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Overview

Overview

 

At SIS Sunway Iskandar, the Early Years through Grade 10 curriculum is based on the internationally renowned Ontario (Canada) Curriculum. It focuses on students’ individual learning and development as well as building character by acknowledging each individual’s unique personal strengths.

SIS Sunway Iskandar has been officially authorized, accredited, and accepted as an International Baccalaureate (IB) World School.  As such, is offering the IB Diploma Programme in Grades 11 and 12 at pre-university level.
More info: www.ibo.org
Early Years (Ages 4 and 5)
School Hours
Monday to Thursday
Friday
:
:
8am to 3.00pm
8am to 12pm

 

Beginning in September 2016 all Kindergarten programs will be based on the expectations outlined in Ontario’s The Kindergarten Program, 2016.

The Kindergarten Program (2016) sets out what our youngest students will learn in Ontario’s two-year Kindergarten program.  It also describes how educators will help children learn through play and inquiry.  Based on the most up-to-date information about child development and how children learn best, the Kindergarten program provides a smooth transition from home or child-care settings and a strong foundation for learning in the years to come.

In conjunction with the new Kindergarten program, the Ministry of Education (Ontario) has released the policy document Growing Success – The Kindergarten Addendum:  Assessment, Evaluation and Reporting in Ontario Schools, 2016. Beginning in September 2016, the assessment, evaluation and reporting of children’s learning will be based on the policies and practices described in this document.

Elementary School Years (Grades 1-5)

School Hours
Monday to Thursday
Friday
:
:
8am to 3pm
8am to 12 noon

 

Strong literacy and numeracy skills are critical foundation for academic achievement.  Elementary programming stresses these areas and gradually incorporates academic content from other disciplines in an age appropriate manner.  This is a critical age for students to develop higher order thinking skills, understand critical literacy, make meaningful connections, and applications for their learning and come to understand their role in owning their own learning.  Students are engaged in meaningful curricula in a differentiated manner that is student centred and allows for “voice and choice”.  Opportunities for students to participate actively in hands-on and experiential learning are provided.  Students are also supported in the development of a growth mindset (I can learn anything if I put effort into it) and healthy active lifestyles through Daily Physical Activity (DPA).

Curriculum policy documents identify what students must know and be able to do at the end of every grade or course in every subject in the Canadian (Ontario) curriculum.  Curriculum documents are made up of three components:

  • The front matter provides critical foundational information about the curriculum itself and about how learning connects to Ministry of Education policies, programs and priorities.
  • The curriculum expectations (overall and specific expectations) are the knowledge and skills that students are expected to demonstrate in each subject at each grade level by the end of the grade.
  • Additional supports, glossaries and overviews are included to provide further guidance and information to support the implementation of the curriculum.

All curriculum documents are available at here.  

Secondary School (Grades 6 - 10)

School Hours
Monday to Thursday
Friday
:
:
8am to 3.00pm
8am to 12 noon

 

The Secondary School curriculum balances academic rigour with creative interests. Students are exposed to fun and fruitful learning, participate in class discussions, and explore issues and ideas with confidence. The Secondary School curriculum comprises subjects in Languages, Mathematics, Science and Technology, Social Studies, and the Arts, thereby building strong academic foundation in diverse areas of studies. The following subjects are normally offered but subject combinations and variations will be determined by the School according to students’ needs.

  • English – literacy focus
  • Mathematics – numeracy and analysis
  • Science and Technology – scientific thinking and innovation
  • Social Studies – history, geography, civics, business, career studies
  • Health and Physical Education – healthy active living, personal wellness
  • Languages – French, Mandarin, Malay
  • The Arts – visual arts, drama, music, dance

As students progress into higher grades, greater emphasis is placed on project-based learning, assignments, field trips, independent research, and group work to prepare them for smooth and effective transition into the IBDP curriculum are provided.

The School’s Laptop Program commences in this section of the Secondary School curriculum. Students utilize individual laptops to develop their skills of independent study, analysis, and research, while inferring meaningful links between textbooks and the world beyond their classrooms.

International Baccalaureate Diploma Programme (Grades 11 – 12)

School Hours
Monday to Thursday
Friday
:
:
8am to 3.00pm
8am to 12 noon

 

The International Baccalaureate Diploma Programme (IBDP) is an internationally renowned
and rigorous two-year pre-university curriculum that aims to develop students who have an
excellent breadth and depth of knowledge – students who flourish physically, emotionally
and ethically.

There are 2,683* IB World Schools in 136** countries offering the most exciting curriculum
for 16 - 19-year-olds.

The curriculum is made up of six subject groups and the DP core comprising the Theory of
Knowledge (TOK),creativity, activity, service (CAS) and extended essay.  Evidence suggests
that higher rates of DP students go to university, complete their studies and achieve higher
grades than non-IB students.

*”Annual Review: 2014”
**”Almost 150,000 IB graduates celebrate 2016 exam results”

 

 

 

The Progression Pathway

                                                           

Assessment of Learning

Assessment for, as, and of Learning

At SIS, the review of students’ learning and development is continuous and cumulative. Continuous assessments allow teachers to evaluate and coach students towards the achievement of general and specific goals in knowledge, understanding, thinking, communication, and application. Teachers align assessment practices with the School’s overall curriculum expectations. A variety of assessment methods and strategies are used to bring out the best in our students’ learning and achievements.  The document, Growing Success, is the foundation upon which assessment, evaluation, and reporting are based. 

The primary purpose of assessment and evaluation is to improve student learning.  The following seven fundamental principles lay the foundation for rich and challenging practice.  When these principles are fully understood and observed by all teachers, they will guide the collection of meaningful information that will help inform instructional decisions, promote student engagement, and improve student learning.

The Seven Fundamental Principles

To ensure that assessment, evaluation, and reporting are valid and reliable and that they lead to the improvement of learning for all students, teachers use practices and procedures that:

  • are fair, transparent and equitable for all students
  • support all students, including those with special education needs, those who are learning the language of instruction
  • are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs and experiences of all students
  • are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course
  • are ongoing, varied in nature and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning
  • provide ongoing descriptive feedback that is clear, specific, meaningful and timely to support improved learning and achievement
  • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals and plan the next steps for their learning

 

 
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