Academic Overview

NIS, offers all students access to a broad and balanced curriculum, which allows optimal academic development with a focus on the ultimate goal of university entrance. Resultantly, our Cambridge based academic program is rigorous and demanding. This comprises of three distinct phases

  • LOWER SCHOOL (Early Learning Centre & Primary) – Cambridge Primary Curriculum*

  • MIDDLE SCHOOL (Grades 6 – 8) – Cambridge Secondary Curriculum*#

  • HIGH SCHOOL (Grades 9 – 12) – Cambridge International Examinations (CIE) IGCSE / AS / A level curriculum (based on CIE syllabus)

This curriculum is supported by a regular and thorough assessment approach that informs the teaching and learning process. NIS constantly endeavors to provide access to a curriculum that is relevant and motivational. The NIS curriculum strives to: -

  • Build on experiences, skills, interests, knowledge and understanding of students
  • Motivate students
  • Use assessment as a tool for enhancing learning.
  • Be responsive, dynamic and flexible
  • Have explicit curriculum objectives
  • Strive for equal opportunities and cultural diversity
  • Create and maintain a exciting and stimulating learning environment
  • To provide opportunities for students to celebrate success and achievement.
  • Allow students to access a range of further / higher education institutions.
  • Rubric guided teacher professional judgement based on learning outcomes {Lower School}.

* The Cambridge Primary and Secondary Curriculum is modified to comply with KSA Law, Ministry of Education regulations and to meet the needs of our student body.

# Some IGCSE topics in certain subjects are taught in G8 at the discretion of departmental requirements

ASSESSMENT

At NIS the term assessment refers to all information gathered about students in the classroom by their teachers, either through formal testing, projects and traditional examinations or informally through continuous teacher evaluation / observation.

Hence, NIS policy supports feedback inclusive, formal and informal assessment strategies. Resultantly, NIS students will be engaged in a range of assessment activities, where feedback is encouraged. These include

  • Direct observation and discussion
  • Self-assessment / Peer assessment
  • Teacher marking
  • Class quizzes (tests) / End of unit assessments
  • Projects
  • Formal examinations
  • Standardized assessment tasks
  • Diagnostic assessments
  • Benchmark assessments

The main purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that the assessment provides. A secondary function of assessment is to report student progress to parents. Assessment at NIS will:

  • Benefit the students;
  • Involve the students;
  • Support teaching and learning goals;
  • Be well planned and communicated;
  • Be suited to the purpose;
  • Be validreliable and manageable;
  • Provide regular and timely feedback to students.

In addition to the above NIS uses diagnostic assessment to assess student and teacher performance.

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