CONTENTS. Principal's welcome.. 3. Results Individual Success English. 8. Mathematics Science. 10. The Arts..

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2 CONTENTS Principal's welcome.. 3 Results Individual Success English. 8 Mathematics Science. 10 The Arts.. 11 Health and Physical Education Languages Kingdom History.. 14 Qur an Technology.. 15 Assessment for years GL Tests

3 PRINCIPAL'S WELCOME The Multinational School Riyadh aims to offer its students an educational experience that will equip them with all the lifelong learning skills they would need to become successful citizens in the 21 st Century. Entering the High School brings with it many different opportunities and challenges. The courses on offer will help our students prepare for the next level of their education. We hope that students will make the most of the opportunities on offer. We have a proven track record of supporting students to help them fulfill their potential. As High School students they have a key role to play in maintaining our school ethos and reputation. They are an example for the rest Primary students to follow. Students in the High School must have a responsible attitude towards their studies. They will need to balance their work demands with their personal life, but they will be supported to ensure they reach their full potential. We have high expectations of our students to develop their academic and personal strengths to help them succeed in the future. Our school s success is driven by our philosophy on learning. Students happiness and wellbeing are central and the school is a happy place. We work as a community with a common purpose of reaching academic goals, but enjoying ourselves as we do so. Our school is about educating the whole child and this is reflected in our support of students with learning needs or special gifts. As our Executive Principal, Julia Jefferson says; Our young people s success as adults will be down to their character at least as much as their qualifications. We want our students to be known for their creativity, imagination, resilience and people skills, the things that will make them great men and women. PETER HERON HIGH SCHOOL PRINCIPAL 3

4 % of grades in a subject Results At IGCSE our school outperforms the UK national average by a significant margin. We decided last year to introduce the Cambridge Checkpoint examinations as a preparatory stage for the IGCSE examinations and were very pleased with the results as essentially three years work was done in one year to launch the assessments. % of 2016 Cohort with 5A*-C IGCSE or Higher School UK Average The table below shows the success for the last two years across the range of IGCSE subjects. A*-C Grades per IGCSE Subject Blue= 2015 Red=2016 Cohort You will note that for many of our IGCSE subjects we have achieved a 100% pass rate for the last two years. This is in the context of our 70 different nationalities and an admissions policy where we accept students with a range of academic abilities and challenges. 4

5 A & A2 A-C Results Blue=2013 red=2014 Green Purple = A*/A B C Our A-level results for the last four years have shown a steady increase in achievement at the highest levels and this is mirrored by the amount of students achieving Outstanding Cambridge Learner Awards. Individual Success The school celebrates good outcomes as a result of good learning. We have steadily improving results in the MNS-R Sixth Form of which we, and our students, are very proud. Outstanding Cambridge Learner Awards Joanna Shiacola Dena Alhesan Zeyana Musthafa Wajiha Yousuf Highest Mark in Saudi Arabia for Foreign Language Greek Highest Mark in Saudi Arabia for Business Studies Joint Second Highest Mark in Saudi Arabia for Best Across Eight Cambridge IGCSEs Highest Mark in Riyadh for Mathematics Outstanding Cambridge Learner Awards Alanood Al Sudairi Zeyana Musthafa Ahmed Hussain Top Student in A/S Art and Design in Riyadh Top Student in the Middle East at AS Mathematics and best overall AS results in Riyadh. She has been offered a place at Clare College, Cambridge University. Top Student in Accounting in the Middle East 5

6 Outstanding Cambridge Learner Awards Siddhant Tandon Amro Thabet Andrew Soubra Dana Nofal Zeyana Musthafa Aleezae Rashid Best Across three A/S levels in Central Province High Achievement A-Level Computing Top IGCSE French in Central Region High Achievement at AS Art and Design Top in Region A-Level Mathematics Top in Country First Language IGCSE Our entire 2016 cohort who wished to move into further education gained places at universities. The only student who did not, took a Gap-Year in the Merchant Navy. Duke of Edinburgh International Award High School Ski Trip 6

7 Curriculum Overview MNS-R follows a hybrid curriculum as below; We study the Australian Victorian Curriculum (AusVELS), The Cambridge Curriculum and Saudi Ministry of Education subjects at Years 6 to 8. Learning programs are constructed from the following subjects; 1. Mathematics 2. English 3. Science 4. Humanities 5. The Arts 6. Languages including Kingdom Arabic 7. Information and Communication Technology 8. Health and Physical Education 9. Kingdom History and Geography/Islamic Culture 10. The Qur an for Saudi nationals only In the High School students take examinations for Checkpoint English, Mathematics and Science in Year 8, IGCSEs in Year10 and A-levels across Years 11 and 12. We also have an alternative 6 th form course called the MNS Diploma. 7

8 ENGLISH The school recognises its students' multicultural diversity and the importance of language in personal effectiveness and academic achievement in all subject areas. Our English curriculum is designed to create and shape passionate, creative, analytical and articulate English learners for the real world. It is with this in mind, that our students follow the Cambridge syllabus leading to the Cambridge Checkpoint exam in Year 8. The school provides a wide range of texts and sequenced text-based activities. Students are taught to use language flexibly, accurately and critically in the three modes of speaking/listening, reading and writing. The curriculum helps students develop knowledge of the ways language varies according to context, purpose and audience and are trained to recognise the linguistic structures and features used to construct different texts, and to apply this knowledge in their writing. Students are encouraged to experiment with language and to use it with sensitivity and imagination. The curriculum provides for special attention to the needs of ESL (English as a Second Language) and LOTE (Languages Other Than English Background) students. The school's specially trained instructors and selected teaching strategies are of great help to ESL and LOTE students, not only in everyday language exchanges, but also in mastering good academic English. 8

9 MATHEMATICS The curriculum framework explores six content areas: number, algebra, geometry, measurement, handling data and problem solving. The first five content areas are all underpinned by problem solving, which provides a structure for the application of mathematical skills. Mental strategies are also an important part of the number content. The curriculum focuses on principles, patterns, systems, functions and relationships, so that learners apply their mathematical knowledge and develop a holistic understanding of the subject. It promotes the use of technology in the classroom while advocating a practical approach to teaching and learning. It is supported by flexible use of textbooks and other learning materials like computers, compact discs and the Internet. For students with limited mathematical background, the curriculum caters to the individual differences among students with special provisions made for the gifted and those with learning challenges. 9

10 SCIENCE Science and its applications are part of everyday life. A science education develops students' abilities to ask questions and find answers about the natural and physical world. It provides students with insights into the way science is applied, how scientists work in the community and it helps them to make informed decisions about scientific issues, careers and further study. A well-designed school science curriculum helps and encourages students to develop knowledge and skills; apply knowledge of science and understanding of some key scientific theories, principles and ideas to explain and predict events in the natural and physical world. This curriculum framework covers four content areas: Scientific enquiry, Biology, Chemistry and Physics. Scientific enquiry is about considering ideas, evaluating evidence, planning investigative work, and recording and analysing data. The scientific enquiry objectives underpin Biology, Chemistry and Physics, which are focused on developing confidence and interest in scientific knowledge. Environmental awareness and some history of Science are also part of the curriculum. The curriculum will help and encourage students to develop critical thinking skills while gaining an understanding of Science concepts. Science can develop scientific attitudes such as flexibility, curiosity, respect for evidence, and critical reflection. It can communicate scientific understanding in appropriate scientific language to a range of audiences. 10

11 HUMANITIES THE ARTS The strands of the Arts programme are art, music and drama. These areas are not only closely related to one another, but they are particularly conducive to cross-curricular learning experiences. For example, a single performance can easily encompass drama, dance, and music. That performance could also include student involvement in producing promotional and support materials during visual arts classes. Further educational opportunities exist for students in the technical support area, learning to use sound, light, and recording equipment. The curriculum aims to develop the ability in students to interpret and explain the changes in people's lives in all societies from the remote to more recent times. It helps students perceive culture in different ways by focusing on communities and cultures and building on it in both national and international context. It develops in them the ability to analyse resource use and management strategies by focusing on production, resource management, the role of human enterprise in industrialized societies, and explore the natural and social systems by understanding the features and operations of natural, political, legal and economic systems. 11

12 PHYSICAL EDUCATION AND PSHEE Year 6, 7 and 8 Physical Education A broad based curriculum offering a range of experiences in PE with Health Related Fitness as a component within each activity. Students participate in a range of activities from the following: Football, Netball, Athletics, Basketball, Badminton, Fitness, Cricket, Table tennis, Gymnastics, and Dance. The focus of units will be to acquire and develop skills and improve performance. They will look at how to monitor their own fitness and look after their general health and wellbeing. Students will be expected to develop a wide range of skills across all activity areas. Students are taught at least six activities throughout the year two activities each term. At the end of each activity, students will undertake an assessment for a particular sport or activity. School teams are selected annually to represent the school at inter-school matches and tournaments throughout the year. House events are held during the year giving all students the opportunity to participate to the best of their ability and to gain points for their school houses. ISSLR (International School Sports League Riyadh) The Multinational School is one of the founding members and is an active participant in the league. The ISSLR seeks to promote and foster co-operation amongst the member schools through sports events. PSHEE - Personal, Social, Health and Economic Education Personal, social, health and economic education is a planned programme of lessons and experiences that help children and young people grow and develop as individuals and as members of families. PSHEE deals with the real life issues young people face as they grow up and it equips them with the knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. It encourages them to be enterprising and supports them in making effective transitions from Primary to High School and beyond. It also enables children and young people to think about their own values and attitudes so that they will grow into confident individuals and members of society. The Year 6 programme focuses on enabling the new students to settle confidently into the High School and to develop ground rules for class discussion. Students explore how to stay safe through the key topics of: Identity Relationships Anti-bullying and Online Safety Sun protection 12

13 History of Sport Swimming Safety Hygiene The Year 7 programme focuses on developing students emotional well- being and self-esteem and their understanding of financial management and careers Healthy eating Body types Road safety Finances Life of sport Relationships Smoking awareness Careers Physical Education and PSHEE is timetabled for all students in Years 6 and 7 with one hour doing PE and thirty minutes doing PHSEE per week. The curriculum gives students the chance to take part in a variety of sports and games, to learn motor and fitness skills and to develop personal and social skills. 13

14 LANGUAGES Students in Year 7 and 8 can choose from different programs: French (Beginners/Advanced), German beginners, Arabic for Non-Arabs and Intensive Arabic for Arabs. All levels of competency are catered for in these programmes. Additionally Kingdom Arabic is a compulsory course which provides an extra foundation needed as we all live in Saudi Arabia. Teachers will provide a wide variety of activities that stress communication skills, such as listening, speaking, reading, comprehension, writing, grammar and culture. Communication will be enhanced within the classroom by providing opportunities for students to interact with one another individually, as well as through small and large group assignments. KINGDOM HISTORY / GEOGRAPHY This course will introduce learners to the Saudi Culture and customs. This course will be covered with English as the teaching medium. QUR AN The study of the Qur an is only open to Saudi nationals for whom this is a compulsory course. 14

15 TECHNOLOGY The Multinational School is a Centre of Excellence award from Promethean, recognising the school as a leader in providing advanced interactive learning technology to its students in the Middle East. Each classroom is equipped with a state of the art interactive Promethean board, which is connected to the internet, through the classroom computer. The Promethean boards provide students and teachers with visual and interactive tools, which result in more interesting lessons for the students. Teachers are also able to access valuable resources, and post successful lessons and resources to Promethean Planet, a community based site consisting of teachers from around the world. It is the aim of the school to provide students with a comprehensive knowledge of word processing, spreadsheet, database, presentation and web-authoring software. Students at the Multinational School have access to a range of equipment including computers, digital cameras, scanners and data projectors. They learn techniques and procedures to process and communicate information to meet particular needs. Information Technology is taught across the curriculum and is carefully integrated into all subject areas. For example, a year eight student will use dynamic geometry software to enhance his/her learning of the mathematics. Students are often required to use a combination of different mediums depending on the nature and purpose of the task assigned to each student. The Multinational School has three fixed and one mobile computer laboratory allowing the students to utilise some of the latest computer hardware. 15

16 ASSESSMENT FOR YEARS 6-8 Internal Assessment The school will be using an ongoing internal assessment programme. Teachers will be able to keep a record of each student, showing their progress in any or all learning areas. The assessment will indicate at what AusVELS level the student is at and whether the student is acquiring information at the appropriate level. It can also show areas of strength and weakness and help teachers to plan what should be introduced next. The school issues individual student reports at the end of each semester and a brief interim progress chart every half semester. Parents can meet their child's teacher to discuss their child's progress at the Parent/Teacher meetings. External Assessment In Year 8 students take the Cambridge Secondary Checkpoints in Mathematics, English and Science. Student achievement is then scrutinised carefully and based on the results achieved, students are streamed into core and extended groups of the different IGCSE subjects in Year 9. 16

17 GL Tests: In , the Multinational School will be introducing GL tests for its students. The GL tests are formative assessments which aim to support schools in achieving better outcomes for every pupil. Students in Year 7 will take the CAT4 assessment. The Cognitive Abilities Test: Fourth Edition (CAT4) provides a robust, standardised measure of cognitive reasoning ability, without reference to curriculum-based material and regardless of previous achievements or first language. The results of the test will provide teachers with invaluable insight into students ability to reason across four distinct batteries: verbal, non-verbal, mathematical and spatial. This will also allow teachers to address patterns and adapt teaching methods to suit individual (or group) needs, ensuring feedback is appropriate and targets are achievable. MISSION Nuturing Future Leaders The Multinational School Riyadh North Ring Road Exit-7, End of Sheikh Abdullah Makhdoob Street, Riyadh, Saudi Arabia reception@mns-r.com Phone: