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An IB school

https://www.cis.edu.sg/about/the-ib-programme

An IB school What is an IB School? The Canadian International School (CIS) is an authorised International Baccalaureate (IB) World School. The structure of the IB programmes are designed to provide all students with common understanding of key terms and tenets, while allowing schools to creatively use their resources to provide experiences that meet the needs of their student body. Central to all IB programmes is the IB Learner Profile, which is the IB mission statement translated into a set of learning outcomes for the 21st century. The CIS mission, to Engage, Enlighten, and Empower our students, aligns perfectly with that of the IB, ensuring a synergistic educational approach. Not all IB schools look and feel the same around the globe; however, students in IB schools do gain a shared awareness of what it means, for example, to be internationally-minded, to value and cultivate human ingenuity, to hone and make use of transdisciplinary skills, to approach learning with attitudes that yield optimum results, and to assess one’s learning in a myriad of ways. Authorised IB World Schools have adopted and successfully demonstrated a commitment towards meeting all the standards, practices, and requirements in developing each programme as stipulated by the IBO. By committing to this framework, the school is supported by the IBO to ensure high quality delivery and fidelity in the implementation of its programmes. IBO support covers four main areas: authorisation and evaluation; training and professional development; assessment; and curriculum. PYP - Pre-Kindergarten to Grade 6 The PYP prepares students for the intellectual challenges of further education and their future careers, while focusing on the development of the whole child as an inquirer, both in the classroom and in the world at large. PYP - Pre-Kindergarten to Grade 6 The PYP prepares students for the intellectual challenges of further education and their future careers, while focusing on the development of the whole child as an inquirer, both in the classroom and in the world at large. PYP - Pre-Kindergarten to Grade 6 The PYP prepares students for the intellectual challenges of further education and their future careers, while focusing on the development of the whole child as an inquirer, both in the classroom and in the world at large. PYP - Pre-Kindergarten to Grade 6 The PYP prepares students for the intellectual challenges of further education and their future careers, while focusing on the development of the whole child as an inquirer, both in the classroom and in the world at large. An IB school Primary Years Programme (PYP) At CIS, we follow the IB Primary Years Programme (PYP) from Pre-Kindergarten through to Grade 6. The PYP is a curricular framework based on the most current best-practice educational research from around the world. As an IB World School, we regularly participate in external audits to ensure that we offer a rigorous academic programme that meets the highest standards in teaching and learning. The PYP prepares students for the intellectual challenges of further education and their future careers, while focusing on the development of the whole child as an inquirer, both in the classroom and in the world at large. The programme aims to develop students’ academic, social and emotional well-being, through a focus on international-mindedness and strong personal values. The CIS Curriculum is built on the PYP framework of five essential elements - knowledge, concepts, skills, attitudes, and action. These elements help equip students with the skills needed to be successful, both now and in the future. We work with the five elements to construct a rigorous and challenging primary curriculum that meets the needs of an international community, while at the same time developing unique and effective programmes that meet the needs of the broader school community. The PYP consists of: The written curriculum, which explains what PYP students will learn;The taught curriculum, which sets out how educators teach the PYP; andThe assessed curriculum. The PYP is transdisciplinary in nature, meaning that it focuses on issues that go across subject areas, and incorporates, where possible, local and global issues into the curriculum, asking students to look at six related, transdisciplinary themes and to consider the links between them. In the PYP, students engage in six large, transdisciplinary themes organised as Units of Inquiry (UOIs). These UOIs are outlined in our school-wide Programme of Inquiry (POI) and are carefully designed to build from one year to the next as students' progress through the school. With the UOI at its core, language, mathematics, social studies, and science standards are addressed in authentic and meaningful contexts. The programme is further complemented through Additional languages (Chinese and French), Physical Education, and Arts (Visual Arts, Drama, Music and Dance) all taught by specialist teachers in their respective field. As an IB World School, we are active participants in an international community of teachers, students and educational researchers, and we are fully committed to recruiting and retaining proven professionals. Perhaps most importantly, when your child enters Primary School, they are greeted by a happy, nurturing, creative, educated, effective and highly dedicated teacher. Visit the IB website for more about the PYP or the IBO. MYP - Grades 7 to 10 The MYP provides students with the knowledge, skills, and attitudes to be active and effective participants in the twenty-first century. MYP - Grades 7 to 10 The MYP provides students with the knowledge, skills, and attitudes to be active and effective participants in the 21st century. MYP - Grades 7 to 10 The MYP provides students with the knowledge, skills, and attitudes to be active and effective participants in the 21st century. MYP - Grades 7 to 10 The MYP provides students with the knowledge, skills, and attitudes to be active and effective participants in the 21st century. Nulla ac tempor lectus Nulla ac tempor lectus. Suspendisse sed fringilla arcu. Vestibulum tristique, justo at tincidunt tincidunt, erat quam viverra leo, eu imperdiet purus ex vel nulla. Nulla euismod turpis egestas mollis porttitor. Suspendisse dapibus varius ex eget mattis. Etiam porttitor eu nisi at hendrerit. Sed sed est tristique, dignissim dolor non, vulputate mauris. Aliquam ultricies ex nec elit vestibulum, posuere ornare augue mollis. Integer augue eros, iaculis ac ipsum eget, eleifend finibus ex. Curabitur cursus porttitor massa, ut bibendum orci maximus et. Mauris eu dui id est lobortis pellentesque porttitor vel ex. Morbi eget nisl a purus accumsan semper a vel leo. Mauris ex metus, porttitor et neque eget, porta semper quam. Nam volutpat neque est, sit amet mattis mauris euismod ut. Vivamus vehicula quam vitae eros gravida tempor. An IB school Middle Years Programme (MYP) The IB Middle Years Programme (MYP) at CIS spans Grades 7 through 10, and provides students with the knowledge, skills, and attitudes to be active and effective participants in the 21st century. Students who complete the MYP are well-prepared to undertake the IB Diploma Programme (DP). The MYP is a challenging curriculum framework that helps teachers establish goals, focus units of study using the ‘Global Contexts’ and conduct meaningful assessments. The MYP framework encourages students to make practical connections between their studies and the real world. Students are expected to be well-versed in the traditional subject areas of our current curriculum, and they are encouraged to see the relationships between them. They are expected to develop a genuine understanding of their own history and culture, and are encouraged to appreciate the traditions of other people and other places. The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community. MYP teachers organise the curriculum with appropriate attention to: Teaching and learning in context. Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Using global contexts, MYP students explore human identity, global challenges and what it means to be internationally-minded. Conceptual understanding. Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. Approaches to learning (ATL). A unifying thread throughout all MYP subject groups, approaches to learning provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how to learn. Service (community service) and Action (learning by doing and experiencing). Service and Action have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project. Language and identity. MYP students learn at least two languages. Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation. (Extracted from: https://www.ibo.org/programmes/middle-years-programme/curriculum). Visit the IB website to learn more about the MYP. DP - Grades 11 and 12 Designed for highly motivated secondary school students aged 16 to 19 years, the DP is a demanding pre-university course of study that leads to examinations. DP - Grades 11 and 12 Designed for highly motivated secondary school students aged 16 to 19 years, the DP is a demanding pre-university course of study that leads to examinations. DP - Grades 11 and 12 Designed for highly motivated secondary school students aged 16 to 19 years, the DP is a demanding pre-university course of study that leads to examinations. DP - Grades 11 and 12 Designed for highly motivated secondary school students aged 16 to 19 years, the DP is a demanding pre-university course of study that leads to examinations. An IB school Diploma Programme (DP) The IB Diploma Programme (IB DP) was born in the 1960’s in an effort to establish a common curriculum and university entry credential for students moving from one country to another. Designed for highly motivated secondary school students aged 16 to 19 years, it is a demanding pre-university course of study that leads to examinations. The IB DP curriculum is represented by the hexagon with six subject areas supported by the core. Each candidate is required to study one subject from each of the subject areas. A minimum of three subjects must be taken at the Higher Level (HL), allowing for specialisation or focus of interest. The remaining courses are taken at the Standard Level (SL). HL courses require 240 instructional hours versus the 150 required by SL courses. HL courses also require additional assessment. The Extended Essay (EE), a core element of the IB DP, is a 4000-word essay and is an in-depth study of a focused topic chosen from the list of approved Diploma Programme subjects. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. Assessment is criterion related, and judges each student in relation to identified assessment criteria and not in relation to the work of other students. The EE is externally assessed by IB examiners, and is marked on a scale from 0 to 36. The Theory of Knowledge (TOK) course encourages critical thinking about knowledge itself. What makes TOK unique, and distinctively different from standard academic disciplines, is its process. In this process, students’ thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Connections may be made between knowledge encountered in different DP subjects, through CAS or in extended essay research. Because the subject matter of the course is defined in terms of knowledge issues, there is no end to the valid questions that may arise in a TOK course. The assessment model in Theory of Knowledge (TOK) comprises two components, both of which should be completed within the 100 hours designated for the course. Creativity, Action, Service (CAS) is at the heart of the DP. It is one of the three essential elements in every student’s DP experience. It involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity: Arts, and other experiences that involve creative thinking.Action: Physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Programme.Service: An unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. The CAS Programme aims to develop students who are: Reflective thinkers—they understand their own strengths and limitations, identify goals and devise strategies for personal growth.Willing to accept new challenges and new roles.Aware of themselves as members of communities with responsibilities towards each other and the environment.Active participants in sustained, collaborative projects.Balanced—they enjoy and find significance in a range of activities involving intellectual, physical, creative and emotional experiences. Assessment in the DP Student's achievement is assessed according to his/her own ability in regards to the criteria specified within each subject group area. Most subjects have an internal assessment component, though the majority of the subject grade is carried out via external assessment. Internal assessments vary between subject groups, however, all aspects of internal assessment, initially marked by the teacher in charge, will be externally moderated by IBO moderators to ensure uniform standards are being met. External assessments are written examinations based on all or part of the course syllabus. In some courses, oral examinations / visual art presentations / theatre productions are recorded and submitted and externally assessed by an IBO examiner. Visit the IB website for more information about the IB Diploma Programme. Our stories Read more Student-led drama at TK By Zac Puna, Arib Rahman, and Jasmine Ng (formerly grade 6 directors of the grade 4-6 drama festival) The grade 4-6 Drama Festival: How Do You Feel that took place at TK on 4 and 5 June was entirely coordinated by students from start to finish. Zac Puna, Arib Rahman, and Jasmine Ng (formerly grade 6 directors of the grade 4-6 drama festival) tell us all about it. Read more University visits at CIS By Karel De Cock, university advisor How to prepare for a university visit and what to expect? Karel De Cock, our university advisor, provides students and their families with some useful tips. Read more Beyond the physical - Physical Education By Sarah Cole, PE teacher and subject lead (TK) Physical education might not have been your most favourite class at school for a variety of reasons. Maybe you weren’t the best runner. Maybe you didn’t like gymnastics. Sarah Cole, TK PE teacher, shares how PE has evolved and is as much about making informed, healthy choices as much as it is about physical activity. Read more Catch Shunsho on TV! By Shunsho Ando Heng, grade 9 (Lakeside) At CIS, we equip our students with the skill-set that will enable them to thrive, exercise leadership and achieve ambitious and worthy goals. Our students are not afraid to be risk-takers. Shunsho Heng, a grade 9 student from Lakeside, is a student who demonstrates these traits. Not only does Shunsho strive to excel at school, he’s also excelling outside school - on TV no less. Kindergarten Primary Secondary read more

Our story

https://www.cis.edu.sg/about/our-story

Our story Our story (in text)What will tomorrow look like for today’s student? They will work in jobs that don’t yet exist. They will tackle challenges we don’t yet understand. And they will experience opportunities we can’t yet imagine. Our job is simple. We equip students with the knowledge and skills needed to adapt and navigate the world as it changes. We believe those who will thrive in the future are those who can create connections, those with the ability to put things together. They will connect theory and practice, people and places, collaboration and innovation, intention and action. We instil the desire to question, to analyse and to explore. We build the capability to create, to build and to implement. To connect ideas in ways that push them forward. To connect skills in ways that drive lifetime development. To connect with people in ways that build understanding. To connect to places in ways that will make the world their own. This is what we empower our students to do. To connect. To succeed. To thrive. To own the future. read more

Vision, mission and values

https://www.cis.edu.sg/about/vision-mission-and-values

Vision, mission and values Our school's culture The Canadian International School (CIS) offers students an opportunity to develop through a diverse and challenging curriculum and a wide range of activities. Students are given ownership of the learning process and are encouraged to actively participate in their own education by setting personal goals and practicing on-going self-evaluation. Our inquiry- based programmes and activities encourage students to discover their interests and strengths. All of this is done in a safe, caring and supportive school environment that fosters positive attitudes and allows students to challenge themselves and be risk-takers, without the fear of being judged. Delivering on our vision and mission A nurturing environment, an international curriculum, and a culturally diverse community will facilitate exceptional achievements. Delivering on our vision and mission A nurturing environment, an international curriculum, and a culturally diverse community will facilitate exceptional achievements. Delivering on our vision and mission A nurturing environment, an international curriculum, and a culturally diverse community will facilitate exceptional achievements. Delivering on our vision and mission A nurturing environment, an international curriculum, and a culturally diverse community will facilitate exceptional achievements. Our vision CIS will provide extraordinary learning opportunities for the globally connected student. A nurturing environment, an international curriculum, and a culturally diverse community will facilitate exceptional achievements. Together we will take action to make the world a better place. Our mission Engage. Enlighten. Empower. Our core values Values should be more than inspiring or beautiful words. Our values are a behavioural blueprint that shape who we are as a school community and as individuals. In all that we do, we ask ourselves – does this promote what we value most? Collaboration Curiosity Creativity Generosity Respect Excellence Our stories Read more Grizzlies Basketball Club marks another milestone By Grizzlies Basketball Club The Grizzlies Basketball Club, which has a base at both Lakeside and TK, has been doing CIS proud in the basketball scene. Here’s how they performed in the recent Community Basketball League. Read more Engineering the world for the better By Jacqueline Weber, Alumni Relations Manager Meghana Narayanan is more than just her perfect score in the IB Diploma Programme, she is also on her way to ‘engineer the world’ for the better. Read on to find out how she is going to do that. Read more GIMSports Friendship Meet By Gym With Me After a wonderful season of triumphs and personal bests, our level 2 gymnasts outdid themselves again with a win in the GIMSports Friendship Meet! Gym With Me tells us all about it. Read more A Visit from ‘The Chosen Wan’ By Sahil Bashir (grade 8), Coco Daly-hill (grade 7), Emily Cameron (editor and grade 8), Jai Vijayan (grade 8), Evan Lowe (grade 8), Ray Varghese Madathil (grade 7) and Katherine Hallam (Grade 7, 8 and 9 Language and Literature teacher) A group of students from a writing group helmed by Katherine Hallam recently met up with Muhammad Ridhwan, a professional boxer, for a boxing lesson and to find out more about the often misunderstood sport. Here’s their take on this interesting session. Kindergarten Primary Secondary read more

Head's welcome

https://www.cis.edu.sg/about/heads-welcome

Head's welcome Welcome to CIS We're proud of the reputation we’ve established for the range and rigour of our academic offerings, the outstanding quality of our school facilities, and perhaps most importantly the care and attention we provide to each of our students - from nursery to grade 12. Peter Corcoran, Head of School I encourage you to come and visit us in person. Walk through our halls and talk with our students and you will begin to appreciate their unique insights, talents and perspectives, You will be impressed by their respect and generosity as well as their intellectual curiosity about this interconnected world that they’ll one-day help to shape and lead. Our academically rigorous programme is complemented by a broad range of languages, fine arts, athletic and service learning opportunities designed to develop balance, deepen connections and to uncover true learning potential. Our pedagogical approach focuses on developing the skill-sets our students need to be successful in the 21st century. We haven’t replaced the 3 Rs. Instead we’ve embedded them within the context of the 4 Cs: critical thinking, creativity, communication and collaboration. Our teachers encourage intellectual curiosity, foster creativity and inspire the pursuit of excellence in ways that define what a world-class, future-oriented education should be. They couple high expectations for success with relentless care and support - hallmarks of outstanding instructional practice. By doing this, our students become critical thinkers. They are global citizens equipped with the knowledge, skills, and expertise necessary to gain acceptance at the best colleges and universities in the world and to excel in the next set of challenges and opportunities that await them. I encourage you to visit and experience CIS for yourself. Walk through our hallways and talk with our students and you will begin to appreciate their unique insights, talents and perspectives. I’m confident that you’ll be as impressed as I am by their respect and generosity, as well as their intellectual curiosity and concern for this world they’ll one day help to shape and lead. I look forward to meeting you.Pete CorcoranHead of School read more

Academic results

https://www.cis.edu.sg/about/academic-results

2017-2018 academic results The CIS vision and mission clearly articulate our goal of being an institution that offers an extraordinary and well-rounded educational programme. A rigorous and engaging curriculum and a wide breadth of learning opportunities facilitate exceptional achievements, allowing each student to reach their full potential. At CIS, we believe that every child has the right to graduate with an IB diploma, and our admissions policy reflects this. Our focus is always on the individual, and how we can support them to achieve their potential - that is the true value of a CIS education.For the academic high achiever, we provide everything needed to get 38+. For the student who has a particular passion that they want to follow, we provide the guidance, opportunities and support needed to help them succeed. For students who might need a little extra help, a committed team is there to ensure they realise their success. Class of 2018 IB Diploma results While we celebrate our Class of 2018 IB Diploma results, our students are much more than the mere sum of their IB scores. They are emerging scientists, artists, researchers, engineers and entrepreneurs. Their time with us was a remarkably productive and rewarding partnership. We look forward to seeing where their next set of challenges and opportunities will take them. University acceptances 106 United States 106 United States American Academy of Dramatic Arts American University Arizona State University Art Center College of Design Babson College Ball State University Baylor University Bentley University Berklee College of Music Binghamton University Biola University Blinn College Boston University Bryant University Cal Poly Pomona Cal State Fullerton California Institute of the Arts Colorado State University DePaul University Drew University Drexel University Emerson College Emory University Endicott College Fordham University George Fox University Hawaii Pacific University Hofstra University Hult International Business School Indiana University Ithaca College Lawrence University Lewis and Clarke College LIM College Louisiana State University Loyola Marymount University Miami University Michigan State University Middlebury College Moody Bible Institute Muhlenberg College New York Film Academy New York University Northeastern University Ohio State University Oregon State University Otis College of Art and Design Pasadena City College Pennsylvania State University Pepperdine University Purdue University Quinnipiac University Ringling College of Art and Design Rochester Institute of Technology Rutgers University San Diego State University San Francisco State University Santa Clara University Sarah Lawrence College Savanah College of Art and Design School of the Art Institute of Chicago School of Visual Arts Seattle University Simmons College Smith College Stony Brook University Suffolk University SUNY Old Westbury Syracuse University The George Washington University University at Albany-State University of New York University at Buffalo University of Arizona University of California, Berkeley University of California, Davis University of California, Irvine University of California, Los Angeles University of California, Riverside University of California, San Diego University of California, Santa Cruz University of Cincinnati University of Colorado Boulder University of Connecticut University of Denver University of Evansville University of Florida University of Illinois (Chicago) University of Massachusets (Amherst) University of Minnesota University of Missouri University of Oregon University of Pennsylvania University of Pittsburgh University of Redlands University of Rochester University of San Francisco University of Southern California University of Tampa University of Tennessee University of the Pacific University of Utah University of Washington Washington State University Whittier College Willamette University Woodbury University 93 United Kingdom 93 United Kingdom Aston University Bath Spa University Birkbeck, University of London Birmingham City University Bournemouth University Brunel University Canterbury Christ Church University Cardiff Metropolitan University Cardiff University Cass Business School, City University London City University London Coventry University De Montfort University Durham University Falmouth University Goldsmiths, University of London Heriot-Watt University Imperial College London Institute of Contemporary Music Performance Keele University King's College London King’s College, University of London Kingston University Lancaster University Leeds Beckett University London Brunel International College London Metropolitan University London School of Economics and Political Science London South Bank University Loughborough University MET Film School Middlesex University London Newcastle University Northumbria University Norwich University of the Arts Oxford Brookes University Queen Mary University of London Queen’s University Belfast Royal Holloway, University of London Royal Veterinary College, University of London School of Oriental and African Studies, University of London Sheffield Hallam University Southampton Solent University Staffordshire University Suffolk University The University of Sheffield University College Birmingham University College London University College of London University of Aberdeen University of Bath University of Birmingham University of Bradford University of Brighton University of Bristol University of Buckingham University of Cambridge University of Chester University of East Anglia University of East London University of Edinburgh University of Essex University of Exeter University of Glasgow University of Gloucestershire University of Greenwich University of Hertfordshire University of Kent University of Leeds University of Leicester University of Lincoln University of Liverpool Liverpool International College University of London International Programme University of Manchester University of Newcastle University of Nottingham University of Plymouth University of Portsmouth University of Reading University of Southampton University of St Andrews University of Stirling University of Strathclyde University of Sunderland University of Surrey University of Sussex University of Sussex Int'l Study Centre University of the Arts London University of the West of England University of Warwick University of Westminster University of York 35 Canada 35 Canada Acadia University Bishop's University Carleton University Concordia University Dalhousie University Emily Carr University of Art and Design John Abbott College Kwantlen Polytechnic University Laurentian College Loyalist College McGill University McMaster University Mount Allison University OCAD University Queen's University Ryerson University Simon Fraser University St. Stephen's University Trent University Trinity Western University University of Alberta University of British Columbia University of Calgary University of Guelph University of New Brunswick University of Ontario Institute of Technology University of Ottawa University of Toronto University of Toronto, Scarborough Campus University of Victoria University of Waterloo University of Western Ontario Vancouver Island University Western University York University 18 Australia & New Zealand 18 Australia & New Zealand Australian National University AUT University Blue Mountains International Hotel Management School Charles Sturt University James Cook University La Trobe Melbourne Macquarie University Monash University Murdoch University Queensland University of Technology University of Adelaide University of Auckland University of Melbourne University of New South Wales University of Queensland University of Sydney University of Tasmania UNSW Australia 34 Europe 34 Europe Copenhagen Business School (Denmark) Delft University of Technology (Netherlands) Ecole Hoteliere de Lausanne (Switzerland) Erasmus School of Economics (Netherlands) Erasmus Universiteit Rotterdam (Netherlands) Erasmus University (Netherlands) EU Business School (Switzerland) Glion Institute of Higher Education (Switzerland) Hotel Management School Maastricht (Netherlands) Hotelschool The Hague (Netherlands) IE University (Spain) Jacobs University (Germany) Les Roches International School of Hotel Management (Switzerland) Maastricht University (Netherlands) MODUL University (Vienna) NHTV Internationaal Hoger Onderwijs Breda (Netherlands) Radboud University (Netherlands) University College Groningen (Netherlands) Rotterdam School of Management, Royal College of Surgeons in Ireland Technische Universiteit Delft (Netherlands) Tilburg University (Netherlands) Trinity College Dublin (Ireland) UIBS Zurich (Switzerland) University College Dublin (Ireland) University College Utrecht (Netherlands) University of Amsterdam (Netherlands) University of Limerick (Ireland) University of St.Gallen (Switzerland) Utrecht University (Netherlands) Vatel International Business School (France) Wageningen University WHU-Otto Beisheim School of Management (Germany) Windesheim University of Applied Sciences (Netherlands) 29 Asia 29 Asia Ateneo de Manila University (Philippines) City University of Hong Kong Education University of Hong Kong Hong Kong Polytechnic University Hong Kong University of Science and Technology International Christian University (Japan) James Cook University (Singapore) LASALLE College of the Arts (Singapore) Mahidol University (Thailand) Meiji University (Japan) Metropolitan University College (Malaysia) Nagoya University (Japan) Nanyang Technological University (Singapore) National University of Singapore NYU (Abu Dhabi) Okayama University (Japan) Ritsumeikan Asia Pacific University (Japan) Savannah College of Art and Design, Hong Kong SIM – University of London (Singapore) Singapore Management University Sophia University (Japan) SUNY (Korea) Taylor’s University (Malaysia) Underwood International College (Korea) University of Hong Kong (HKU) University of the Philippines Diliman Waseda University (Japan) Yale-NUS College (Singapore) Yonsei University (Korea) MAP results 2017/2018 Measures of Academic Progress (MAP) results While we track our students’ progress with a range of different assessments, CIS uses Measures of Academic Progress (MAP), developed by Northwest Evaluation Association (NWEA), as an externally referenced assessment tool to benchmark learning growth. MAP provides comprehensive data on student achievement and growth, over time, in Reading and Mathematics. Achievement in MAP is indicated by a RIT score, and it is expected that RIT scores will increase over time. Mathematics This table outlines CIS' May 2018 MAP maths results compared to the NWEA norm and the international schools mean. Reading This table outlines CIS' May 2018 MAP reading results compared to the NWEA norm and the international schools mean. read more

24 hours at CIS

https://www.cis.edu.sg/about/24-hours-at-cis

7:00am 7:00am <span class="slides-title "> Swimming Husky swimmers start their training bright and early. 7:15am <span class="slides-title "> Staff appreciation morning Parent volunteers host breakfast for hard working faculty and staff. 8:30am <span class="slides-title "> Morning greeting Our principals greet our students as they arrive at school each morning. 8:30am <span class="slides-title single "> Music and arts 8:45am <span class="slides-title nothing "> Outdoor learning 9:00am 9:00am <span class="slides-title single "> SK experience 9:30am <span class="slides-title "> PE class in session PE classes build strong minds and bodies, and see students being active and learning about the importance of a healthy lifestyle. 9:30am <span class="slides-title single "> CIS friends celebrate Deepavali 10:00am <span class="slides-title "> Public speaking Public speaking becomes second nature thanks to the regular roster of Primary assemblies Primary. 10:30am <span class="slides-title "> Young explorers at the ODC Young explorers use their iPads to record their learning in the Outdoor Discovery Centre. 10:30am <span class="slides-title single "> Secondary students work on a STEAM project Secondary design students design model cars in the STEAM centre. 11:00am 11:00am <span class="slides-title single "> Art Secondary students go beyond the conventional, and use art materials to come up with unique artwork. 11:30am <span class="slides-title single "> Science 11:30am <span class="slides-title "> Open Minds Primary students spend a week in the field in Open Minds. Exploring sites such as parks, museums and neighborhoods helps them make authentic connections to their learning and the world around them. 12pm <span class="slides-title "> Terry Fox An annual fundraiser to find a cure for cancer - the annual Terry Fox run. 12:30pm <span class="slides-title "> Recess Recess is the best time of the day to spend time playing with friends. 12:45pm <span class="slides-title "> Husky howl Primary students participate in a House League event, the Husky Howl. 1:00pm 1:00pm <span class="slides-title single "> DP student presents A DP student presents his learning to the students in his class. 1:30pm <span class="slides-title "> Primary School STEAM projects Primary students investigate concepts and make connections between subject areas in their STEAM CCA. 2:00PM 2:00pm <span class="slides-title single "> Secondary School science classes. Hands-on, minds-on learning happens in the Secondary lab. Students get to demonstrate the theory they learnt in class. 2:30pm <span class="slides-title "> Language class. Primary students learn in small groups interacting with each other, guided by their teacher. 3:00PM 3:00pm <span class="slides-title single "> Students studying together Secondary students collaborate and theorise as they work in teams to examine concepts. 3:30pm <span class="slides-title "> After-school activities School ends. Activities begin. Gymnastics is one of the popular after-school activities. 4:00pm <span class="slides-title "> CIS students train for competitive sports Sports and activities are in full swing after school. A number of CIS students represent the school in competitive sports teams, such as basketball, rugby, football, volleyball and swimming. 5:00pm 5:00pm <span class="slides-title single "> Primary School performance Primary students put on a performance for their parents and friends. 6:00pm <span class="slides-title single "> Special activities 7:00pm 7:00pm <span class="slides-title single "> Secondary School Musical Talented Secondary students sing, dance and perform in their rendition of the well-known musical, Grease. 7:15pm <span class="slides-title "> Art recitals DP arts students fulfil the internal assessment criteria by performing at a range of recitals through the school year. read more

Careers

https://www.cis.edu.sg/about/careers

Academic positions Candidates for any teaching position must be a certified teacher [State, Provincial or National] with at least 2 years qualified experience. If you are interested in working at the Canadian International School in Singapore, please complete the on line application form and upload your documents indicating the position that you wish to apply for within the form. For those locally based teachers who wish to join our supply / relief teacher pool please submit your application on line indicating the position of "relief teacher". Aligned with the recommendations of the International Task Force on Child Protection, we hold ourselves to a high standard of effective recruiting practices with specific attention to child protection. CIS seeks to attract teachers who are passionate about students and their learning. In a world that is fraught with increasing challenges, it is our sacred mandate to equip our students to thrive in their future! This happens only as we fully engage them in their learning, supporting them to excel in all that they do. We accomplish this in partnership with our parents, recognizing that particularly in an international setting, it is imperative to work closely with parents to achieve our goals. Set in the context of the dynamic and hard-working country of Singapore, teaching at CIS will stretch you both professionally and personally. If this sounds exciting to you, we want to hear from you! For those academic staff who are already registered with Search Associates , please apply to CIS using their platform. Professional/ Administrative Positions Staff at CIS enjoy a friendly and professional work environment where they are supported by a team of experienced and qualified staff. We welcome resumes at all times; please forward a detailed resume to the attention of the Human Resource Manager at jobs@cis.edu.sg. ASA Swimming Coordinator Administrative Executive Swim Coach / Swim Instructor-CIS Lakeside read more

Accreditation

https://www.cis.edu.sg/about/accreditation

Accreditation An IB World School CIS is an IB World School authorised to offer all 3 International Baccalaureate (IB) Programmes: Primary Years Programme (PYP) to students in Pre-Kindergarten to Grade 6Middle Years Programme (MYP) to students in Grades 7 to 10Diploma Programme (DP) to students in Grades 11 and 12 You can learn more about the International Baccalaureate Organisation on their website. EduTrust certification CIS was first awarded the four year EduTrust award in August 2012, and again in 2016. Our EduTrust certificate can be viewed here. What is EduTrust?Administered by the Committee for Private Education under the governance of Skills Future Singapore, EduTrust is a voluntary certification scheme that helps to distinguish higher quality educational institutions in Singapore’s private education industry. As a school that is EduTrust certified, we are able to accept international students who require Student Passes from the Immigration and Checkpoints Authority (ICA). You can learn more about the Committee for Private Education, the Private Education Act, or the EduTrust Certification Scheme on the CPE website. Western Association of Schools and Colleges (WASC) The Canadian International School is fully accredited (Grades 9 to 12) by the Accrediting Commission for Schools, Western Association of Schools and Colleges. You can view the CIS WASC accreditation certificate here. WASC accreditation is awarded to schools that prove they are worthy of the trust placed in them to provide high quality learning opportunities, and clearly demonstrate that self-improvement is an ultimate and ongoing goal. Participating schools must meet rigorous, research-based standards, reflecting the essential elements of a successful educational programme, where a key quality is a continual focus on self improvement. Accrediting Commission for Schools, Western Association of Schools and Colleges,533 Airport Blvd., Suite 200,Burlingame, CA 94010www.acswasc.org read more

Leadership

https://www.cis.edu.sg/about/leadership

Leadership School leadership CIS has experienced staff in all facets and areas of the school: academic, administrative and governance. This network of individuals and teams, outlined in our organisational chart, work together to ensure the best possible learning experience is provided to all students. Senior leadership consists of our Board of Directors, a Management Team led by our CEO, a Senior Academic Team led by our Head of School, and a Heads of Department Team led by our CEO. Our Board of Directors Kenneth TanOng Guan HinLow Koon Huat VincentMarcus Peter Strutt Thompson Our Management Team Mr. Shane Armstrong (CEO)Mr. Pete Corcoran (Head of School)Ms. Joanna Lim (General Manager)Ms. Tan Joo Cheng (Head of Finance)Mr. Brian Tucker (Management Representative) School Registered Name: Canadian International School Pte. Ltd.School Registered Address: 7 Jurong West Street 41, Singapore 649414 Kenneth Tan Peter Corcoran Pete Corcoran is our Head of School and is a member of our management team. Shane Armstrong Shane Armstrong is our CEO and is a member of our management team. Joanna Lim Joanna Lim is our General Manager and is a member of our management team. Joo Cheng Tan Joo Cheng Tan is our Head of Finance and is a member of our management team. Brian Tucker Brian Tucker serves as the management representative on our management team. School leadership A highly qualified faculty Faculty are the backbone of every great school. CIS faculty demonstrate a passion for education, and a commitment to the School’s mission, vision and ethos. CIS faculty have: International teaching experienceIB experience and trainingQualifications, expertise and experience in their respective fieldsA commitment to the concept of lifelong learning Through a transformational delivery of academic programmes, and a focus on professional development and training for educational practitioners and leaders, CIS delivers a first- class educational experience for the global child. Organisational chart Academic board About About About About About About About About About About About About Examination board About About About About About read more

Secondary school foundation programme

https://www.cis.edu.sg/learning/secondary-school-foundation-programme

Secondary School Foundation programme Secondary School Foundation programme CIS’s Secondary School Foundation programme is perfect for children aged 10 to 14 who are beginners in English. The aim of this rigorous one-year programme, is to swiftly equip each student with the necessary English skills (reading, writing, listening and speaking) so that by the end of the year, they can fully participate in all learning activities with their peers and successfully meet the expectations of the CIS secondary school curriculum. An established track record CIS has been teaching English as a Second Language to students from around the world for more than 20 years. Our established track record makes us one of the most experienced and trusted international schools in Singapore to offer English Language Learner programmes. We welcome students from more than 80 countries and through our engagement with the British Council to deliver the secondary foundation programme’s English curriculum, we are committed to equipping each student with the necessary skills to become effective communicators in English. Curriculum and areas of study In addition to intensive English lessons delivered in partnership with the British Council, students take classes in mathematics, science and social studies. This approach ensures no student falls behind in these important core subject areas. Classes are aligned to each student’s equivalent grade level, with a significant amount of time spent towards helping them acquire the necessary english competency needed for each subject. Lessons in study skills and exam preparation are also taught on a weekly basis. Class sizes are small and students are grouped according to their English proficiency level. For much of the day, students will stay in the Secondary School wing, moving to different rooms for each subject. They remain together for all lessons and join their peers in the mainstream programme for lunch, SMART period, house leagues and before and after school activities. The number of contact hours in each subject area is outlined below. The weekly timetable can be viewed here. Assessment and progression to CIS’ secondary programme Students are formally assessed on their English proficiency approximately every 10 weeks. Those who satisfy the entry requirements, are able to exit the programme and enter the CIS secondary programme instead. Device requirements Students must have their own MacBook (either a MacBook Pro or MacBook Air) with the latest operating system. Software required is programme specific and will either be provided by CIS or sold to students at a later date. Before you apply The admissions section on our website outlines the entry requirements, application process, and fee schedule. Boarding CIS has an arrangement with ACS Oldham Hall in Singapore, a premium local boarding facility. Visit this page for more information. Success stories About About About read more

sfp-thank-you

https://www.cis.edu.sg/learning/secondary-school-foundation-programme/sfp-thank-you

Thank you for your interest in the Canadian International School. One of our Admissions Executives will be in touch with you within two working days to attend to your query / registration. We look forward to meeting you in person soon. read more

Service and leadership

https://www.cis.edu.sg/learning/service-and-leadership

Service and leadership Compelled to act At CIS, we value the connections we have with one another as a school community, as well as those we cultivate locally, regionally and globally. We’re committed to promoting conversations about positive change, but more importantly we believe in taking action. Compelled to act Our students, from Kindergarten to Grade 12, are provided with meaningful opportunities to engage in service and to practise leadership skills, as a preparation for life beyond CIS. Compelled to act Our students, from Kindergarten to Grade 12, are provided with meaningful opportunities to engage in service and to practise leadership skills, as a preparation for life beyond CIS. The two arms of service at CIS are: local service, where students connect with members of the Singapore community; and global service, where they work with regional NGOs and partner organisations, actively addressing the issues they care about. Our students, from Kindergarten to Grade 12, are provided with meaningful opportunities to engage in service and to practise leadership skills, as a preparation for life beyond CIS. Through classroom investigations, community partnerships, and other service and leadership opportunities, they actively seek ways to contribute and give back. This approach fosters empathy as students develop an understanding of the challenges the world’s people and environments face. Service activities vary in terms of time commitment. They can be one-time events, year-long or multi-year commitments. Students across the school are often involved in leading activities that focus on improving some aspects of school life, or in raising awareness of issues facing the community. In Secondary School, students must satisfy the IB Creativity, Activity and Service (CAS) requirements to complete their courses. Stories Read more #IMGRATEFUL4 By Leslie Morgan, Student Council Advisor Grade 9 to 12 students had a guest speaker at their assembly this week. Dominique Schell graduated from Tanglin Trust School two years ago and is now working to raise awareness about sarcoma... Read more Fundraiser for Jurong fire By Thomas Hansen, Community Service Coordinator On 11 October 2016, a large fire engulfed a coffee shop and wet market near our Lakeside campus. A total of 57 stallholders were affected by this fire, leaving owners, employees, and families struggling to find a source of income until the market is rebuilt. Read more CIS&#039; home building tradition By Thomas Hansen, Community Outreach Coordinator It’s been a long standing tradition at CIS for staff members to spend part of a school break each year, building homes for families in Cambodia in partnership with the Tabitha Foundation. This annual... Read more My Cambodia experience By Zoya Menon Gupta, Grade 4 student, TK Campus During the October break, my mum and I went to Cambodia to take part in a Caring for Cambodia school building project. Kindergarten Primary Secondary read more

Outdoor learning

https://www.cis.edu.sg/learning/outdoor-learning

Outdoor learning A holistic experience At CIS, we offer a range of experiential learning opportunities where students learn beyond the confines of the traditional classroom. This mode of learning is both memorable and engaging, and encourages students to apply their learning in a hands-on, minds-on manner. Our students develop a sense of independence, collaboration, resilience and responsibility as they engage with the real world and learn about local, regional, global and environmental issues. A holistic experience Students engage in a range of experiential learning opportunities where they learn beyond the confines of the traditional classroom. A holistic experience Students engage in a range of experiential learning opportunities where they learn beyond the confines of the traditional classroom. A holistic experience Students engage in a range of experiential learning opportunities where they learn beyond the confines of the traditional classroom. A holistic experience Students engage in a range of experiential learning opportunities where they learn beyond the confines of the traditional classroom. Outdoor learning Programmes vary in length and focus, and the level of challenge increases as students progress through the respective grade levels. Outdoor learning programmes include Open Minds in Primary School, field trips, Secondary DP field investigations and Excursion Week. Open Minds sees Primary students (Grades 1 to 6) spend up to a week in a variety of real world settings. Investigation topics are linked to both our curriculum and the units of inquiry found within the Primary Years Programme (PYP). First-hand experience with artifacts, field experts, and opportunities to go behind the scenes create unique moments of extremely powerful hands-on, minds-on learning. Excursion Week sees students in Grades 4 to 11 travelling to countries such as Singapore, Malaysia, Thailand, Laos, China, Vietnam, Cambodia and Canada with their teachers and peers. Distance travelled is commensurate with age, and Excursion Week provides students with a unique opportunity to develop a sense of independence, as well as an understanding of global issues, and other people and communities. Secondary excursions have a more concentrated focus on community outreach, and students participate in a range of activities including house building in Cambodia, planting friendship groves in Ladakh, and working with NGOs to help those in need. Fieldwork in the Diploma Programme (DP) is part of a student’s coursework and counts towards their internal assessment. Fieldwork serves a distinct purpose: to expand, reinforce and extend concepts and skills that are taught in class. It enriches the study of particular themes within the course, and adds to students’ knowledge, understanding and awareness, helping to make learning engaging and relevant. As they learn through practical work, students collaborate and develop investigative, analytical and organisational skills. Stories Read more ​SK’s outdoor learning experience. By Emma Gedge, SK lead teacher, Lakeside campus Every day the children in SK2 spend time learning, working together and exploring in the Outdoor Discovery Centre. This learning outdoors helps develop healthy, active lifestyles and routines, through hands-on experiences in our natural world. Read more PD on outdoor learning By Geoff Upston, TK Counsellor Creating engaging outdoor learning environments is an essential part of classroom learning. The October PD (Professional Development) led by Kenny Peavy focused on new and interesting ways of teaching... Read more Open Minds: Singapore revisited By Christa Craats, TK Open Minds Coordinator Come walk with our Grade 6 students through Open Minds, a journey that explores Singapore’s history and geography and the role these play in helping shape Singapore today. Find out why Singapore has b... Read more Kindergarten Aquatics Programme By Andrew Brent Chisholm, Lakeside Kindergarten PE Teacher The CIS Kindergarten programme prides itself on three features of effective Early Years Education -- play, environment and relationships -- and our aquatics programme is designed with these in mind. T... Nulla ac tempor lectus Nulla ac tempor lectus. Suspendisse sed fringilla arcu. Vestibulum tristique, justo at tincidunt tincidunt, erat quam viverra leo, eu imperdiet purus ex vel nulla. Nulla euismod turpis egestas mollis porttitor. Suspendisse dapibus varius ex eget mattis. Etiam porttitor eu nisi at hendrerit. Sed sed est tristique, dignissim dolor non, vulputate mauris. Aliquam ultricies ex nec elit vestibulum, posuere ornare augue mollis. Integer augue eros, iaculis ac ipsum eget, eleifend finibus ex. Curabitur cursus porttitor massa, ut bibendum orci maximus et. Mauris eu dui id est lobortis pellentesque porttitor vel ex. Morbi eget nisl a purus accumsan semper a vel leo. Mauris ex metus, porttitor et neque eget, porta semper quam. Nam volutpat neque est, sit amet mattis mauris euismod ut. Vivamus vehicula quam vitae eros gravida tempor. Kindergarten Primary Secondary read more

Pastoral Care

https://www.cis.edu.sg/learning/pastoral-care

Pastoral Care Pastoral Care We aim to meet the broad needs of our learners school-wide. Our principals, counsellors, teachers and advisors work together to safeguard our students personal and academic well-being. Our house system builds a sense of belonging and pride, and the Secondary SMART programme provides opportunities to seek academic support and guidance. House League House League Alice in wonder land Beauty and the beast Homeroom Teachers (Primary) In Kindergarten and Primary School, students homeroom teachers are responsible for providing them with strong pastoral and emotional support. They guide our students in their learning, and help them develop the skills needed goal setting, self management, study skills and how to resolve conflict. Our counsellors and Principals are on hand to support our teachers and students as needed in a pastoral context. Advisory Programme (Secondary) In Secondary School, each student is assigned an advisor who they meet with each morning. Advisors are a student’s first point of contact, and are responsible for providing them with strong pastoral and emotional support. In addition to delivering the pastoral curriculum at each grade level, our advisors are instrumental in assisting their students with goal setting, time management, exam practice and study skills. Counselling Our experienced team of counsellors work in close partnership with advisors and teachers, providing students with individual support for a diverse range of needs such as academic and career guidance (curriculum advice, career planning, assistance with university applications) and personal and social assistance (crisis intervention, transition planning, conflict management, friendship difficulties). Our house system is designed to build a strong sense of community and pride within our Grades 1 to 12 student body, and helps students develop leadership and teamwork skills. Students regularly participate in house events, and our house captains are charged with helping to foster team spirit and a sense of belonging. Each day for 40 minutes, Secondary students are engaged in SMART (Students Maximising Achievement Responsibility on Time). SMART sees students participating in a variety of student initiated activities that seek to encourage independence and self directed learning. Activities are broad in nature and include academic enrichment and support (e.g meeting with subject teachers for additional help) as well as student led clubs and initiatives such as student council and Model United Nations. Stories Read more 2018 IB DP results: congratulations Class of 2018 By CIS Communications Our class of 2018 did remarkably well in the May 2018 Diploma Programme (DP) results, with an impressive pass rate at 98%—much higher than the global average of 78.4% (2017 figure)! Read on to find out more. Read more The up close and Personal Project By CIS Communications The Personal Project is an important milestone in a grade 10 student’s learning journey. For some, it was an opportunity to rediscover their ancestral roots or to pick up a new skill, but for others it was an opportunity to delve into issues that resonate with them. Read on to find out how the P2 made a difference to our grade 10 students. Read more What makes an effective leader? By Adya Gupta (grade 5-3, TK) and Mrs Judy Kay (grade 5 teacher, TK) Leadership is more than just a lofty title; it’s also the way you take charge of your life to make a positive impact on other people. Judy Kay’s grade 5 class explored this concept in depth during their unit of inquiry on leadership. Read more First vertical bilingual assembly at Lakeside By Xiong Huali, K-12 principal for Chinese language and culture If your child is in a Chinese-English bilingual class, then he or she would have participated in the first ‘vertical’ bilingual assembly held at Lakeside on 1 June. It’s also the only assembly conducted completely in Chinese, so students got a truly unique experience. Ms Xiong Huali, the K-12 principal for Chinese language and culture, tells us all about it. Kindergarten Primary Secondary read more