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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. Grade 11 excursion week: Nepal 2019 Working with the Chisapani earthquake relief project, students continued building work on a local community centre, taught locals how to use computers, and donated shoes and beanies to the needy. Their 9 days in Nepal also helped them learn about Nepalese culture and the countryside.  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. Grades 7 to 12 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 or Visual Arts and Physical Education. Students are also required to satisfy the ‘Community and Service’ (CAS) elements of the programme. 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. 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).  Our IB DP courses for grade 11 in 2019/2020 are: Group Group name Courses 1 Studies in Language and Literature English A Literature (SL and HL) English A Language and Literature (SL and HL) Chinese A Language and Literature (SL and HL) French A Language and Literature (SL and HL) Japanese A Language and Literature (SL and HL) Self-taught Literature A (SL)* 2 Language Acquisition English B (SL and HL) Chinese B (SL and HL) French (SL and HL) French B (Ab initio, SL and HL) Spanish (Ab initio and SL) 3 Individuals and Societies Geography (SL and HL) Psychology (SL and HL) Economics (SL and HL) History (SL and HL) Business Management (SL and HL) Information Technology in a Global Society (SL and HL) 4 Sciences Biology (SL and HL) Chemistry (SL and HL) Physics (SL and HL) Design Technology (SL and HL) Sports, exercise and health science (SL and HL) Environmental Systems and Societies (SL and HL) 5 Mathematics Mathematics analysis and approaches (SL and HL) Mathematics applications and interpretation (SL and HL) 6 The Arts / Optional Subjects Visual Arts (SL and HL) Music (SL and HL) Theatre (SL and HL) A subject from group 3 or 4 * Offered as an online course via Pamoja. 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. 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. 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. 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 (Grades 3 to 10) against Northwest Evaluation Association (NWEA) standards and international school norms in an external assessment called Measures of Academic Progress (MAP). Conducted 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 Read more Project Dignity By CIS Communications Maintaining dignity and autonomy can be a challenge for the elderly, especially in an institutional setting. To address this issue, our grade 9 students created a series of practical clothing protectors to safeguard elderly residents’ clothes during mealtimes, allowing them to maintain a sense of dignity and composure. This is one of the authentic projects, addressing real needs, in our MYP Design course. Read more A tapestry of kindness By Melissa W, grade 12 The CIS secondary embroidery club utilised their stitching skills recently to create embroidered bag gifts for the Infant Jesus Homes & Children’s Centres (IJHCC), an orphanage in Singapore. Club founder, Melissa W (Class of 2020), tells us how club members embraced the project and produced 51 bags as a treat for the children. Read more TedxYouth 2018 - behind the scenes By CIS Communications Organised completely by secondary students for the second year in a row, TEDxCanadianIntlSchool 2018 was a huge success. Student organisers developed leadership skills and learnt about every facet of event management, while presenters honed their research and public speaking skills. Some of the thought provoking topics this year included artificial intelligence, child hunger and the role of technology in our daily lives. Read more CIS's dancing queen By Lavanya J, grade 8 Congratulations to grade 8 student Lavanya J and her team for winning first place in this year’s World of Kidz dance competition. We catch up with Lavanya to find out more. STEAM Bilingual Arts read more

Primary School

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

International Primary School Grades 1 to 6 Primary School at CIS is the perfect environment for students in Grades 1 to 6 to develop their inherent curiosity into a passion for lifelong learning. Reflecting our international context, our curriculum draws from the best global primary school curricula and is delivered within the Primary Years Programme (PYP) framework. Teaching instruction caters to each student’s needs, abilities and learning styles, resulting in a community of happy, confident and engaged learners. A passion for lifelong learning Primary School is the perfect environment for students to develop their inherent curiosity into a passion for lifelong learning. A passion for lifelong learning Primary School is the perfect environment for students to develop their inherent curiosity into a passion for lifelong learning. A passion for lifelong learning Primary School is the perfect environment for students to develop their inherent curiosity into a passion for lifelong learning. A passion for lifelong learning Primary School is the perfect environment for students to develop their inherent curiosity into a passion for lifelong learning. A passion for lifelong learning Primary School is the perfect environment for students to develop their inherent curiosity into a passion for lifelong learning. Primary School An international curriculum Underpinned by the Primary Years Programme (PYP) framework, our primary school curriculum supports each child in reaching their personal potential. Our interdisciplinary, inquiry-based approach teaches students to take ownership and responsibility for their learning. They are able to think deeply about issues, work collaboratively, solve problems creatively, and communicate across a variety of media. Our primary school students can choose to enrol in either our English immersion programme or our Chinese-English bilingual programme. In our English immersion programme, lessons are conducted in English except for compulsory daily language acquisition classes. Students can choose to study either French, Spanish or Chinese. In our Chinese-English bilingual programme, students learn equally in both English and Chinese. Our rigorous curriculum delivered within the PYP framework, means our students engage in topic based learning commonly referred to as the Unit of Inquiry (UOI). Where possible, specialist subject areas such maths, English, Chinese, French, Spanish, art, music, drama and physical education, are integrated into students’ learning as they explore a particular concept or topic (UOI). Science and social studies are learnt exclusively in the context of the UOI. Our top Digital Literacy Coaches work with our teachers to ensure that technology is used to support and extend learning across subject areas. Our unique STEAM programme, plays is an integral part of every primary school students’ education. We have a dedicated STEAM teacher, resources and spaces for students to innovate, create, problem solve and engage in design thinking. Our STEAM teacher collaborates with other teachers to integrate STEAM opportunities in units of inquiry and specific subject areas. As one of Singapore’s leading private primary schools, learning is not just confined to the classroom. Instead, we engage our students in a wide variety of outdoor learning activities ranging from lessons in our Outdoor Discovery Centres to field trips, excursion week and Open minds (hands-on learning experiences in settings such as Fort Canning and Sungei Buloh wetlands). Parent involvement in CIS’ primary school is actively encouraged and plays an important role. We provide many opportunities for parents to engage in their child’s education such as helping out with class reading activities, field trips and volunteering as a room parent with the PTA. Developing 21st century skills Primary students are able to think deeply about issues, work collaboratively, solve problems creatively, and communicate across a variety of media. Developing 21st century skills Primary students are able to think deeply about issues, work collaboratively, solve problems creatively, and communicate across a variety of media. Developing 21st century skills Primary students are able to think deeply about issues, work collaboratively, solve problems creatively, and communicate across a variety of media. Primary School A holistic approach Providing each and every child with a holistic educational experience is important to us. Our unique co-curricular programme, run during school hours, extends curricular learning by providing students with creative, performance, service and sporting opportunities. Our house system and primary student council encourage a strong sense of community, leadership and team spirit. Our house system helps students develop the best skills in leadership and teamwork. Students regularly participate in house events, and our house captains are charged with helping to foster team spirit and a sense of belonging. Our primary school co-curricular activities (CCA) programme is designed to provide opportunities that extend and enhance our curriculum during the school day. Delivered by our teachers, CCAs are organised into three blocks each school year. The four CCA focus areas are: Arts, Sports, STEAM, and Leadership (Lakeside) / Performing Arts (Tanjong Katong). Our student council provides further opportunities for our senior primary school students to develop their leadership skills. Students campaign for the executive roles and are elected by their peers. These leadership opportunities ensure our students recognise the importance of responsibility to others and what it takes to create and promote a positive school culture. A holistic experience Providing each and every child with a holistic educational experience is important to us. A holistic experience Providing each and every child with a holistic educational experience is important to us. A holistic experience Providing each and every child with a holistic educational experience is important to us. Primary School Communication and assessment Communication and connecting with our parents is important to us. Our teachers communicate with parents every Friday via 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, while parent-teacher conferences are held three times a year to discuss each child’s progress. Detailed and descriptive reports are issued twice a year. Our teachers use regular assessments throughout the school year to track each child’s progress. 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. Equally important, teachers consider a child’s attitude, effort, commitment, and social development when reporting. CIS benchmarks student achievement (Grades 3 to 10) against NWEA (Northwest Evaluation Association) standards and international school norms in an external assessment called Measures of Academic Progress (MAP). Conducted three times a year, MAP results in maths and literacy are also used to identify trend patterns and overall cohort progress year on year. Parent Teacher Association 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. Primary School Communication aboutlearning and school life Communication and connecting with our parents is important to us. Our teachers communicate with parents every Friday via 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 twice a year. Our teachers use regular assessments through the school year to track each child’s progress. 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. Equally important, teachers consider a child’s attitude, effort, commitment, and social development when reporting. 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 (Grades 3 to 10) against NWEA standards and international school norms in an external assessment called Measures of Academic Progress (MAP). Conducted three times a year, MAP results are also used to identify trend patterns and overall cohort progress year on year. Academic Programme Academic Programme CIS Primary School (Grades 1- 6) is the perfect environment for young students to develop their natural curiosity into a passion for lifelong learning. Our welcoming and inclusive culture combined with our holistic curriculum and meaningful learning experiences based on the IB PYP framework, creates students who are happy, confident and engaged. They are inspired to be creative, curious and excel in every endeavour they pursue. In Primary School, we follow a stimulating and challenging holistic curriculum underpinned by the inquiry-based IB Primary Years Programme (PYP) framework. Our curriculum is designed to encompasses the best elements from curricula around the world, reflecting the school’s core principles, our international context and desire to promote personal, academic, creative and physical development. Students in Grades 1 to 5 have the choice of enrolling in either our English immersion programme (where English is the language of instruction) or our pioneering bilingual Chinese-English programme. Both programmes follow the PYP framework and include language, mathematics, social studies, science, physical education, arts (visual arts, drama, music and dance) and community service. Students enrolled in our English immersion programme must also study a global language. Students apply their learning through a range of exciting and relevant hands-on opportunities such as field trips, Excursion Week, Open Minds and visits from experts (we don’t just simply confine it to the classroom). Through our ‘One to World’ programme, technology is used across the different subjects to support learning and increase technology skills, confidence and experience. Communication with parents Establishing a strong partnership with each parent about their child’s learning progress is a major priority of ours. We seek to keep parents informed about their child’s development via teacher blogs in My.CIS (our parent portal), weekly newsletters, student-led conferences, parent -teacher meetings, coffee mornings, parent seminars and workshops. We also have an open door policy allowing parents to meet with their child’s teachers at a mutually convenient time to discuss any concerns they may have. Learning environments Primary School learning takes place at both our Lakeside and Tanjong Katong campuses in a welcoming and inclusive environment where each student feels happy, secure and valued. Both campuses have dedicated, purpose-built learning spaces designed to support our holistic curriculum, encourage collaboration and stimulate creativity. Students spend most of their time with their homeroom teacher, and class sizes are kept small, allowing ample time for individualised attention. Lakeside Campus Students at our Lakeside Campus enjoy a wide range of modern sport, art and technology facilities, a dedicated junior library, spacious and comfortable pod areas (common break out spaces), and classrooms which are bright and colourful. Tanjong Katong Campus At our Tanjong Katong Campus, students enjoy bright and colourful classrooms, a gym, library and a wide range of outdoor learning spaces including an outdoor amphitheatre, drama studio, playground, butterfly garden and large sports field. Downloads Primary School: Nursery to Grade 6 guide Primary literacy & numeracy guide What is an IB education? Homework help (Expat Living feature) iPad brochure Prospectus Stories Loading... STEAM Bilingual Arts 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 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 True grit By Denton Jones, Interim Head of Sports Congratulations to our U14 boys’ basketball team on finishing undefeated in season 3 of the ACSIS (Athletic Conference of Singapore International Schools) league. Denton Jones, Interim Head of Sports, has the exciting details of how the team, despite overwhelming odds, rose to the occasion when they faced adversity in a season ending tournament Read more Grade 10-12 Season 3 Sports Awards 2019 By CIS Communications Our Husky athletes recently wrapped up our final season of the year. There were numerous medals earned, an undefeated season, and opportunities to compete in tournaments outside of our regular ACSIS league games. Go Huskies! Read more Grit Day 2019 By CIS Communications It might be hot but everyone enjoyed Grit Day at Lakeside to the fullest! Read more Owning the future in game development By CIS Communications At CIS, we take pride in nurturing self-starters who take the initiative to pursue their passion. One great example is Merlin R, a grade 10 student who approached the Digital Literacy team with a proposal to host a game jam for fellow gamers. Timothy Studlo, Digital Literacy Coach Pre-K to grade 12, fills us in. Kindergarten Primary Secondary 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

Academic results

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

2018-2019 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 2019 IB Diploma results While we celebrate our Class of 2019 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 120 United States 120 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 Cal Poly Pomona Cal State Fullerton California Institute of the Arts Clark University Clarkson University Creighton University Colorado State University DePaul University Drew University Drexel University Emerson College Emory University Endicott College Fordham University George Fox University George Washington University Hawaii Pacific University Hofstra University Kenyon 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 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 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 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 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 LaVerne 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 Puget Sound 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 106 United Kingdom 106 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 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 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 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 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 of London London College of Fashion, University of the Arts 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 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 University of the West of England, Bristol University of Warwick University of Westminster University of Winchester University of York 39 Canada 39 Canada Acadia University Bishop's University Carleton University Concordia University Dalhousie University Emily Carr University of Art and Design Fraser International College 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 Victoria University of Waterloo University of Western Ontario University of Windsor Vancouver Island University Victoria University Western University York University Wilfrid Laurier University 20 Australia & New Zealand 20 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 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 38 Europe 38 Europe AIM Paris Hospitality Management 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 Universiteit Rotterdam (Netherlands) Erasmus University (Netherlands) ESCP Europe (France) EU Business School (Switzerland) Glion Institute of Higher Education (Switzerland) Hotel Management School Maastricht (Netherlands) Hochschule Mannheim University of Applied Sciences (Germany) 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 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. 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 2019Youth 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 inSingapore全新加坡2019年 YCT考生All YCT 2019 candidates in Singapore一级Level 195.80%94.53% 94.62%二级Level 293.56%91.64%93.98%三级Level 3100.00%91.74%92.70%四级Level 490.13%79.92%80.88%五级 Level 576.64%79.10%79.10% 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

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;(9.30am to 2.30pm), 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 EduTrust accreditation to 21 November 2020.&nbsp; 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 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 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

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 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 About Examination board About About About About About About About read more

Arts

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

Arts Showcasing creativityand talent CIS has a thriving and vibrant Arts programme which is integral to school life. We adopt a two-pronged approach to the arts: the curricular or classroom experience and extracurricular activities and performances. Arts activities (music, dance, drama and visual art) allow our students to explore, shape and communicate their sense of identity and understanding of the world, while developing creativity, self confidence, resilience and adaptability. Showcasing creativity and talent Arts activities allow our students to explore, shape and communicate their sense of identity and understanding of the world. Showcasing creativity and talent Arts activities allow our students to explore, shape and communicate their sense of identity and understanding of the world. Grade 3 Production Arts activities allow our students to explore, shape and communicate their sense of identity and understanding of the world. Secondary school production Flies Arts activities allow our students to explore, shape and communicate their sense of identity and understanding of the world. DP Art Show exhibit Arts activities allow our students to explore, shape and communicate their sense of identity and understanding of the world. Showcasing creativity and talent Arts activities allow our students to explore, shape and communicate their sense of identity and understanding of the world. Showcasing creativity and talent Arts activities allow our students to explore, shape and communicate their sense of identity and understanding of the world. From Kindergarten to Grade 12, arts experiences build confidence and are the perfect avenue to showcase creativity and experience teamwork. Through the arts, our students are engaged in imaginative and productive activity as they explore different cultures; use arts as a form of communication; and learn about the elements of performance, production and stage and event management. Arts opportunities include a range of musical ensembles and bands, choral groups, productions, performances and exhibits. These events run throughout the school year and across all divisions as appropriate. Our students also participate in regional events and competitions like the Singapore Youth Film Festival where two of our students recently won best overall film and best acting. At times, performances and showcases are conducted in another language such as Chinese or French. This multilingual approach and focus provides our students with opportunities to practice another language, while developing multilingual skills and competency in second or third languages. Facilities that support our thriving arts programme include fully equipped drama and dance studios, a 500-seat theatre (Lakeside), music and music practice rooms, and an audio-visual suite supported with the latest equipment (Lakeside). Etiam non enim Etiam non enim tincidunt, sagittis lacus interdum, venenatis mi. Suspendisse potenti. Phasellus ultricies et tortor ut congue. Stories Read more Music passions recognised By Tom Anderson, MYP music teacher Join us in congratulating secondary school students Nadia S, Francisco L, Ella K and Ysa B for acing the Trinity College London and ABRSM music exams! Tom Anderson, MYP music teacher, shares the good news with us. Read more Grade 6 music ensemble 2019 By CIS Communications Musical ensembles are a beautiful celebration of learning, and this week was no different as grade 6 flute, brass, string and choral ensembles charmed the CIS community. Read more Medea - Chinese drama production By CIS Communications Everyone (students and teachers) who was involved with the Chinese drama Medea impressed their audience with their &quot;performance intensity and high-level acting skills&quot;. Read more Shakespeare in music By Athalya Salim, TK music teacher and musical director Music plays a big part in TK’s annual Shakespeare productions and this is year is no different. This time the grade 4-6 choir was instrumental in helping to compose most of the music. Athalya Salim, TK music teacher and musical director, shares more. Kindergarten Primary Secondary 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 in the Primary years STEAM helps our students make connections across subject areas as they invent, analyse and explore concepts. STEAM in the Kindergarten 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. 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 Read more Owning the future in game development By CIS Communications At CIS, we take pride in nurturing self-starters who take the initiative to pursue their passion. One great example is Merlin R, a grade 10 student who approached the Digital Literacy team with a proposal to host a game jam for fellow gamers. Timothy Studlo, Digital Literacy Coach Pre-K to grade 12, fills us in. Read more FIRST Lego League 2019 By CIS Communications and Timothy Studlo (Digital Literacy Coach Pre-K to grade 12) How did our primary and secondary students perform during the FIRST Lego League hosted at Lakeside in March? We catch up with Timothy Studlo, Digital Literacy Coach Pre-K to grade 12, to find out more. Read more First LEGO League Junior 2019 By CIS Communications Join us in congratulating our CIS LEGO Junior League teams on a job very well done. The annual event was hosted at Lakeside, our teams walked away with a host of accolades. Read on to learn more. Read more FIRST® LEGO® Robotics competition 2019 By CIS Communications Team CIS put their STE(A)M skills to the test at the FIRST® LEGO® Robotics competition 2019 and walked away victorious. TK primary was ‘Best runner-up’ while Lakeside secondary won a trophy in ‘Excellence in planning and strategy’. Kindergarten Primary Secondary read more

Secondary Academic Preparation Programme

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

SAPP Preparing students for school At CIS, we pride ourselves on our diverse population. We welcome students from all backgrounds and believe that diversity breeds understanding. However, in some cases, students from other school systems may not have the requisite skills in English, Mathematics, Science and Social Studies to meet CIS’ challenging IB curriculum. The CIS Secondary Academic Preparation Programme (SAPP) was created to assist students that are between 11 and 15 who are applying for Grade 7 to Grade 9 academic programmes in 2017. The Programme provides the best possible academic environment for students to build their knowledge and skills in key disciplines in preparation for international school entry assessment. The CIS Secondary Academic Preparation Programme (SAPP) was created to assist students that are between 11 and 15 who are applying for Grade 7 to Grade 9 academic programmes in 2017. The Programme provides the best possible academic environment for students to build their knowledge and skills in key disciplines in preparation for international school entry assessment. The CIS Secondary Academic Preparation programme is focused on the development of knowledge and skills in academic subjects: Science, Mathematics, and Social Studies as well as the development of strong English language skills. The programme recognises that English Language Learners will vary in the time needed to acquire the language proficiency standard for entry into an international school, and students are able to continue in the programme until they have reached the required level of proficiency. Programme aims To develop students’ academic standards to a level that is appropriate to their grade in Mathematics, Science and Social Studies.To use English language skills to obtain, process, construct, and report on subject matter information in spoken and written form.To acquire and use appropriate learning strategies to research, construct and apply academic knowledge. Curriculum MathematicsThe programme of study will be based on weekly units that are aligned to the equivalent grade level of the student within an international school context. There will be particular emphasis on the consolidation of skills and the acquisition of necessary mathematical language. ScienceThe Science programme supports students in developing their understanding of the nature of science and the related scientific knowledge, skills and processes through broad and interconnected themes including: Interactions, Systems and Diversity. Social StudiesThe Social Studies programme is centred on Singapore and the local region. In addition to their growth in the academic understanding of people, places and environments, this study supports students in their transition to Singapore and develops their understanding of the cultures and environments that they will be interacting with on a daily basis. Downloads Secondary Academic Preparation Programme application form Sample timetable Smart English Junior Overview Smart English Junior (Elementary) Smart English Junior Pre-Intermediate Kindergarten Primary Secondary read more

Pastoral Care

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

Pastoral Care Pastoral Care We believe a good education focuses on the development of the whole child. Our principals, teachers and student support and well-being team work together to foster each childs’ social, emotional and academic well-being. In primary school, homeroom teachers are responsible for ensuring each child has the level of pastoral and emotional support they need, while in secondary school, advisory teachers, who students meet with each morning, are responsible for the delivery of a dedicated pastoral care programme. Advisors also assist students with goal setting, time management, exam practice and study skills.&nbsp; Student support and well-being&nbsp; Our dedicated student support and well-being team consists of a school psychologist, counsellors, learning support teachers, university advisors and nurses.&nbsp; Recognising the need for a holistic approach to student support, the team run programmes across the school year to help students develop the skills and strategies needed to proactively manage their own well-being. These include:&nbsp; Sunshine visits&nbsp;with a counsellor. Designed for new students, these visits help&nbsp; students understand who to go to for support, and help our counsellors monitor how students are adapting to their new environment. Primary students meet as a group, so they’re introduced to other new students in their grade.Weekly meetings&nbsp;with teachers and the student well-being committee to monitor students’ individual goals and/or progress.Ongoing&nbsp;education programmes and seminars&nbsp;for both students and parents.&nbsp; Counselling Our school psychologist and counsellors work closely with teachers to provide students and their families with individual support. Their approach will be developmentally appropriate, and may include any of the following:&nbsp; confidential individual or group counsellingconflict resolutionfriendship difficultiesindividual student planning and goal-settingCrisis (response) intervention&nbsp; University guidance Academic and career guidance for students in grades 9-12 is offered by our university advisors. Learn more about the services they offer on our secondary page.&nbsp; Learning support Our learning support programme is intended for students who need additional help to achieve their academic goals. Our learning support teachers work directly with teachers and students to meet each child’s needs. English Learning&nbsp; CIS has a comprehensive English Language Learner (ELL) programme for students in grades 1-10 (see this page of our website to understand English language entry requirements). Our ELL programme supports all ranges of language needs and is fully integrated into our academic curriculum. It is designed to support each student’s academic learning needs at their respective phase of English proficiency.&nbsp;&nbsp; Students in kindergarten do not follow a formal ELL programme, as they’re immersed in an English-speaking environment inside the regular classroom. Homeroom teachers are oriented to the needs of young children who are not speakers of English and can consult with a member of the English Language Learner (ELL) Team on a case-by-case basis for assistance.&nbsp; Transition and TCKsWe recognise that students who are new to CIS will be in “transition” as they have moved from another country, while many of our students will identify as “third culture kids” (TCKs). Academic staff are trained to be aware of these aspects and the specific issues that can arise. Stories Read more The library comes alive at TK By Stojana Popovska, TK teacher librarian This September TK library brought books and reading “alive” for all of our primary students. Reading and stories were celebrated with many fun activities related to book characters, different genres and authors. Read more Developing learner agency through arts and physical integration By Tonia Whyte Potter-Mal, TK PYP coordinator How does combining arts and physical literacy facilitate learner agency - a core value of Primary Years Programme (PYP) learning? Tonia Whyte Potter-Mal, TK PYP coordinator, explains how Hélène Boiron, TK’s only kindergarten arts and physical literacy integration specialist, does it. Read more Own the future with multilingualism By CIS Communications It has become more important than ever to prepare our children for the future with a multilingual education, just like this CIS family whose three daughters were enrolled in CIS&#039;s English-Chinese bilingual programme. Join us as we chat with them to find out how the programme benefitted them and why it&#039;s important to start learning languages from young. Read more Demystifying UOIs. By CIS Communications Are you new to the Primary Years programme and the unit of inquiry? Find out the answer in this video as we follow a grade 2 class on their in-depth exploration of the central idea “plants are central to sustaining life on Earth”. read more