Curriculum

Curriculum of International Hope School


IHSB PRESCHOOL CURRICULUM

 

Preschool curriculum is planned carefully for the holistic development of the children. At the focal point of curriculum framework is the child & belief that children are curious, dynamic and competent learners. The following six areas have been identified for this purpose:

 

A lot of learning objectives for each learning area has been defined and this learning reflects objectives widely-held expectations about what children should know and be able to do upon completion of Kindergarten.

Language and Literacy: English & Bangla ( Starts from Kindergarten)

Numeracy

Motor skill development

Aesthetics and creative expression

Social and emotional development

Discovery of the world around us

IHSB defines assessment as the ‘process of setting clear and measurable learning outcomes and objectives, implementing balanced assessment tools relevant to them, which in turn provides specific feedback to the parties involved in student learning and identifies appropriate targets for the education process’.

 

 

IHSB PRIMARY SCHOOL CURRICULUM

Having a comprehensive and well-structured curriculum is vital for the existence of any educational institution. Here at IHSB, our curriculum is designed to ensure the holistic development of its students through the measurable plan and structure that is followed by our educators for delivering the highest standard of education. The internationally recognized Cambridge Primary Curriculum and Assessment which includes Cambridge Primary Checkpoint and yearly progression tests from year 2 to 5 allows us to enhance our students’ confidence, intellectual skills and social competencies for achieving well-deserved accomplishments in global communities.

 

Given below is an outline of the subjects offered in the Primary School:

 

English Language (Cambridge Primary English) and English Literature

Cambridge Primary English is designed to help learners develop English skills that they can apply for a range of different purposes and audiences in any cultural context. The curriculum framework covers knowledge, skills and understanding in Reading, Writing, Speaking, and Listening. The enquire-based approach develops learners’ confidence, creativity and intellectual engagement allowing them to communicate confidently and effectively, and develop the critical skills required to respond to any information, media, and texts with sound understanding and enjoyment.

Mathematics (Cambridge Primary Mathematics)

Cambridge Primary Mathematics explores five content areas which include number, geometry, measure, handling data, and problem solving. This curriculum emphasizes on principles, patterns, systems, functions and relationships in order to allow the learners to apply their mathematical knowledge and develop a holistic understanding of the subject.

Science (Cambridge Primary Science)

Cambridge Primary Science supports the development of students’ curiosity, giving them opportunity to investigate problems, learn more about the world around them and understand and use scientific explanations for a wide range of phenomenon. The curriculum covers the following four content areas – scientific enquiry, biology, chemistry, and physics. The scientific enquiry is about considering ideas, evaluating evidence, planning investigative work and recording and analyzing data. It also focuses on developing learners’ confidence and interest in scientific knowledge that includes environmental awareness and history of science.

Bangla

Although our school follows international curriculum, we strongly emphasize on the development of Bangla Language skills in Bangladeshi learners. We follow the curriculum engineered by the National Curriculum and Textbook Board. It is compulsory for Bangladeshi citizens.  

Computer 

Cambridge ICT Starters provides a flexible framework to develop learners’ ICT competence in a range of applications including computer programming, word processing, digital graphics, database, spreadsheets, email, presentations, video/animation, the internet and web authoring.

Bangladesh and Global Studies

The curriculum followed for Bangladesh and Global Studies is designed by the National Curriculum and Textbook Board. This subject is subdivided to introduce Geography in order to help learners acquire essential geographical concepts and skills, as well as attitudes of responsibility and caring.

Religious Studies (ONLY for Muslim Students)

The religious studies curriculum aims to promote an enquiring approach to the study of Islam among the Muslim students. Learners are made to reflect on religious responses to moral issues, identify and explore questions and recognize the contribution of religion in the development of human behavior and etiquette. According to year levels, students are engaged in the study of Surah from the Quran, supplications, and are informed about the steps of performing Salah. Non-Muslim students are not required to take this subject.

Character and Value Education

Character and Value Education is engineered to instill vital universal values in learners that include honesty, empathy, responsibility, respect, sharing, caring, trustworthiness, fairness, and citizenship. Learners are engaged in a wide range of interactive and hands-on activities, projects, and discussions.

Art

Our art curriculum focuses on the development of learners’ creativity and imagination through the use of different techniques of expression. Learners are given the opportunity to improve their drawing, coloring and painting skills using a wide range of resources and materials.

Music

The music curriculum is designed to develop students understanding of music and cultivate a joy of music as they collaborate with others in purposeful and expressive ways through singing. Throughout the year the learners have several opportunities to showcase their talent in cultural programmes and various competitions, both in and outside school.

Physical Education

This is one of the vital parts of the school curriculum as it allows learners to develop essential cognitive skills and improve their physical and mental health through active participation in exercises, sporting activities, and various competitions. Learners, as individual and team members, will be able to show more confidence, increase their understanding of rules, tactics, strategies and compositional ideas, participate in respectful and responsible ways, develop transferrable skills promoting physical, cognitive and social development and become independent, critical and reflective movers and thinkers.

 

Assessment is the simple and hand on procedure to decide and define the working areas or improvement areas for the child to keep the child in pace with his or her grade level. In our learning approach, the two highly recommended processes, Formative assessment Process, which is “Assessment for Learning” and Summative Assessment Process, which is “Assessment of Learning” are followed. These two processes are categorized in four separate criteria (class test, class performance, homework and project work) to make the evaluation of the assessment more clear and influential for better learning. In order to achieve this goal, IHSB introduced educational Portfolio which reflects the continual growth of a child’s learning process and allows us and the learners to reflect on their own strengths and weaknesses. The Portfolio is updated four times a year (once in each quarter) with the hands-on activities completed by the learners.

 

 

IHSB SENIOR SECTION CURRICULUM

In International Hope School Bangladesh we proudly offer a wide variety of programs which immerse students in authentic language environments both in the classroom and through our numerous field trips and activities. Our programs take a communicative approach which helps students to increase their confidence and proficiency in all areas including speaking, listening, reading and writing. Throughout their A Level program, IHSB students are given a wealth of guidance, assistance, and dynamic hands-on instruction from highly qualified professionals, allowing them to maximize their learning.

The subjects offered in A Levels in IHSB are:

  1. Mathematics (P1, P2, P3, P4, M1, S1, M2, S2)
  2. Further Mathematics
  3. Chemistry
  4. Physics
  5. Biology
  6. Accounting
  7. Business Studies
  8. Economics

At our school, students have an extensive support network to guide them through every step of the way. From helping them settle in school, to assisting them through every step of their learning, we provide students with the guidance they most require at their young age. For struggling students we offer extra classes and assign teachers to provide them with extra attention.

For high achieving students interested in mathematics, they have the option of studying Further Maths, something that IHSB uniquely offers. Every student has to take a minimum of 3 subjects for IAS/IAL studies, and that means they have sufficient knowledge in any discipline when moving onto their future endeavor, either in the field of study or otherwise.

 

 

Why choose our A Level programme?

Studying A Levels at IHSB means you can make informed life choices and decisions about university while benefiting from expert advice.

 

 

 

A Level Structure:

 

A Level consists of 2 parts:

 

AS Level is the first half of the programme and forms the foundation of A Levels. A2 Level is the second part of the syllabus, covering more complex topics in your chosen subjects. Grades are benchmarked using internationally recognized grades, which have clear guidelines to explain the standards of achievement.

The Cambridge International A Level is reported on a grade scale from A* (highest) to E (minimum required performance). There is no A* grade for Cambridge International AS Levels, which run from grade A to E.

We offer A Levels in Cambridge as we believe it is beneficial to students, and provides students with the correct platform to further their knowledge and experience learning actively and creatively.

 

Cambridge International AS & A Level develops learners’ knowledge, understanding and skills in: