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sfp-thank-you-chinese

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

感谢您对加拿大国际学校的关注。 我们的招生管理人员将在两个工作日内与您联系,以便您查询/注册。我们期待能尽快与您见面。 read more

CIS Foundation programme

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

CIS Foundation Programme CIS Foundation programme The CIS Foundation programme is designed for children entering grades 5-8 who are beginners in English. The programme is broken down into a primary foundation programme for students in grades 5-6 and a secondary foundation programme for students in grades 7-8. The aim of the rigorous one-year foundation 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 CIS's IB curriculum. An established track record CIS has been teaching English as a second language (ESL) to students from around the world for more than 30 years. Our established track record makes us one of the most experienced and trusted international schools in Singapore to offer English Language Learner (ELL) programmes. We welcome students from more than 74 countries and through our experienced certified ELL teachers and comprehensive 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 that incorporate an inquiry-based approach, students take classes in mathematics, science and individual and societies. 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. They remain together for all lessons and join their peers in the respective grade / school division for lunch, house leagues and before and after school activities. The number of contact hours in each subject area is outlined below. The weekly primary timetable can be viewed here and secondary timetable here. Assessment and progression to CIS’s IB Programme Summative assessments occur at the start, middle and end of every semester. Those who satisfy the entry requirements are able to exit the programme and enter CIS's English programme in primary / secondary school. View the CIS academic calendar for all key dates. Device requirements Students must have their own IPAD ( grade 5 and 6) or MacBook (grade 7 and 8) 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. Learn more on this page of our website.  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

Secondary School

https://www.cis.edu.sg/learning/secondary

International Secondary School Grades 7 to 12 Secondary School at CIS is a challenging and supportive environment, resulting in students who are confident, passionate and driven to succeed. Reflecting our international context, our Grades 7 to 10 curriculum draws from the best secondary curricula globally and is delivered within the IB Middle Years Programme (MYP) framework, while students in Grades 11 to 12 study the internationally recognised IB Diploma Programme (IBDP). As a result, our students develop the skills, knowledge and understanding needed to remain relevant and competitive in a changing world. Grades 7 to 12 In Secondary, students develop the skills, knowledge and understanding needed to remain relevant and competitive in a changing world. Grades 7 to 12 In Secondary, students develop the skills, knowledge and understanding needed to remain relevant and competitive in a changing world. Grades 7 to 12 In Secondary, students develop the skills, knowledge and understanding needed to remain relevant and competitive in a changing world. Secondary School Middle Years Programme Underpinned by the MYP framework, our stimulating and creative curriculum supports each child in reaching their personal potential, and best prepares them for the rigours of the DP programme. Our students think deeply about issues, work collaboratively, solve problems creatively, and communicate across a variety of media. In the MYP, students are encouraged to make practical connections between their learning and the real world. They develop understanding in traditional subject areas and see the relationships between them. We help our students develop the knowledge, skills, and attitudes essential for success in the DP. Spanning Grades 7 to 10, the MYP consists of eight core subjects: Language and Literature in English or Chinese, Mathematics, Science, Individuals and Societies, Language Acquisition in French, Chinese, Spanish or English, Design, Arts - Music, Drama, Visual Arts or Media (grades 9-10 only in 20-21) and Health & Physical Education. Students are also required to participate in a range of Service as Action activities.  Middle Years Programme In the MYP, students are encouraged to make practical connections between their learning and the real world. Middle Years Programme In the MYP, students are encouraged to make practical connections between their learning and the real world. Middle Years Programme In the MYP, students are encouraged to make practical connections between their learning and the real world. Secondary School Diploma Programme During their final two years of secondary school, our students study the IB Diploma Programme (IBDP), a comprehensive two-year curriculum that includes coursework and leads to final examinations. The Diploma Programme incorporates the best elements of national systems, without being based on any one. Globally regarded as one of the premier High School Diploma programmes, the DP is designed for highly motivated secondary school students aged 16 to 19. Research reveals that universities in the UK and USA have a high regard for IB graduates, and the skills and attitudes developed. Our students have consistently scored above the IBDP world average and in the last five years have been accepted to over 350 leading universities around the world. Students select one subject from each of the six subject groups, and complete the core three requirements: the extended essay, theory of knowledge (TOK) and creativity, action and service (CAS).  IB DP courses in 2020/2021 are outlined in this guide.  Occasionally, there are a small number of students for whom the full IBDP is not the best option. These students study a reduced number of IBDP subjects and are awarded IB certificates and a CIS High School Diploma instead. The CIS Diploma is recognised by the Western Association of Schools and Colleges (WASC) and widely accepted by universities and other higher education institutions. Diploma Programme Globally regarded as one of the premier High School Diploma programmes, the DP is designed for highly motivated students aged 16 to 19. Diploma Programme Globally regarded as one of the premier High School Diploma programmes, the DP is designed for highly motivated students aged 16 to 19. Diploma Programme Globally regarded as one of the premier High School Diploma programmes, the DP is designed for highly motivated students aged 16 to 19. Secondary School A holisticapproach Our house system builds a sense of belonging and pride, and our SMART (Students Maximising Achievement Responsibility on Time) programme provides opportunities for students to excel and develop new-found passions, whether intellectual, sporting, entrepreneurial, creative or service related. Excursion Week and field-based investigations see our students exercising leadership and learning first-hand about the world’s people, cultures and humanitarian and environmental concerns. Leadership is encouraged across all areas of the school. Each day for 40 minutes, 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 range from academic enrichment and support (eg meeting with subject teachers for additional help) to student led clubs and initiatives such as student council and Model United Nations. 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. Learning at CIS is not just confined to the classroom. Students participate in a range of relevant and engaging hands-on outdoor learning opportunities including field trips and field investigations which allow them to apply their learning in a real world context. Excursion Week sees students in Grades 7 to 12 travelling to countries such as Thailand, China, Sri Lanka, Vietnam, Cambodia and Canada to learn about the world’s people, cultures and humanitarian and environmental concerns first hand. Please note that all excursions have been cancelled in 20-21 due to the ongoing pandemic.  In Secondary, students are presented with a wide range of leadership opportunities. From the traditional student council model with an active and engaged student executive committee, to sporting captains, theatrical leads and peer tutors, student leadership creates value for both the leaders themselves and our student cohort. As they develop leadership skills that are underpinned by our core values, our students are ready to embrace the challenges that lie ahead of them and act as leaders both locally and internationally. A holistic approach We provide opportunities for students to excel and develop new-found passions, whether intellectual, sporting, entrepreneurial, creative or service related. A holistic approach We provide opportunities for students to excel and develop new-found passions, whether intellectual, sporting, entrepreneurial, creative or service related. A holistic approach We provide opportunities for students to excel and develop new-found passions, whether intellectual, sporting, entrepreneurial, creative or service related. Secondary School Communication and assessment Communication and connecting with our parents is important to us. Curriculum information and assessments are located in My.CIS and we share important need-to-know information through our weekly newsletters and advisories. Coffee mornings, parent seminars and hands-on workshops are hosted regularly, and conferences are held three times a year to discuss each child’s progress. Detailed and descriptive reports are issued four times a year. Our teachers use regular assessments through the school year to track each student’s progress. In the MYP, formative assessments monitor learning and provide ongoing feedback during a unit, while summative assessments evaluate student learning at the end of a unit by comparing it to a standard or benchmark. In the DP, assessment takes the form of both internal and external assessment. All final assessment is externally assessed and moderated and leads towards the award of the Diploma. Our open door policy ensures parents are able to meet with their child’s teachers at a mutually convenient time to discuss any concerns they may have. CIS benchmarks student achievement (Senior Kindergarten to grade 10) against Northwest Evaluation Association (NWEA) standards and international school norms in an external assessment called Measures of Academic Progress (MAP). Conducted up to three times a year, MAP results in Math and Literacy are also used to identify trend patterns and overall cohort progress year on year. University Guidance University Guidance University Guidance University Guidance University Guidance All CIS students in grades 8 to 12 are supported by an experienced team of university advisors. Our advisors are members of professional organisations and have excellent relationships with admissions officers from many of the world’s leading universities. Their goal is to help each student identify and maximise the likelihood of admission to a range of “good fit” universities. Each year, over 150 representatives from leading universities across the world including Australia, Europe, the UK, Canada and the US, visit CIS to meet students and provide information on possible courses. Parent workshops and information sessions on a wide variety of university related topics are offered on a regular basis each school year. Downloads Secondary School: Grade 7 to 10 Secondary School: Grade 11 to 12 Secondary Profile Prospectus Stories Loading... read more

Lakeside Campus

https://www.cis.edu.sg/our-school/lakeside-campus

Lakeside Campus Nursery to Grade 12 Our Lakeside Campus adopts a schools-within-a-school design, which creates unique and distinct communities in a school that houses students from Nursery through to Grade 12. We combine state-of-the-art classrooms, learning pods, and other learning spaces to support our inquiry-based approach and encourage a strong sense of community. This intentional approach in school design ensures we can meet the educational and developmental needs of all our students. We want our students, young and old, to enjoy a warm and nurturing school environment where they feel happy, safe and valued. Our Kindergarten children learn in a dedicated Kindergarten wing, while Primary and Secondary students attend most classes in designated Primary and Secondary zones. Kindergarten and Primary classrooms are organised by grade levels, and Secondary classrooms are organised by subject and discipline. All classrooms at Lakeside spill out into learning pods - large open spaces that are highly versatile and support a range of learning needs. In Kindergarten and Primary, teachers can use them for experiments, exhibitions and celebrations, while Secondary School pods are used as study and collaboration zones. Lakeside’s indoor facilities include dedicated STEAM makerspaces, green room, digital recording studio, music and science labs, an arts centre, a 500-seat theatre, a gymnasium and multi-storey library. Outdoor facilities include a swimming complex, multi-purpose recreational centre (all weather basketball court, state-of-the-art climbing walls), tennis courts, sport field and a dedicated discovery areas for our primary students. Every area on campus is designed to support curiosity, collaboration, invention and making connections - to both people and learning. Our students develop joined-up thinking as they work together, and discover that innovation and collaboration is the key to success in today’s modern world. In December 2019, construction of a brand new wing* commenced (view the virtual tour of this space here). Due to open in mid 2021, this new space will offer the following facilities: Age appropriate, ground level kindergarten classrooms that open directly onto an upgraded outdoor discovery centre.An indoor swimming complex with a 25-metre solar heated training pool, a learn-to-swim pool, a ‘dryland’ training area, with connected change rooms and bathrooms.A multi-purpose gymnasium suitable for a variety of sports.A 200-seat blackbox theatre.Soundproof music rooms and visual arts studios. * During construction, the junior pool and outdoor discovery centre (ODC) will be closed. Alternate facilities have been put in place as an alternative during this period. View these FAQ’s to learn more. Classroom sizes / details can be viewed here. Kindergarten and Primary School Angela Hollington A welcome message from our Kindergarten and Primary School Principal, Mrs Angela Hollington. Secondary School Mr Jeff Smith Lakeside virtual tour General Front Entrance Side Entrance Atrium Reception Red Dot Cafe Canteen Car park Bus bay Kindergarten Bilingual classroom Classroom Cooking Room JK Pod Junior Aquatics Centre Play Area (Boat) Play Area (Sandpit) SK Pod Primary School Chinese Classroom French Classroom Learning Pod Junior Library Junior Playground Senior Playground Primary School Office Secondary School Classroom Chinese Classroom French and Spanish Classroom Learning Pod Science Lab Senior Library Academic Guidance Centre Secondary School Office Arts David Foster Theatre Music Room Arts Collaboration Space Recording Studio Film Studio Sports and Wellness Aquatics Centre Gymnasium Elevated Field Fitness Centre Junior Soccer Field Outdoor Basketball Court Primary School Play Area 1 Primary School Play Area 2 Tennis Courts STEAM STEAM Centre Makerspace Multimedia Lab Science Lab Math Classroom read more

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 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 website for more information about the IB Diploma Programme. Our stories Loading... read more

Academic results

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

2019-2020 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 2020 IB diploma results While we celebrate our Class of 2020 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 136 United States 136 United States American Academy of Dramatic Arts American University Arizona State University Art Center College of Design Assumption College Babson College Ball State University Baylor University Bentley University Berklee College of Music Binghamton University Biola University Blinn College Boston University Bryant University Bryn Mawr University Butler University Cal Poly Pomona Cal State Fullerton California College of the Arts California Institute of the Arts Case Western Reserve University Clark University Clarkson University Creighton University Colorado State University DePaul University Drew University Drexel University Emerson College Emory University Endicott College Fordham University Florida Institute of Technology George Fox University George Washington University Hawaii Pacific University Hofstra University Hult International Business School Kenyon College Knox College Indiana University Ithaca College Lawrence University Lewis and Clarke College LIM College Louisiana State University Loyola Marymount University Loyola University Chicago Miami University Michigan State University Middlebury College Missouri University of Science and Technology 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 (NYC) Seattle University Simmons College Skidmore College Smith College Southern Methodist University State University of New York at Buffalo State University of New York at Binghamton Stony Brook University Suffolk University SUNY Old Westbury Syracuse University Temple University The George Washington University The King’s College University at Albany-State University of New York 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 Barbara University of California, Santa Cruz University of Cincinnati University of Colorado Boulder University of Connecticut University of Denver University of Delaware University of Evansville University of Florida University of Hawaii University of Iowa University of LaVerne University of Illinois (Chicago) University of Massachusets (Amherst) University of Michigan University of Minnesota University of Missouri University of North Florida University of Oregon University of Pennsylvania University of Pittsburgh University of Puget Sound University of Redlands University of Rochester University of San Francisco University of Southern California Univeristy of South Florida University of Tampa University of Tennessee University of Texas Arlington University of the Pacific University of Utah University of Washington Washington State University Wesleyan University Whittier College Willamette University Woodbury University 113 United Kingdom 113 United Kingdom Aston University Arts University Bournemouth Bath Spa University Birkbeck, University of London Birmingham City University Bournemouth University Bristol West England University Brunel University The University of Cambridge 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 Edinburgh Napier University Falmouth University Glasgow Caledonian University Goldsmiths, University of London Heriot-Watt University HULT International Business School (London) Imperial College London Institute of Contemporary Music Performance Istituto Marangoni London Keele University King's College London King’s College, University of London Kingston University Lancaster University Leeds Beckett University Leeds Trinity University London College of Fashion London Brunel International College London Metropolitan University London School of Economics and Political Science London South Bank University Loughborough University Manchester Metropolitan University MET Film School Middlesex University London Newcastle University Northumbria University Norwich University of the Arts Nottingham Trent University Oxford Brookes University Point Blank Music School 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 St Mary’s University Twickenham Suffolk University University College Birmingham University College of London London College of Fashion, University of the Arts London University for the Creative Arts University of Aberdeen University of Aberystwyth 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 Derby University of Dundee 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 Sheffield 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 West London (2) UWE, Bristol University of Warwick University of Westminster University of Winchester University of York 37 Canada 37 Canada Acadia University Bishop's University Carleton University Concordia University Dalhousie University Fraser International College John Abbott College Kwantlen Polytechnic University Laurentian College Loyalist College McGill University McMaster University Mount Allison University Ontario College of Art and Design (OCAD) 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 Prince Edward Island University of Toronto University of Victoria University of Waterloo University of Windsor Vancouver Island University Victoria University Western University York University Wilfrid Laurier University 21 Australia & New Zealand 21 Australia & New Zealand Australian National University AUT University Blue Mountains International Hotel Management School Charles Sturt University Curtin University James Cook University La Trobe Melbourne Macquarie University Monash University Murdoch University Queensland University of Technology Royal Melbourne Institute of Technology The University of Western Australia 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 41 Europe 41 Europe AIM Paris Hospitality Management ArtEZ Copenhagen Business School (Denmark) CEU Cardenal Herrera University (Spain) Delft University of Technology (Netherlands) Ecole Hoteliere de Lausanne (Switzerland) Erasmus School of Economics (Netherlands) Erasmus University (Netherlands) ESCP Europe (France) EU Business School (Switzerland) Glion Institute of Higher Education (Switzerland) Hanze University of Applied Sciences Hotel Management School Maastricht (Netherlands) Hochschule Mannheim University of Applied Sciences (Germany) Hotelschool The Hague (Netherlands) IE University (Spain) Jacobs University (Germany) Katholieke (KU) Leuven 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 Sciences Po 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 Groningen 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) 33 Asia 33 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 Newcastle University Medicine Malaysia 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 Institute of Management Singapore Management University Singapore University of Technology and Design Sophia University (Japan) SP Jain (Singapore) 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 2018/2019 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. *Due to the COVID-19 pandemic end of year MAP testing was cancelled. Mathematics This table outlines CIS' May 2019 MAP maths results compared to the NWEA norm and the international schools mean. Reading This table outlines CIS' May 2019 MAP reading results compared to the NWEA norm and the international schools mean. YCT Result   加拿大国际学校 YCT成绩统计 2019 Youth Chinese Test results Result of Analysis of Canadian International School 2019* 合格率 Passing Rate 级别 Level 加拿大国际学校学生 Canadian International School's Candidate 全新加坡2019年YCT国际学校考生 All YCT 2019 International School's candidates in Singapore 全新加坡2019年 YCT考生 All YCT 2019 candidates in Singapore 一级 Level 1 95.80% 94.53%  94.62% 二级 Level 2 93.56% 91.64% 93.98% 三级 Level 3 100.00% 91.74% 92.70% 四级 Level 4 90.13% 79.92% 80.88% 五级  Level 5 76.64% 79.10% 79.10% *Due to the COVID-19 pandemic 2020 YCT testing was cancelled. 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 practising 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 French kitchen in the STEAM lab By Words by Nandini Jhaveri, TK French lead teacher What better way to learn a language than through an activity that gives you context to the vocabulary you’re learning. This is exactly what Ms Nandini Jhaveri’s students were doing when they “invaded” the STEAM lab to cook up a storm and learn how to communicate with each other in French. Ms Nandini shares more. Read more When opportunity knocks By Dominique D, grade 9 Opportunities can appear on our doorstep at any time, and if you have an open mind and seize the day, you just might discover something you love. This was certainly the case for Dominique D in grade 9. Read more Celebrating Day of the Dead at CIS By Maria Isabel Lluen, primary Spanish subject lead (Lakeside) If you were at Lakeside on 1 November, you might have run into some teachers and students wearing “Calaveras” - one of many hauntingly beautiful ways to celebrate Dia de los Muertos (Day of the Dead). Maria Isabel Lluen, primary Spanish subject lead, tells us all about the celebrations that took place that day. Read more TK ended Uniting Nations Week in a scrumptious way with the UN food fair By CIS Communications TK ended Uniting Nations Week in a scrumptious way with the UN food fair. Thanks to our generous parents, the TK community had the opportunity to sample food from all over the world. おいしい, délicieux, อร่อย, 美味 - how many languages can you say delicious in? 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

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

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 Jen Shu Liang ShermanJen Marshall HongLi Yong TaoJames William BeekeKenneth Tan Jhu Hwa&nbsp; Our Management Team Mr. Johan Stromsater (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 Johan Stromsater Johan Stromsater&nbsp; is our CEO and is a member of our management team. Peter Corcoran Pete Corcoran is our Head of School 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 About About 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". We align our practices to the recommendations of the International Task Force of Child Protection and are committed to safeguarding and promoting the welfare of all who work and learn with us.&nbsp;All applicants must be willing to undergo rigorous child protection screening, including checks with past employers. The school reserves the right to contact those not listed on resumes as part of its screening process. 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. School Nurse Software Engineer Administrative Executive Supply Instructional Assistants read more

Visitor information

https://www.cis.edu.sg/about/visitor-information

Visitor procedures Visitor procedures As we work to safeguard the CIS community during COVID19, the following procedures have been put in place for visitors to our school.&nbsp; Appointments are restricted to off-peak hours&nbsp;(9.00am to 3.00pm), unless otherwise approved by the school.&nbsp; All visitors must:&nbsp; Wear a mask or visor at all times&nbsp;while on campus.Have a confirmed appointment with a CIS staff member.Complete this declaration form&nbsp;(follow the instructions on the form) and submit it (soft copy or hard copy) to the person you have an appointment with at least 24 hours before your confirmed appointment. If you answer yes to any question in the declaration, you will be denied entry.&nbsp;When you arrive on campus, stop at security and:&nbsp;Provide your ID card.Show the appointment confirmation email to our security guards. Failure to do this will result in refused entry.&nbsp;Check in and out of the campus using SafeEntry (procedure below). Please show the confirmation to our guards.&nbsp;Have your temperature taken. If you have a fever that is over 37.5, you will not be allowed to enter.&nbsp; SAFE ENTRY PROCEDURES CIS has implemented&nbsp;mandatory SafeEntry procedures&nbsp;(learn more about Safe Entry) to assist the Singapore government in contact tracking. All adults must check in when coming onto campus and check out when leaving. This procedure does not apply to students. You can check in and out by:&nbsp; scanning the QR code that will be located in prominent areas on campusvia the&nbsp;Singpass app&nbsp;(location based)providing your Singapore identification card (eg NRIC, Employment/dependents pass, Long Term Visit Pass) to security for scanning Note: safe entry data is not shared with CIS. It is used solely by the Singapore government for the purposes of contact tracing only. 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.&nbsp;Please note that due to COVID19, CPE has extended CIS's&nbsp;EduTrust&nbsp;accreditation to 21 November 2020. 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&nbsp;Skills future SG&nbsp;website. Western Association of Schools and Colleges (WASC) The Canadian International School is fully accredited (Grades 7 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 Keeping Safe accredited school The CIS child protection policy reflects our vision and core values. We take the safety and well-being of our students, both within and outside the school environment, seriously. As such, we are proud to be a Keeping Safe accredited school. Visit this page for more information about Keeping Safe. read more

STEAM

https://www.cis.edu.sg/learning/steam

STEAM Education Learning in a real world context STEAM at CIS is an engaging interdisciplinary approach that integrates the areas of science, technology, entrepreneurship, arts and mathematics. Unlike traditional teaching models where these subjects are taught independently, STEAM supports our students’ natural curiosity and creativity, and helps them understand how each discipline is connected and related in the real world. STEAM at CIS STEAM an educational approach that integrates science, technology, entrepreneurship, arts and maths. It guides inquiry, dialogue, and critical thinking, and helps students understand how to apply the concepts and content from each discipline to real-world problems. STEAM in the Kindergarten years STEAM helps our students make connections across subject areas as they invent, analyse and explore concepts. STEAM in the Primary years STEAM helps our students make connections across subject areas as they invent, analyse and explore concepts. STEAM in the Secondary years STEAM helps our students make connections across subject areas as they invent, analyse and explore concepts. The CIS STEAM approach ensures that our students are motivated, capable of making informed decisions and able to find solutions for problems that the real world is facing. STEAM helps our students make connections across subject areas as they invent, analyse and explore concepts. This mode of learning is motivating and engaging because it is relevant and relates to the real world. Our student-centred, inquiry-based approach ensures that teamwork and communication are a major focus in STEAM activities. Our students, from Kindergarten to Secondary School, have the freedom to think critically, creatively, and innovatively as we challenge them to find solutions to problems. Even if they fail the first time, they are inspired to try again in a safe and supportive learning environment. Our STEAM makerspaces are spaces that encourage the sharing of resources and knowledge and learning through hands-on exploration. Our makerspaces are part lab, part shop, part conference room, and are designed to foster a culture of teamwork, collaboration and design thinking. In these spaces, our students build and work on projects together, using equipment that is both traditional (wood working machinery and sewing machines) and cutting edge (makerbot 3D printers, GCC laser engravers and cutting machines and newspaper styxx rolling machines). Stories Loading... read more

Chinese-English bilingual programme

https://www.cis.edu.sg/learning/bilingual-programme

Chinese English Bilingual Programme Equal exposure in both Chinese and English CIS' pioneering bilingual Chinese-English programme is designed to allow students to be fluent communicators in both languages, providing them with an edge in an extremely competitive and ever-changing world. Available to our Lakeside campus students in pre-kindergarten to grade 6 and to our Tanjong Katong campus students in junior kindergarten through to grade 5*. It is fully aligned with the IB PYP and includes two qualified teachers per class: one native English speaker and one native Chinese speaker. *Grade 6 bilingual classes will be offered at Lakeside only in 21/22. Equal exposure in both Chinese and English Our bilingual programme allows students to be fluent communicators in Chinese and English, providing them with an edge in an extremely competitive world. Equal exposure in both Chinese and English Our bilingual programme allows students to be fluent communicators in Chinese and English, providing them with an edge in an extremely competitive world. Equal exposure in both Chinese and English CIS has one of the most comprehensive Chinese reading programme amongst international schools in Singapore. Students learn math concepts using natural numbers. Chinese English Bilingual Kindergarten students Our bilingual programme allows students to be fluent communicators in Chinese and English, providing them with an edge in an extremely competitive world. Chinese English Bilingual Kindergarten students Our bilingual programme allows students to be fluent communicators in Chinese and English, providing them with an edge in an extremely competitive world. CIS’ Chinese-English bilingual programme was one of the first to be offered in Singapore by an international school. Our established track record makes us one of the most experienced and trusted international schools in the region to educate students in becoming fluent communicators in both languages. In our bilingual programme, students attend classes (with the respective teacher) in English one day, and in Chinese the next, ensuring equal exposure to both languages.&nbsp; Students’ Chinese literacy development is supported by our 36 level guided reading programme, and a well-established system to connect students learning to all other curriculum areas. Additionally, all students have Chinese language acquisition classes five times each week. These classes are taught by separate native speaking teachers, and students are grouped according to their proficiency levels for these classes. In Chinese language classes, teachers follow the highly respected Big Apple Programme, a collection of more than 130 levelled story books written by our Chinese Language and Bilingual School Principal, Huali Xiong.&nbsp; We currently have 47 bilingual classes and a specific pathway has been designed for students to maintain their Chinese in Secondary School and the Middle Years Programme (MYP). From Senior Kindergarten onwards, students must meet the specific language requirements to enter the programme.&nbsp; A key feature of our programme is learning about Chinese culture as research shows speaking a language without understanding its culture, has very little real-world value. We also support students in their learning with a wide range of resources including a collection of over 8,000 Chinese fiction books. Over the past three years*, our students have outperformed all other students in Singapore in the Youth Chinese Test (YCT). Our year-on-year outstanding results demonstrate the overall high quality of our programme.&nbsp; *YCT was cancelled in 2020 due to COVID 19. Stories Loading... read more

Request for Inquiry ID Thank You Page

https://www.cis.edu.sg/admissions/inquire/request-for-inquiry-id-thank-you-page

Thank you for submitting your interest in the Canadian International School. An Inquiry ID has been sent to the email address indicated in the form. Please contact us at admissions@cis.edu.sg if you need assistance during the application process. read more