OUR EDUCATION
BRITISH BILINGUAL
CURRICULUM
LEARNING
A BILINGUAL
BRITISH SCHOOL
We offer a bilingual academic approach. The overarching aim for English and Spanish, taught as dual languages in the curriculum, is to promote high standards of language and literacy, equipping students with a strong command of the spoken and written word, and instilling love of literature through opportunities for reading for enjoyment.
We follow the Cambridge Education model. For Spanish-speaking students, this path allows them to learn, practice and gain fluency in English step by step.
We follow the English national curriculum, which provides a set of standards, ensuring our students are meeting expectations in a wide range of subjects. We also follow the MEDUCA program. We are a MEDUCA certified school and we comply with all local requirements. We are a community school with a global outlook.
CURRICULUM
A BRITISH EDUCATION
NATIONAL CURRICULUM FOR ENGLAND (NEC)
The NCE provides children with a learning framework that promotes the development of their knowledge, understanding, and skills. It gives teachers great flexibility; they can plan higher level work for children whose attainment is significantly above the expected standard and, at the same time, prepare lessons for children who need extra support and guidance. Our teachers use a wide range of assessments to set children their targets which are ambitious by design, to encourage students to push themselves and achieve the best results they can.
The Primary Curriculum covers a diverse range of subjects: English, Math, Science, American Studies, Art, Computing, Dance, Music, Physical Education, Games, and World Languages (French and Spanish). Children are encouraged to make meaningful, thematic connections between subjects.
UK Primary Curriculum
Several schools across the globe have used the UK Primary curriculum to engage children in a world of personal, academic, and international learning.
The UK Primary Curriculum guides teachers and students alike through three Learning Goals: Subject, Personal, and International.
All three help children build:
- Knowledge—facts and information from a variety of sources.
- Skills—practical abilities which children learn, develop, then master.
- Understanding—deep and growing awareness of key concepts.
In every lesson in the curriculum, children work toward Subject Goals related to knowledge, skills, and understanding, all of which give them a clear aim when they’re learning.
Personal Goals help children to develop essential skills for modern life. This empowers them to become adaptable, empathetic, ethical, resilient, respectful, thinkers, collaborators, and communicators. These are embedded in the ethos of daily life at The Casco School.
By working towards International Goals, children develop a sophisticated worldview by focusing on the journey from “self” to “other”.
Your child’s performance is analysed based on what they know, understand, and can do. This information is then used by teachers to instruct them at a level that resonates with them most. Assessment is a daily part of school life, and helps children develop the skills and knowledge they need to succeed.
- Enhance and improve teaching and learning
- Set targets for individuals, groups, and cohorts
- Share learning goals with students
- Involve students in self-assessment
- Help students recognize the standards they can aim for
- Raise standards of learning
- Identify possibilities for academic intervention
- Inform parents of their child’s progress.
Primary students receive three academic reports each year; in Fall, Spring, and Summer. Teachers use these reports to communicate students’ academic and social development to parents, and they set personalized targets for each subject upon which students should focus prior to the next reporting period.
Our teachers also hold parent consultations during the school year by appointment.
ACADEMIC FOLLOW UP
WHAT IS NEXT?
Regardless of previous academic achievement, students are expected to make appropriate progress and continually improve. Our teachers are highly trained in estimating and setting academic targets that challenge student learning. Teachers use students’ results to set challenging, yet achievable academic targets. Secondary School students usually achieve short-term targets by each academic report and long-term targets by the end of the school year or the end of Secondary School. We continually track and monitor the academic achievements of every student in every subject to ensure they are reaching their goals. Students also reflect on their academic achievement during every lesson and after homework assignments and assessments. If a teacher identifies a student whose progress is slowing, the school administers an individual learning plan to help ensure the student is back on track by the next report.
Academic reports describe students’ academic and social development and list targets in all subjects for the student to concentrate on before the next report. Teachers communicate with families about student achievement and progress via three reports during the school year in December, March, and June. Staff use results from the October and March reports to evaluate which course route each student should pursue. Any transitions between course routes must be discussed among the student, parents, teachers, and School Leadership Team. There are parent consultations with teachers scheduled during the school year. Parents may also meet with teachers outside of the consultation dates.
Assessment purpose is the gathering and analysis of information about student performance. It identifies what students know, understand, can do, and feel at different stages in the learning process; this information guides teachers in instruction. Assessment is an ongoing and daily part of school life, and the formative comments students receive develop their understanding of the skills and knowledge required to be successful in each course. The aims and purpose of assessment are to:
• Provide information to enhance and improve learning and teaching
• Provide information for target-setting for individuals, groups, and cohorts
• Share learning goals with students
• Involve students in self-assessment
• Help students know and recognize the standards they are aiming for
• Raise standards of learning
• Identify possibilities for academic intervention
• Inform parents of their child’s progress
