Description of Programmes
Hera International School is a British Curriculum school.
Hera School promotes and encourages all students to only speak in English.
When they come to Hera they may not speak or understand english but when they leave they will be speaking and understanding everything.
Hera School follow all guidelines provided by the ministry of education when completing registration.
Age Criteria Year 2023 – 2024:
Academic Communication (School-Parents)
Parents/ Students will require: Online accounts on Telegram, WhatsApp, Gmail and Zoom.
- Telegram: Management/ Teachers Parents Communication
- Telegram Groups are used by management and Teachers to communicate with the parents.
- Groups are made at the beginning of the Academic Year by Management, Class teachers and Subjects teachers. Links will be provided.
- Groups are used to post:
• Weekly plans
• Lessons
• Worksheets
• Circulars
• Letters
• Other Academic Information - Telegram can be downloaded via play store or App store.
- Parents need to join the groups via the links that will be provided at the start of the Academic year.
2. WhatsApp: Parents Management/ Teachers Communication
- Parents can communicate with the School Management or teachers via WhatsApp.
• Late / Absent Student inquiry
• Medical Notes.
• Other General/ Specific communication
CAMBRIDGE ATTRIBUTES (Student Must)
Confident in working with information and ideas – their own and those of others. Cambridge learners are Confident, secure in their knowledge, unwilling to take things for granted and ready to take intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical and analytical way. They are able to communicate and defend views and opinions as well as respect those of others.
Responsible for themselves, responsive to and respectful of others. Cambridge learners take ownership to their learning, set targets and insist on intellectual integrity. They are collaborative and supportive. They understand that their actions have impacts on others and on the environment. They appreciate the importance of culture, context and community.
Reflective as learners, developing their ability to learn. Cambridge learners understands themselves as learners. They are concerned with the processes as well as the products of their learning and develop the awareness and strategies to be lifelong learners.
Innovative and equipped for new and future challenges. Cambridge Learners welcome new challenges and meet them resourcefully. Creatively and imaginatively. They are capable of applying their knowledge and understanding to solve new and unfamiliar problems. They can adapt flexibly to new situations requiring new ways of thinking.
Engaged intellectually and socially, ready to make difference. Cambridge Learners are alive with curiosity, embody a spirit of enquiry and want to dig more deeply. They are keen to learn new skills and are respective to new ideas. They work well independently but also with others. They are equipped to participate constructively in society and the economy – locally, nationality and globally.
CAMBRIDGE ATTRIBUTES (Teacher Must)
Confident in teaching their subject and engaging each student in learning. Cambridge teachers know their subject well and know how to teach it. They seek to understand their learners and their educational needs. They stive to communicate a love of learning and to encourage students to engage actively in their own learning.
Responsible for themselves , responsive to and respectful of others. Cambridge teachers are highly professional in their approach to teaching and they are collaborative and supportive. They understand their actions will help shape future generations and they are concerned about the holistic development of every individual they teach.
Reflective as learners themselves, development their practice. Cambridge teachers are themselves learners, seeking to build on and develop their knowledge and skills through virtuous circle of reflection on practice involving research, evaluation and adaption. They support students to become independent and reflective learners.
Innovative and equipped for new and future challenges. Cambridge teachers are creative , experimenting with new new ideas and pursing an enquiring approach in their teaching. They are open to new challenges, being resourceful, imaginative and flexible. They are always ready to learn and apply new skills and techniques.
Engaged intellectually and socially, ready to make difference. Cambridge teachers are passionate about learning within and beyond the classroom, sharing their knowledge and skills with teachers in the wider educational community.
CAMBRIDGE PATHWAY – International Curriculum:
Challenging and inspiring students worldwide
The Cambridge international curriculum sets a global standard for education, and is recognized by universities and employers worldwide. Our curriculum is flexible, challenging, and inspiring, culturally sensitive yet international in approach. Cambridge students develop an informed curiosity and a lasting passion for learning. They also gain the essential skills they need for success at university and in their future careers.
What is an international curriculum?
- Over 10,000 schools in over 160 countries follow the Cambridge international curriculum
- The curriculum is international in philosophy and approach, but can be tailored to local contexts
- Cambridge students study for Cambridge international qualifications which are accepted and recognized around the world
- Schools can also combine the Cambridge International curriculum with national curricula
- Cambridge students moving between Cambridge schools can continue their studies following the same curriculum
The Cambridge Pathway prepares students for life – helping them to develop an informed curiosity and lasting passion for learning.
Cambridge International helps students become confident, responsible, reflective, innovative and engaged. Ready to tackle the demands of tomorrow’s world, capable of shaping a better world for the future.
That’s why success with Cambridge International opens doors to the world’s best universities – in the US, the UK, Australia, Canada and beyond.
It’s what you’d expect from an organisation that is part of the world-leading University of Cambridge.
SUBJECT AREA AND LEARNING OUTCOMES
Preprimary – Kindergarten
Follows a play-based and child centred approach
- follows a holistic approach that focuses on the whole child and connects their development with the world and people around them.
- is built around four key areas of early childhood development:
1. Physical development
2. Language and communication development
3. Cognitive development
4. Social and emotional development - develops knowledge, understanding and skills by revisiting and engaging with topics and skills throughout the academic year.
- provides a structure for teaching and learning that helps to monitor and support each child’s progress.
- prepares learners to easily transition into Cambridge Primary, or the next stage in their education.
Primary – Lower Grades (Gr. 1-6)
Follows a flexible approach to deliver the core subjects in line with the vision of Hera British School:
- follows a holistic approach that focuses to develop creativity, expression and wellbeing.
- Provides a broad and balanced education to the learners.
- Provides a robust educational foundation to the learners with excellent progression.
- Provides an aligned programme based on the latest research.
- Aims to develop a global learner.
- prepares students for the next stage by developing knowledge, understanding and skills across the programme.
Reference: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-primary/curriculum/
Lower Secondary – Upper Grades (Gr. 7-8)
Follows a flexible approach to deliver the core subjects in line with the vision of Hera British School:
- follows a holistic approach that focuses to develop creativity, expression and wellbeing.
- Provides a broad and balanced education to the learners.
- Provides a robust educational foundation to the learners with excellent progression.
- Provides an aligned programme based on the latest research.
- Aims to develop a global learner.
- prepares students for the next stage by developing knowledge, understanding and skills across the programme.
IGCSE- (Gr.9)
SUBJECT AREA AND LEARNING OUTCOMES
IGCSE Curriculum framework develops learner knowledge, understanding and skills in:
- Subject content
- Applying knowledge and understanding to new as well as familiar situations
- Intellectual enquiry
- Flexibility and responsiveness to change
- Working and communicating in English
- Influencing outcomes
- Cultural awareness.
CAMBRIDGE CHECKPOINT ASSESSMENTS
Cambridge Lower Secondary Checkpoint monitors individual and group performance at the end of the Lower Secondary programme. These external tests are marked by Cambridge International to give you extra confidence in the feedback you receive and share with parents.
- Available for English as a first or second language, Mathematics, science and Cambridge Global Perspectives.
- See how learners are performing against an international benchmark, and in comparison, to the rest of their class.
- Easily monitor group and individual performance.
- Schools receive a diagnostic feedback report and learners receive a Statement of achievement.
- Exam series available: May.
- Use at the end of the Cambridge Lower Secondary programme (Stage 9)- Grade 8.
