OUR SCHOOL

 

EARLY YEARS FOUNDATION STAGES

Early Years Foundation Stage at Gulf English School comprises of 17 classes, one Pre KG class, eight KG classes and eight Reception classes. We follow the National Curriculum from the United Kingdom, using the Early Years Foundation Stage Framework and learning goals. Our Early Years students benefit from specialist lessons, including Islamic, Arabic, Physical Education and Music lessons.

 

There are seven areas of learning in the Early Years curriculum and at Gulf English School, we strive to deliver an engaging and educational curriculum packed with cross curricular activities, including plenty of educational fun days and school trips. We recognise that young children work best when learning through play and active learning. This is why, we at Gulf English School, are committed to providing a safe and comfortable learning environment to encourage our students to reach their full potential.

 

The seven areas of learning encourage development in three prime areas of learning and four specific; the three prime areas are: Communication and language, physical development and personal, social and emotional development. The four specific areas are: Literacy, Mathematics, understanding the world and expressive art and design.

 

Developing young children in communication and language encourages confident and clear speakers who can follow instructions and show an awareness of the listener. Physical development help the children to move confidently with ease and control and develop their fine and gross motor skills which will allow young learners to manage their own basic hygiene and become more independent when dressing and undressing . Developing the children in their personal, social and emotional development promotes independence, teaches right from wrong, develops an awareness of their own feelings and of others. This, in turn, will create more confident children with high self-esteem who can form strong relationships with their peers and adults alike.

 

While learning Literacy, these young children will develop the skills to hear and say phonic sounds, linking them to letters of the alphabet, they will develop the skills to read and write simple words and sentences and learn to use a pencil effectively. Early Mathematics is best taught through practical exercises to create an understanding of Mathematics through stories, songs, games and imaginative play. Children will become comfortable with number, shape and space which builds a strong foundation for the next phase of their mathematical education. Teaching children an understanding of the world around them helps to build children who are interested in exploring their environment, they are curious about past events in their lives and the lives of their families, they are intrigued by different cultures and the world around them. Through the use of technology in the classroom, children learn to explore their world through ICT. Through expressive art and design, children will explore their creative side through art, crafts, music, role play and imaginative small world play. Children really cherish the opportunity to allow their own creativity and imagination to be expressed freely in the safety of a familiar environment.

 

KEY STAGE 1 OVERVIEW

At GES, In Years 1 and 2, children follow the KS1 UK National Curriculum. Each half term is planned around exciting and memorable themes, which allow every child to access age appropriate learning objectives taken directly from the NC. This exciting approach provides students with the opportunity to study themes in depth and explore links across subject areas.

Planning in KS1 is rigorous and detailed, yet flexible and accessible by all children of different abilities and needs. Through a cross curricular approach, no subject is boxed in to merely ‘concepts’, but rather prepared in encouraging students to apply their knowledge across different areas. With class teacher and specialist staff working closely together, students are provided with consistency and reinforcement opportunities in each school day.

In KS1, we also take advantage of partaking in activities across other key stages. Not only does this expand and challenge children of varying abilities, but it further builds a stronger link between the entire primary school. Some examples include year 6’s reading a story to year 2 children during book week, auditions across primary for ‘GES’s got talent,’ and submission of Art work for the school exhibition.  Our wider curriculum promotes the spiritual, moral cultural, mental and physical development of the students. These opportunities may also come through assemblies, trips, visitors, special events as well as production and exhibitions. With a strong school councilor team, each child is supported and encouraged to pass through barriers that may be effecting their learning.

Through the use of DOJO, a strong communication is kept between parents and the school. Through the reward system of ‘Dojo points’, parents are kept informed of their child’s progress. Up to date topics and important announcements are provided to parents through this tool, which keeps them well informed.

Children are assessed through a variety of ways including formal and informal methods. Daily assessments inform teachers next steps and activities for each child ensuring the pace and pitch of lessons are appropriate. With rigorous data tracking systems, transitions from early years to KS1 and then from KS1 to KS2 is monitored and planned for.

 

KEY STAGE 2 OVERVIEW

Gulf English School key stage 2 curriculum follows the UK National Curriculum. The school has adapted the curriculum to be based around the abilities of each child. Teachers plan and implement differentiated lessons that allow the more able to be stretched and the less able to be supported with work of an appropriate level; this enables all students to achieve success through appropriately leveled challenges.

At Gulf English School we offer a wide range of subject specialist teachers throughout the school. All key stage 2 students taught by specialist PE, ICT and music teachers in order to offer a broad and balanced curriculum. All students also attend lessons taught by our Arabic and Islamic teachers.

The school has an open door policy, so should you have any concerns about your child and their progress, you are welcome to make an appointment, in the first instance, to discuss this directly with the class teacher/tutor or the relevant subject specialist teacher. If the issue remains unresolved, an appointment should be made to discuss this further with the relevant head of year. Parents are encouraged to join ‘class dojo’ as a means of communication with the class teacher. This is a platform to inform parents of curriculum assessments, school trips and general day to day information on the running of the school.  Throughout the academic year parents are also invited to attend year group Curriculum Information Evenings. At these meetings the teachers have the opportunity to explain to parents what they should expect over the year and how parents can assist in their child’s learning. Parents also have the opportunity to ask questions with regards to the curriculum and school procedures.

Twice yearly, there are Parent Consultation Evenings and school reports where you will have the opportunity to meet individually with the teacher for an update on your child’s progress.

 

KEY STAGE 3 OVERVIEW

The KS3 curriculum is designed to seamlessly bridge the gap between that of the KS2 and KS4 curriculums.  It therefore builds on the accumulated knowledge, experience and skills that exists at the end of year 6 and prepares students for the challenges to be faced in year 10 when they begin to study for the all-important external examinations, that is IGCSE’s.  All of our teachers and team leaders are well aware of the void between KS 2 and KS4 and together have created a three year programme of study that is progressive in terms of the sequence and level of difficulty in which subject material is taught.  Student progression is carefully monitored via regular topics assessments and formal end of term exams.

 

KEY STAGE 4 AND 5 OVERVIEW

The transition from Years 7, 8 and 9 (Key Stage 3) to Years 10 and 11 (Key Stage 4) is a very important phase in education. Students in Key Stage 3 have followed a core curriculum, which has contained very little element of choice. Students in Key Stage 4 continue to follow a core curriculum, which provides a broad and balanced education, but are also able to choose to study a number of subjects in addition to the core. Please find below an overview of the Key Stage 4 curriculum for your immediate reference. In Year 10 students follow the IGCSE courses.

 

IGCSE Core Curriculum

All students in Key Stage 4 will study the following:

• English Language

• Mathematics

• Science Choice from 1, 2 or all 3 (IGCSEs in Biology, Chemistry and Physics)

• Arabic

• Religion

 

IGCSE Optional Subjects, from which students may select subjects

• Art

• Business Studies

• Computer Science

• Drama

• Economics

• Geography

• History

• Information Communication Technology

• Music

 

Students: Choosing your IGCSE Optional Subjects

When making your IGCSE Options choices, it is important to consider the impact your choices may have on your future educational and career path. Senior Staff, your Head of Year and your Form Tutor will provide significant guidance in this respect. As you move into Key Stage 4, there will be an on-going series of discussions relating to Higher Education and career planning.

It is important, too, that your decisions focus on the subject itself and are not influenced by your friends’ perspectives or the personality of a teacher who has taught you previously in that subject. There is no guarantee that the particular teacher will be available to teach you for the whole or even part of the course.

You are advised to reflect seriously on your skills and abilities, your genuine preferences, your future aspirations and the recommendations and views of your teachers. Please do not be anxious if you are uncertain at this stage of your future direction; guidance will be provided for you to ensure that your choices are appropriate.

However, it is possible that your choices may not be possible and may have to be revised. In such cases, individual discussions with you and your parents will be arranged.

Please note that, if a very small number of students opt for a particular subject, it may become uneconomic in staffing terms and we may be obliged to withdraw the subject for this year. Although extremely rare, this situation has previously arisen.

 

Guidance

We will provide all the help that we can to ensure that students choose what is right for their future needs. Students must ensure that they take full advantage of the guidance offered so that they make the right choices.

Year 12-13

You will be allocated to a Year 12 Tutor Group which meets daily under the guidance of a Year 12 Tutor, who, along with the Deputy Head of Senior School with responsibility for Post-16 Education, will provide you with considerable support throughout the two years. You tutor will guide your progress and development, help you with any problems, and give personal assistance in making the all-important applications for Further and Higher Education.

At the same time, in recognition of your increasing personal maturity, you will have a range of privileges and responsibilities. In the Sixth Form you will play a greater part in organizing your own studies. Private study is an essential part of academic life and our new extended Sixth Form study area provides an excellent environment for learning.

As Sixth Formers you are expected to be a positive role model. You are the students that the school looks up to: you must set the right example for the rest of the student body. You may be offered the opportunity to take up a position of responsibility: the Head Boy, Head Girl and their Deputies, Student Leaders and

Sixth Form Prefects are all chosen from the Sixth Form. Even if you are not offered such an opportunity, there is an enormous amount that you can contribute to the School and the Sixth Form. Your Community Service will also be an important addition to both your Personal Statement and our university reference. We have a tremendously talented Sixth Form and all students have much to contribute: all I ask is that you make the most of the opportunities offered and have an enjoyable, rewarding and successful time with us.

Study in the Sixth Form

As senior students of the school you will find that the Sixth Form is different in a number of ways from earlier educational stages, mainly due to greater specialization in subjects and recognition of your increasing maturity.

Naturally, the move from the IGCSE to the A-level Programme carries with it a rise in the standard of work demanded from you and the need for you to undertake private reading and research. You study fewer subjects, but in greater depth.

You may individually negotiate the opportunity to re-sit certain GCSE subjects in order to improve your grades. It is essential for applications to university that you have a minimum of grade C or above in Mathematics and English – some stipulate higher grades than this. Clearly, we cannot guarantee to organize a programme of preparation for re-sits but we will facilitate entry to the re-sit examination. Re-sits should not be entered into without careful thought as they can add extra pressure to you when adjusting to Sixth Form study. The Sixth Form is an important and exciting time in your life. It will involve a great deal of hard work and commitment, but the benefits in personal development and growth will be considerable.

Monitoring Sixth Form Progress

Your progress is closely monitored throughout the Post-16 programme via our Sixth Form Assessment

Reports which are issued to parents every half-term. These Assessment Reports include the following information:

  • An attainment grade which reflects the current operating level of the student for that module

  • An effort grade

  • A personal progress indicator based on the progress made since the last report

  • Attendance in each subject, a key factor in success at A-level

  • A target grade that the student should aim to achieve at the end of the course.

 

University Entry Requirements

It is very important to ensure that you research your Post-18 options carefully. Many students are unsure of their plans beyond A-level, however, some are clear on their career goals. It is essential that you make the right subject choices so that you are able to access the courses of your choice.

Should you have a specific career, course, or university in mind, it is very important to research the entry requirements as you enter your A-level programme so that you make choices that will not limit your access.

The entry requirements for all courses in the UK are very specific and can be accessed through the University and Colleges Admissions Service (UCAS) website www.ucas.com This site supplies all the information you need and, in addition, has direct links to university websites and prospectuses.

If you are applying to a non UK university, visiting the college or university website is essential as the entry requirements are specific to each institution; as are the methods of application, documents required and the deadline for receipt of the application. The school co-ordinates all university applications worldwide.

 

It is important to note that all universities and colleges consider academic performance at A-level and IGCSE as good predictors of success, therefore Year 10 and 11 students need to be aware that IGCSE performance is extremely important. Extra-curricular involvement is another important factor taken into consideration by Admissions Tutors, hence our strong recommendation that students engage in service to the community and involve themselves in extra-curricular activities.

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Gulf English School
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Al Dimanah Street Block 4
+ 965 2575 7022 / 2575 7952
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