Access to Learning

All Children Have the Capacity to Learn

Access to Learning at the FIS

All children have the potential and capacity to learn. Children have different strengths, encounter different challenges, work at different paces, have different languages, cultural and educational backgrounds and they may favour different approaches to learning. A totally homogenous group of students does not exist and any attempt to group students as such will always be imperfect. This recognition of children as individuals is one of the great strengths of international schools. Learning about diversity, as well as what we have in common, amongst our community, contributes to international mindedness and inter-culturalism. To learn to listen, debate, collaborate and achieve with others, even when they do not necessarily believe and act as we do, provides opportunity for our students to “exhibit integrity and a desire to make a positive impact in the world” (FIS Vision).

At the FIS, our classes are comprised of students of different backgrounds and abilities, enriching the learning environment. The positive impact is felt in academic as well as social and emotional learning. Curriculum, in its written and taught form, supports learning for all through differentiation. That is a teacher responding to the needs of the individuals within the class to support effective learning for all. Teachers proactively and collaboratively plan varied approaches to what students need to learn, how they will learn it, and/or how they will demonstrate their learning.

(Adopted June 2014)

FIS Curriculum

At the FIS we define Curriculum as thoughtful, developmentally appropriate, intended learning. Learning incorporates understandings, knowledge, skills and beliefs. Our Curriculum is informed by the needs and interests of students and by the values of society and the school mission.

In practice this means we design and create experiences, inside and outside of class, that will allow children to learn in ways that are meaningful and sustainable. To such an effect having Standards that are addressed over and over again, yet with differing levels of complexity and depth over time, we ensure students don’t just ‘cover’ or ‘do’ a concept but really gain meaning that can be transferred and applied throughout their schooling and life beyond.

FIS Subject Standards

To support meaningful learning, the FIS has developed subject standards. These standards are whole school standards meaning whether a child is in EY3 or grade 7 or even grade 12, they may still be accessing and gaining understanding of the same standard. Obviously as students move through the grades, their understanding and ability to apply, along with teachers’ chosen illustrative material in class, becomes more complex. A simplified example is the ability to read is the same whether it be a six year old or an 18 year old. However, the reading material will differ, the connections made will differ, what one is able to infer and how they respond will differ. Yet the fundamental is an ability to read.

FIS Standards were developed over a considerable period of time. They were derived from understanding and comparing of different national curricula across the world, trends in education such as a focus on 21st century learning, as well as in reference to external expectations by FIS adopted programs such as IPC, IGCSE, IB DP. These FIS Standards are periodically reviewed and refined, as part of a whole school curriculum review cycle. Standards are however a top tier within the curriculum of a school. Grade level learning objectives of foci, topics/units and learning activities change more frequently to adapt to learners at the FIS.

Below we have listed the most current Standards adopted by the FIS:

Concept

  1. Students synthesize cultures from different societies and times, and evaluate their impact when processing and analyzing images.
  2. Through research students demonstrate a strong relationship between meaningful artistic production and understanding of sociocultural and historical  perspectives in more than one culture.
  3. Students demonstrate analytical skills while evaluating their own and others artworks and apply conceptually them while producing visual images.

Creativity

  1. Students communicate through original visual images to convey and express personal intentions.
  2. Students create following exploration when producing artwork.
  3. Students formulate personal intention for creating their own artwork.
  4. Students apply the elements of art and principles of design in thoughtful and inventive ways to convey personal meaning.

Skills-craftsmanship

  1. Students demonstrate technical progress which reflects refinement of techniques and confidence in execution.
  2. Students use tools, techniques and processes in ways that skillfully support  artistic intentions.
  1. Reading: Students are able to understand explicit and implicit meaning and analyze, integrate, evaluate, and respond to content in a range of texts.
  2. Writing: Students are able to craft and structure a variety of text types appropriate for their purpose and audience.
  3. Speaking & Listening: Students are able to present and comprehend knowledge and ideas clearly and effectively in a variety of contexts.
  1. Speaking & Listening: Students present and comprehend knowledge and ideas clearly and effectively in a variety of contexts
  2. Reading: Students understand explicit and implicit meaning and analyze, integrate, evaluate, and respond to content in a range of texts
  3. Writing: Students craft and structure a variety of text types appropriate for their purpose and audience following appropriate conventions
  4. Culture: Students appreciate culture in German speaking countries and context with relation to texts and other communication
  1. Students understand and interpret spoken language in German
  2. Students understand and interpret written language in German
  3. Students express themselves and communicate in spoken language in German
  4. Students express themselves and communicate in written language in German producing a range of different text types
  5. Students demonstrate their understanding of the cultural perspectives of Germany as the host nation.
  1. Students are able to gather, collect, and synthesis information from a wide field and different types of resources. (Research)
  2. Students are able to analyse, and measure processes, arguments, presentations and performances, with respect to self-chosen criteria, providing evidence in the process. (Evaluate)
  3. Students are able to develop a plan for action based on research, evaluation and/or reflections. (Act)
  4. Students are able to collaborate with peers and critically reflect on their own role in this collaboration. (Reflect)
  5. Students are able to communicate and/or present information, argument and results. (Present)
  6. Students are able to make connections between topics and their global, local and personal environment, taking into account and being sensitive towards a variety of perspectives. (Connect)
  1. Students will demonstrate an in depth knowledge and understanding which will be shown through their responses in familiar and unfamiliar contexts.
  2. Students will be able to apply their knowledge and understanding of humanities subjects to a range of different issues and contexts, using their understandings to create analytical responses.
  3. Students will be able to synthesis material from a range of sources in order to evaluate a range of different issues, in familiar and unfamiliar contexts.
  4. Students will be able to apply appropriate skills and techniques to express their knowledge and understanding of humanities subjects.
  1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology
  2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others
  3. Research and Information Fluency: students apply digital tools to gather, evaluate, and use information.
  4. Critical Thinking, Problem Solving and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources
  5. Digital Citizenship: Students understand human, cultural and societal issues related to technology and practice legal and ethical behaviour
  6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations
  1. Students reads widely both for information and in the pursuit of personal interests.
  2. Students use inquiry and critical thinking skills to acquire, evaluate and create information
  3. Students seek multiple perspectives, shares information and ideas with others and uses information and resources ethically.

Students understand and appreciate mathematics as a universal language and abstract discipline that enables students to critically analyze the world around them, link people of different cultures and backgrounds.

  1. Number Operations and Concepts: Students understand the usage, structure and application of number systems and the processes that connect them.
  2. Shape and Space: Students can describe, apply and measure geometrical characteristics within mathematical structures.
  3. Patterns and Relations: Students can identify, describe and apply regularity and relationship within mathematical contexts.
  4. Data Handling and Statistics: Students can appropriately collect and analyze quantitative observations and apply principles of uncertainty within mathematical contexts.
  1. Students explore and perform a range of repertoire.
  2. Students engage in the creative process.
  3. Students reflect on the creative process and works of art.
  1. Physical Development: Students perform various locomotor movements, non-locomotor movements, and rhythmic movements.
  2. Personal Development: Students practice active, healthy living and positive personal behaviours.
  1. Students understand and appreciate the environmental, societal and ethical implications of science
  2. Students understand of the nature, processes and the relationship between evidence and scientific ideas, theories and laws and why sometimes they need to be changed
  3. Students demonstrate extensive knowledge and understanding of the relationship between different branches of science through the work of scientists today and in the past
  4. Students skillfully carry out scientific inquiries by using appropriate techniques, apparatus and materials during experiments
  5. Students are scientifically literate citizens in a technological world who effectively communicate their understanding and application of scientific ideas and concepts.
  1. Students understand and interpret spoken language in Spanish.
  2. Students understand and interpret written language in Spanish.
  3. Students express themselves and communicate in spoken language in Spanish.
  4. Students express themselves and communicate in written language in Spanish.
  5. Students demonstrate their understanding of the Spanish cultural perspectives.

Note: The IB Learner profile, IPC Personal Goals and Advisory programs all support the social/emotional development of children however these are not approached in the same way as subject standards.