Sun Langauge School

CURRICULUM INFORMATION

Kindergarten Philosophy

Early childhood is a significant period in human development. Independence, initiative, decision making, creativity, the ability to learn, the ability to relate to others and feelings of self-worth all have their beginnings in early childhood. What young children learn at this stage will have a major impact on successful learning experiences in school, on personal development and on future participation in society.
That’s why the kindergarten program is activity based, hands-on and developmentally oriented. The kindergarten curriculum is mindful of the importance of extensive use of manipulative, designed so that students are given opportunities to learn through purposeful, meaningful play. The classroom atmosphere encourages individuals to grow at their own rates and according to their own interests and experiences while becoming aware of their role in a group.

Primary School Philosophy

“Sun Language School” recognizes that each child is an individual, that all children are creative, and that all children need to succeed. In order to achieve all these, we use innovative techniques to enhance lifelong learning through technology, multiple intelligences and varied instructional strategies.
“Sun Language School” strives to make its students confident and creative builders of their future. The students are encouraged to meet academic challenges with openness, enthusiasm, and a willingness to solve problems.
We are committed to inspire students to achieve the highest standards of intellectual and personal development through a stimulating and comprehensive program. The school is committed to instill in each student a desire to learn, to take appropriate risks, and to accept challenges.

We expect our students to achieve:

Critical thinking skills – Complex, independent thinkers who:
• Demonstrate creative thought.
• construct meaning, solve problems, make and evaluate decisions using a variety of thinking strategies
Civic values, ethics and morals– Students who:
• Demonstrate respect and concern for self and others.
• Assume responsibility for own actions.
• Demonstrate sensitivity to cultural and individual differences.
• Cooperate with others.
Life – long learning abilities -Self-directed learners who:
• Accept and seek new challenges in learning.
• Identify purpose, define courses of action, and follow through with a plan.
• Apply prior knowledge and processes to construct new knowledge.
• Access and utilize information from a variety of sources.
The Assessment in the Elementary Stage
The primary purpose of assessment and evaluation is to improve student learning. Informationgathered through assessment helps teachers to determine students’ strengths and weaknesses intheir achievement of the curriculum expectations in each subject in each grade. This informationalso serves to guide teachers in
adapting curriculum and instructional approaches to students’needs and in assessing the overall effectiveness of programs and classroom practices.
“Sun Language School” understands that the assessment is the process of gathering information from a variety of sources (including assignments,day-to-day observations and conversations/conferences, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a subject. As part of assessment, teachers provide students with descriptivefeedback that guides their efforts towards improvement. Evaluation refers to the process ofjudging the quality of student work on the basis of established criteria, and assigning a value torepresent that quality.
In order to ensure that assessment and evaluation are valid and reliable and that they lead tothe improvement of student learning, teachers’ use assessment and evaluation strategiesthat:
• address both what students learn and how well they learn;
• are based both on the categories of knowledge and skills;
• are varied in nature, administered over a period of time, and designed to provide opportunitiesfor students to demonstrate the full range of their learning;
• are appropriate for the learning activities used, the purposes of instruction, and the needsand experiences of the students;
• are fair to all students;
• promote students’ ability to assess their own learning and to set specific goals;
• Are communicated clearly to students and parents at the beginning of the school year and atother appropriate points throughout the year.

Middle School Philosophy

“Egypt Integrated American School” believes in the idea that a successful school for young adolescents is an inviting, supportive, and safe place, a joyful community that promotes in-depth learning and enhances students' physical and social well-being.
Our school subscribes to a philosophy that the unique needs of students in grades 6 through 8 can best be met in a middle school setting that provides a student-centered program and recognizes that the students of this age are undergoing greater physiological, psychological, and social re-orientation than at any other period in their lives.
The instructional practices place students at the center of the learning process. As they develop the ability to hypothesize, to organize information into useful and meaningful constructs, and to grasp long-term cause and effect relationships, students are ready and able to play a major role in their own learning and education.
The overall purpose of the Middle School should be to meet the educational, developmental, and social needs that emerge in this transitional period. The middle school program should provide a supportive and flexible environment so students will have opportunities to develop skills and explore a variety of learning experiences while making the transition from elementary to high school.
Curriculum embraces every planned aspect of a school's educational program. An effective middle level curriculum is distinguished by learning activities that appeal to young adolescents, is exploratory and challenging, and incorporates student-generated questions and concerns.
Teaching and learning approaches should accommodate the diverse skills, abilities, and prior knowledge of students, cultivate multiple intelligences, draw upon students' individual learning styles, and utilize digital tools. When learning
Experiences capitalize on students' cultural, experiential, and personal backgrounds, new concepts are built on knowledge students already possess. Continuous, authentic, and appropriate assessment measures, including both formative and summative ones, provide evidence about every student's learning progress. Such information helps students, teachers, and family members select immediate learning goals and plan further education. Schools and families must work together to provide the best possible learning for every student.

High School Philosophy

SLS believes that each student should have the opportunity to understand and develop his/her potential and to acquire skills which will prepare him/her for work or for further education. The school affirms the worth, dignity, and diversity of all peoples.
Considering rapid social, economic, cultural, and technological changes, we advocate a curriculum that supports and encourages life-long learning. The school will strive to educate its students in personal responsibility, work ethics, and good citizenship.
We recognize that students need the cooperation and interaction of the home, school, and community at large to succeed.
Our Curriculum is created according to 21st century skills & expectations:
Communication Skills
The students will understand, manage and create effective oral, written and multimedia communication in a variety of forms and contexts.
Critical Thinking
Through all of core subjects the students exercise sound and logical reasoning in understanding. They make complex choices. Also, they understand the interconnections among systems. In Mathematics they frame, analyze and solve problems using various problem-solving strategies.
Problem Identification, Formulation, and Solution Our students will have the ability to frame, analyze and solve problems.
Self Direction
We hope for all of our students to become life-long learners. The students are able to monitor their own understanding and learning needs, to locate appropriate resources, to transfer learning from one domain to another.