education has a unique and significant contribution to make to education. It also plays a very important role within the MYP, as it contributes to the total development of the individual. Physical education in the MYP is concerned with more than sports and games. Its clear goal is to contribute to the development of a student's physical, intellectual, emotional and social maturity. Physical education in the MYP aims to cultivate a healthy lifestyle for students and therefore advocates activities that are enjoyable and that also contribute to healthy living.
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This involves both practical sports instruction, as well as theory-based lessons on health-related issues.
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Science |
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The MYP Science course must provide students with opportunities to explore the role of science in historical and contemporary contexts. MYP Science aims to help students appreciate the links between science and everyday life as well as the dynamic interactions between science and society. MYP Science, in conjunction with the other subject groups and the areas of interaction, contributes to helping students broaden their understanding of themselves as individuals and as collective members of society and the natural environment.
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This is a combined science course of physics, biology and chemistry.
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Skills that are taught include: knowledge-acquisition, application of knowledge, observation, information-processing and organization, communication, scientific inquiry, analyzing, integrating and summarizing, evaluation, collaboration, responsibility, integrity and reflection. |
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The Arts |
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The arts are a universal form of human expression and a unique way of knowing that engage us in effective, imaginative and productive activity. Learning through the arts helps us to explore, shape and communicate our sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience and adaptability. To be an artist one has to be curious, and by developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem solvers. In the MYP, students are guided to create, perform and present art in ways that engage and convey their own feelings, experiences and ideas.
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Students experience Music, Drama or Visual Art in grade 9 and 10.
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Students have opportunities to work cooperatively and individually to research, identify and discuss issues; to provide insights and opinions; and to reflect on and appreciate artwork. |
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A Developmental workbook is an important aspect of the Arts programme which allows students to record their development and processes of learning. |
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Mathematics |
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The interconnected objectives of the Mathematics Department for the MYP at CIS are: to provide high quality, forward-looking instruction in mathematics for all students, at all levels, to promote excellence in the teaching and learning of mathematics, and to encourage inquiry, application and a lifetime appreciation of the beauty and usefulness of mathematics.
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General mathematics, including five branches of mathematics: number, algebra, geometry and trigonometry, probability and statistics, and discrete mathematics.
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Students develop knowledge and understanding in concepts and skills, applying these when investigating problems, communicate mathematical ideas clearly and reflect and evaluate the effectiveness of their methods and processes. |
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| During the MYP, students will: |
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Develop an understanding of important concepts
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Conduct research that has local and global significance |
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Acquire and practice a range of essential skills |
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Be encouraged to develop positive attitudes towards learning, the environment and other people |
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Have the opportunity for involvement in responsible action |
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| Parents can support their child's learning by: |
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Maintaining regular contact with the school and child's teachers
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Encourage your child to ask questions and help him/her find the answers |
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Support your child's first language |
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Assist your child with research projects |
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Encourage your child to take positive action |
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Attend curriculum information sessions at school and student conferences | |
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All MYP students will complete a personal project in Grade 10. The personal project is a significant body of work produced over an extended period. It is a product of the student's own initiative and should reflect his/her experience of the MYP. The personal project holds a very important place in the programme. It provides an excellent opportunity for students to produce a truly creative piece of work of their choice and to demonstrate the skills they have developed in approaches to learning. To read more on the personal project, please click here.
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Excursion Week provides an opportunity for students to experience meaningful learning that helps them on their journey to becoming informed, purposeful, and active global citizens. A series of trips will be offered that will challenge our students from a variety of angles, helping them to better experience and enjoy the Defining Years. All grade 10 students are expected to participate in Excursion Week. Students in Grade 10 travel to Vietnam for excursion week.
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Through community outreach initiatives, the Canadian International School aims to develop caring, well-balanced and responsible young global citizens. Community outreach at CIS is part of our transdisciplinary curriculum and an important part of fostering the IB learner profile. Engaging students in community service projects is a wonderful way of encouraging our students to be principled, caring and open minded. We know that learning outside the classroom and helping others encourages empathy and understanding in our students. This results in well rounded, responsible, and well balanced global citizens.
Community outreach projects at CIS undertake cooperative partnerships between the school community and communities in need, so that our students gain the personal empowerment to effect meaningful change. We work in partnership with development projects in Cambodia as well as with charities here in Singapore. Community outreach projects at CIS undertake Community outreach projects at CIS undertake cooperative partnerships between the school community and communities in need, so that our students gain the personal empowerment to effect meaningful change. We work in partnership with development projects in Cambodia as well as with charities here in Singapore. For over fifteen years, students and teachers have been holding Handicraft Silk Sales and raising funds for Tabitha, a development program founded by Canadian, Janne Ritskes. Twice a year, a group of committed high school students and teachers travel to Cambodia each year to build houses for Tabitha and to undertake various service projects. In 2010, our first house building trip for parents and children of CIS was also conducted. CIS also supports the NHCC (New Hope for Cambodian Children) AIDS orphanage just out of Phnom Penh, and the People's Improvement Organisation, who provide education, food, clothing and healthcare to some of the most poverty stricken people in Cambodia.
Locally, students and teachers are proud to participate in a yearly worldwide cancer fundraiser, the Run for Hope in memory of Canadian hero, Terry Fox. We also join forces with the Canadian Association in December each year to collect teddy bears, educational toys, and raise funds for children with Cerebral Palsy. Other charities and causes are run on a class or grade basis. This includes regular visits aged care facilities by our grade 8 students and other events such as bake sales. CIS also works with the Singapore Red Cross to provide emergency funds during large scale natural disasters.
Over the course of the 2009-2010 academic year, CIS was able to donate over $100,000 through these various channels of community outreach. This includes the funds to provide housing for over 30 families in Cambodia who would otherwise be without shelter.
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Laptop Learning Programme
It is a requirement of the Laptop Learning Programme that all Grade 9 and 10 students have a laptop computer. Please visit the Laptop Learning Programme section on this website for full information.
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| Network Accounts |
Students enrolled at CIS are given a personal network account that includes an individual username and password that allows them to securely log on to the school network and access computer resources such as file servers, software and access to the Internet.
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| Network Storage |
Every student at the High School campus possesses a network account that is used to store school related files. A back up network storage facility is available to protect important student work.
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| Network Accessibility |
The network at the High School campus is 100% wireless. This means that students have the ability to access the network and all of its resources at any time of day, and from any location in the school.
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| Connection to the Internet |
| All CIS campuses possess dedicated high speed internet connections through a local Internet service provider that allows students excellent bandwidth for researching and finding information on the Internet. |
To view the CIS Acceptable Network usage form, please click here. |
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At the Canadian International School, the school day for students in grades 9 and 10 runs from 8.40am to 3.30pm. The academic day consists of six sixty-five minute periods per day. One of these periods will serve as a lunch break to students (timing will depend on their daily course schedule).
Students taking the school bus will be collected at 4.15pm.
Students in grade 9 and 10 have a 24 period week, and subject time per week is allocated as follows:
| Mathematics |
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| Language A - English |
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| Language B (French or Mandarin) |
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| Science |
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| Humanities |
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| The Arts (choice of Drama, Music or Visual Arts) |
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| Technology |
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| Physical Education |
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Homework assignments are used to reinforce new concepts and skills and to help build desirable work and study habits. The amount of time that students spend doing homework will vary somewhat from day to day, with the ability and diligence of the individual learner and a student's programme and grade level. We ask that parents give support and encouragement for their child in developing good work and study habits by:
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Talking with your child about what he or she is learning |
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Establishing a specific nightly homework period |
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Providing a quiet place to study |
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Being available to answer questions |
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Reviewing completed work |
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Informing the teacher when problems arise |
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Students work is assessed according to MYP criteria. The MYP values the use of a variety of assessment strategies and students will be required to demonstrate their achievement in a range of ways continuously throughout the year. Some examples of assessment include observations, use of exemplars, and selected responses such as essays, presentations, projects, tests, quizzes and examinations. Self assessment is also integral to the assessment process.
Formal assessment takes the form of end of semester reports, three way conferences, and student led conferences. There are opportunities such as curriculum evenings for parents to learn more on what their children are learning.
| Reporting Dates |
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Progress Report : Mid October |
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Mid-Year Report : End January |
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Final Report : Mid June |
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3-way Conferences : Early November |
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Student Lead Conferences : Mid April
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Please contact the MYP Coordinator Mr. Mark Patton at mpatton@cis.edu.sg for more information about the CIS MYP Programme.
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STUDENT SERVICES |
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Student Services offer activities and services that facilitate the personal, social, educational and career development of students at all grade levels. The school counsellor provides individual counselling, group instruction, consultation and referrals to assist students and their families in making informed decisions and responsible plans. The department has a wide variety of resource information pertaining to colleges, universities, and other post-secondary institutions around the world. In addition, information is available on social issues, study tips, careers, job search skills, summer jobs, and travel/ study/ work programs. Resource material may be borrowed from the Student Services Department.
| Student Services offers resources and services to students, which include: |
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Grade 8 orientation |
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Prospectus of colleges and universities from around the world |
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Internet and email access to post-secondary institutions |
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Program planning assistance to select appropriate High School courses |
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Assisting students to gain entry to college, university and other post-secondary institutions |
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Individual counselling regarding academic, career and/or personal concerns |
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Print, video and CD-ROM information on post-secondary institutions world-wide |
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Information and promotion of International Career Fairs |
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Campus visits by many college and university representatives from Canada, U.S., Australia and Europe. |
For more information, please contact the Guidance Counselor Ms. Ann Green at agreen@cis.edu.sg.
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ENGLISH AS A SECOND LANGUAGE PROGRAMME (ESL) |
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The program helps prepare students for living and learning in English-speaking environments. Students are provided with opportunities throughout their programme to apply their learning to real-life situations. In high school, students enjoy the benefits of on-demand learning with laptop computers and earn credits towards a MYP Certificate or an Ontario Secondary School Diploma as they learn to improve their reading, writing, socio-cultural, listening and speaking skills. All CIS teachers work together to support ESL students and to help them integrate successfully into the academic and social life of the school.
The purpose of the high school English as a Second Language Programme (ESL) is to provide students with language learning opportunities to ensure that they develop the level of proficiency in English required for success at school and in post secondary education and the workplace. English language learners are provided with intensive language and academic support while being integrated into mainstream classes.
To read more on ESL in High School, please click here.
For more information on the CIS ESL programme, please contact the language lead Mr. Craig Gerow at cgerow@cis.edu.sg
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THE TEACHER ADVISOR PROGRAMME |
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The Teacher Advisor Program at the Canadian International School (Singapore) is designed to provide students with opportunities to maximize their potential as outlined in the Mission and Vision statements of the school. The Teacher Advisor Program is an integral part of students' success at CIS. Being a Teacher Advisor is an important assignment for every educator in the High School.
| Goals: |
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To ensure that each student in the high school will have at least one teacher who oversees "the big picture" for that student. |
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To help each student adapt to and succeed at CIS, by ensuring that each student understands the values, culture and character of this unique school. |
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To assist each student with their educational, personal and social growth. |
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To provide the home and school with a primary contact for each student. | To read more on the Teacher Advisor Programme, please click here.
For more information on the Teacher Advisor Programme, please contact the Teacher Advisor Coordinator, Ms. Brandy Stern at bstern@cis.edu.sg.
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ACADEMIC RESOURCE PROGRAMME |
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The Academic Resource Programme provides academic support for those students with learning exceptionalities. It is a broad-based programme, offering support to students, regular classroom teachers, and parents. All students are registered in regular classes and must function with a minimum of special assistance.
CIS may not be able to facilitate all students with academic, emotional or physical exceptionalities. If your child is receiving special services, such as learning resource instruction, remedial teaching, speech or language therapy or seeing an educational specialist outside the regular classroom, please contact the academic resource teacher to discuss your child's situation before making a decision to come to CIS.
Parents of prospective students are advised that the school is able to serve only those students with learning or behaviour exceptionalities, who are able to function in the regular programme with minimal support. The Canadian International School reserves the right to refuse admission to any student for whom an appropriate educational programme or support service is not currently available.
For more information on the Academic Resource programme, please contact Mr. Doug McCreath at dmccreath@cis.edu.sg.
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| EXTRA CURRICULAR ACTIVITIES (ECAs) |
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The school offers a wide range of sporting, recreational and artistic activities ensuring students can discover their potential, explore their interests and develop their sportsmanship, teamwork and fair play. The programme is comprehensive, catering for all interests and abilities, to ensure that all students have the opportunity to participate and develop fully. Activities occur after school.
For more information on ECA's at the Kampong Bahru campus, please contact the ECA Coordinator, Ms. Stephenie Ngai at sngai@cis.edu.sg.
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