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    Learning Secondary School

    Secondary School

    Head’s Welcome

    At New Cairo British International School (NCBIS), we pride ourselves on providing a holistic education that places students at the centre of everything we do. Every student is valued, nurtured and cared for, ensuring that they are happy, balanced, and enjoy their time at NCBIS. We are also committed to providing an education that is intrinsically linked to success where achieving one’s potential is the norm and exceeding expectation is commonplace. We have a track record of outstanding GCSE/IGCSE and IB Diploma results that places us amongst the best schools in the region, and our former students have gone on to attend the best universities in the world, including Ivy League universities in the United States and Russell Group universities in the United Kingdom.

    NCBIS provides an excellent learning environment for your child, an environment that fosters international mindedness and produces global citizens who can make responsible and informed choices. Our commitment to a holistic education ensures that your child will develop, patience and understanding towards others, demonstrate clearly defined values, a diligent work ethic and leadership attributes that will be vital if your child is going to be successful in an ever changing and challenging world.

    All our subjects are taught by highly qualified and experienced professionals using excellent resources. Our teachers have years of experience and have been recruited from some of the best schools in the world. They all have a track record of adding value to the students they have taught, and they have excellent credentials with many of them holding postgraduate degrees. We are a group of professionals that have both the expertise and experience to ensure that the education your child is offered is engaging, exciting and inspirational.

    Since our inception, we have not only established ourselves as one of the best schools in Cairo but one of the best schools in the wider region. We are accredited by several external agencies such as the Council of International School (CIS), Independent School Inspectorate (ISI) and The Council of British International Schools (COBIS), which highlights our commitment to self-evaluation, school
    improvement and adhering to internationally recognised benchmarks and practices.

    The scrutiny of practice that we invite from external agencies should give you confidence in our ability to safeguard your child’s future.

    If you cannot find all the answers you need on our website, my team and I are always happy and available to answer your questions, so please do not hesitate to contact our office directly. We have a rich history at NCBIS but an even brighter future, and I would welcome the opportunity to show you what our community has to offer.

    Paul Rowe
    Head of Secondary

    Paul Rowe
    Head of Secondary School

    paul.rowe@ncbis.co.uk

    Pastoral Support

    We are proud of the positive relationships our students enjoy with each other and with their teachers and we value highly the happiness and well-being of each child in our care. Supportive and positive relationships are of key importance in our culturally diverse and often transient international community and it is vital that students settle quickly, and feel at ease in their school life and new environment.

    In order to support our students, NCBIS offers a range of pastoral care which underpins the academic programme and helps students achieve their full personal and educational potential.

    The Tutor System

    Each student is part of a tutor group which is cared for by a tutor and co-tutor. Students meet their tutors every morning and have further contact with them as part of the Personal, Social and Health Education (PSHE) programme. The tutor oversees the social and academic progress of their tutor group and is a first point of contact to help with worries or concerns , as well as to celebrate achievements and successes of their tutees.

    The work of our team of tutors is led by the Deputy Head (Pastoral), in conjunction with Heads of Key Stage, who together provide further sources of support and advice for both students and parents.

    Personal Social and Health Education

    The PSHE programme is designed to equip students with the knowledge and skills which will help them deal with the range of choices, opportunities and challenges faced by young people today. The programme in each year group focuses on issues of particular relevance to the age and stage of education of the students and addresses matters such as friendship, cyberbullying, healthy lifestyle, interview skills, careers and education for employability.

    Attendance and Applications for Authorised Leave of Absence

    Regular attendance and a good record of punctuality are essential foundations for an effective learning and teaching environment in which every student can thrive. Good attendance is fundamental to sound academic and social progress and development. Not surprisingly, educational research shows a close correlation between good attendance and attainment.

    In an increasingly competitive world of work, attendance, as well as punctuality, is also valued by us as it develops patterns of behaviour important for personal and professional success later in life. Whilst we would like to expect 100% attendance rate, we recognise that on occasion a child will be absent for medical reasons or other exceptional circumstances such as family illness or bereavement. Should parents know of an absence in advance, we would ask that you complete a “Request for Authorised Leave of Absence Form” and return it to your child’s tutor.

    Our PSHE programme is bespoke planned to suit our unique international community and is reviewed on a yearly basis. This is to ensure it is up-to-date with modern issues in line with DFE statutory guidance (2019).

    Mentoring and Support

    The Secondary school has a skilled pastoral team consisting of Head of Key Stage, a school counsellor and a secondary mentor. Counselling and mentoring support can be offered to those learners who need it either as a ‘drop-in’ in or as regular scheduled meetings, depending on need. We recognise that secondary school is a crucial time for students to build effective routines, develop positive and resilient attitudes towards school, as well as learn behaviours that will enhance their socio-behavioural skills and enjoyment of school.

    How does the Secondary Mentor support?

      • Provides guidance, motivation, emotional support, social support, behavioural support, goal-setting & CBT.
      • Develops contacts/liaises with the Inclusive learning team and the school counsellor as well as the Heads of Key Stage and Deputy Head (Student Welfare).
      • Identifies and builds up a bank of relevant resources for each individual student. Equipping them with a ‘toolkit’ that can be drawn from in order to best approach new and challenging situations.

    2019-2020 Leave of Absence Form

    DownloadPreview

    Curriculum

    The secondary curriculum at NCBIS aims to prepare our students for the rapidly changing world where skills, values, attitudes and attributes are as important as knowledge. Our programmes on offer enable our students to fulfill their academic, sporting and artistic potential and develop a positive and creative mindset that enables them to achieve success at school and in later life. To achieve this, our students not only have an excellent curriculum to help them academically and personally achieve, but a host of extra curricular activity opportunities that they can help bring out the very best in all of them.

    The New Cairo British International School’s curriculum aims to promote learners’ intellectual, personal, social and physical development. As well as lessons and extracurricular activities, it includes approaches to teaching, learning and assessment, the quality of relationships within the school, and the values embodied in the way the school operates.

    Our curriculum framework can be broken down into:

    • In  Key Stage 3, we follow the English National Curriculum with modifications made to cater to the needs and diversity of the student population at NCBIS.
    • In KS4 we offer a range of subjects at IGCSE and GCSE
    • In KS5 we offer the IB Diploma Programme in the Sixth form.
    Key Stage 3 follows the English National Curriculum and all students will be expected to study the following subjects: Art, Drama, English, Geography, History, Computing, Mathematics, Modern Foreign Languages (French and a choice of Arabic, Spanish or German), Music, PSHE, Physical Education, and Science.


    
At the end of Key Stage 3 (Year 9) students choose their options for Years 10 and 11 where they study IGCSEs / GCSEs, refining their learning experience to suit their own interests and goals.

    The curriculum at Key Stage 4 leads to a two-year course of study leading to external International / General Certificate of Secondary Education (IGCSE / GCSE) examinations. These courses are assessed and graded by coursework and external examination, set by London Examinations (EDEXCEL) Board.

    
All students study the following compulsory courses: English language, English literature, PSHE, Mathematics, PE, and Learning for Life (L4L). It must be noted that PE, PSHE and L4L do not lead to a formal qualification.

    
In addition to the above, students make 6 option choices from the following subjects: Arabic (1st language speakers), Art, Biology, Business Studies, Chemistry, Drama, Geography, History, Information and Communications Technology (ICT), Mathematics, Arabic (MFL), French, Spanish, German, Music, Physical Education and Physics. The combination of subjects studied as compulsory and those elected to be studied from the optional list, means that students study 9 subjects that lead to a formal qualification.

    
Parents' Evenings, PSHE sessions and Careers Guidance help both students and families to make these important subject choices. Individual help can also be sought at the Careers office or with Heads of Key Stage.

    
Careers information involves face to face meetings as well as the use of interactive software and personality tests.
    The IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in Languages, Humanities, the Experimental Sciences and Mathematics.

The programme, which is taught over two years, has gained recognition and respect from the world’s leading universities, is offered by some 3000 IB World Schools in about 130 different countries.

    Since the late 1960s, the programme has:
    

      
 	
    • provided a package of education that balances subject breadth and depth, and considers the nature of knowledge across disciplines through the unique theory of knowledge course.
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    • encouraged international-mindedness in IB students, starting with a foundation in their own language and culture.
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    • developed a positive attitude to learning that prepares students for university education.
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    • gained a reputation for its rigorous external assessment with published global standards, making this a qualification welcomed by universities worldwide.
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    • emphasised the development of the whole student – physically, intellectually, emotionally and ethically.
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    Our Curriculum Guide
    
			
			
    KS3 Curriculum Guide 2021_2022
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    KS4 Curriculum Guide 2021_2022
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    KS5 Curriculum Guide 2021_2022
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    Assessment Grids For Year 7-Year 9
    
			
			
    NCBIS Rubric
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    HISTORY - Year7 - Year9 Assessment Grid
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    ENGLISH - WRITING - Year 7-Year 9 Assessment Grid
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    ART - Year 7 - Year 9 Assessment Grid
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    DRAMA - Year 7 - Year 9 Assessment Grid
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    ENGLISH - READING - Year 7-Year 9 Assessment Grid
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    ENGLISH - SPEAKING & LISTENING - Year 7-Year 9 Assessment Grid
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    GEOGRAPHY - Year7-Year9 Assessment Grid
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    MATHS - NUMBER & ALGEBRA - Year 7 - Year 9 Assessment Grid
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    MATHS - STATISTICS - Year 7-Year 9 Assessment Grid
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    MATHS - SHAPE, SPACE & MEASURES - Year7 - Year9 Assessment Grid
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    MATHS - USING & APPLYING MATHEMATICS - Year7-Year9 Assessment Grid
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    MFL- LISTENING, RESPONDING & SPEAKING - Year7 - Year9 Assessment Grid
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    MFL- READING, RESPONDING & WRITING - Year7-Year9 Assessment Grid
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    MUSIC - Year7-Year9 Assessment Grid
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    PHYSICAL EDUCATION - Year7-Year9 Assessment Grid
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    SCIENCE - ENERGY, FORCES & SPACE - Year7-Year9 Assessment Grid
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    SCIENCE - HOW SCIENCE WORKS - Year7-Year9 Assessment Grid
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    SCIENCE - MATERIALS, THEIR PROPERTIES & THE EARTH - Year7-Year9 Assessment Grid
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    SCIENCE - ORGANISMS, THEIR BEHAVIOUR & THE ENVIRONMENT - Year7-Year9 Assessment Grid
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    COMPUTING - Year 7 - Year 9 Assessment Grid
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    Maths Topic Checklist Year 7
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    Maths Topic Checklist Year 8
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    Maths Topic Checklist Year 9
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    Sixth Form
    
	
    
		
    
			
    Learning is at the heart of all we do at NCBIS and we want students entering our Sixth Form to be independent, intellectually curious young men and women who are willing to demonstrate high levels of academic endeavour in deepening their understanding of the world around them. Our dedicated and professional teaching staff will ensure that every student is challenged to achieve to the very best of their ability, and support them as they rise to the challenge of Sixth Form study. Our Sixth Form offers small class sizes and collaborative working relationships with teachers and fellow students to ensure that lessons in the Sixth Form are dynamic, challenging, interesting and enjoyable in equal measure. We are proud of the outcomes achieved by our students and that they go on to attend some of the best universities in the world confirms that those fortunate enough to benefit from an NCBIS Sixth Form education will be well placed to confidently embark on the next stage of their educational journey. We use the High Performance Learning philosophy and framework in our school. This means that we believe that all the students can be high performers, and we teach with these expectations in mind. Using the research-based High Performance Learning approach helps us to systematically build the cognitive competencies that lead a young person to thrive in school and later life. We embed the HPL philosophy throughout the NCBIS Sixth Form. In addition to supporting students achieve their best possible results, we also want them to leave school with the life-skills we know employers are demanding. We develop in them the ability to work with others to find innovative solutions to complex problems, encourage them to be creative, critical thinkers and support them in refining their communication skills. We also benefit from successful and supportive alumni and parent bodies, which see us able to expose our students to a wide range of career paths and help them secure valuable work experience. We want everyone at NCBIS to feel known, valued and understood and believe that contributing to the wider life of the School will see students enjoying their senior years and building wonderful friendships along the way. We are committed to ensuring that those students fortunate enough to complete their Sixth Form studies at NCBIS will remember their time at the School as being fun, rewarding years which saw them grow into young adults ready to make their mark on the world. There is no ‘typical’ NCBIS Sixth Form student; we welcome girls and boys from a wide range of backgrounds and with many different interests and abilities. What does define our students, however, is a love of learning, a sense of ambition and an unwavering commitment to being an inclusive, tolerant, kind and supportive community. I look forward to receiving your application and supporting you on your academic journey. 
    

     
    

    Paul Rowe 
    

    Head of Secondary 
    

		
    
	
    

    Sixth Form Prospectus
    Sixth Form Prospectus 2022-2023
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    Creativity, Activity & Service (CAS)
    
	
    
		
    
			
    All IB students must complete a CAS program throughout their IB Diploma Programme (lasts a minimum of 18 months). The CAS program includes documented evidence of participating in various experiences and at least one CAS project (minimum of one month’s duration) with a reasonable balance between creativity, activity, and service.
    

     
    

    The component’s three strands:
    

      

    • Creativity – exploring and extending creative ideas that lead to an original product
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    • Activity – physical exertion contributing to a healthy lifestyle
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    • Service – collaborative and reciprocal engagement with the community in response to an authentic need
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    CAS encourages students to be involved in activities as individuals and as part of a team that take place in many contexts, both local and international. Participating in CAS experiences enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable – a personal journey of self-discovery that recognizes each student’s individual starting point.
    

     
    

    CAS should involve:
    

      

    • Real, purposeful activities, which meet one or more of the learning outcomes.
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    • Personal challenge, tasks must extend the student and be achievable in scope.
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    • Students using the CAS stages (investigation, preparation, action, reflection, and demonstration) to guide CAS experiences and projects.
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    • Thoughtful consideration, such as planning, reviewing progress, reporting (done on ManageBac).
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    • Evidence and reflection on outcomes and personal learning.
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    Through your CAS experiences, you are to achieve the following learning outcomes:
    

      

    • Identify own strengths and develop areas for growth.
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    • Demonstrate that challenges have been undertaken, developing new skills in the process.
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    • Demonstrate how to initiate and plan a CAS experience.
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    • Show commitment to and perseverance in CAS experiences.
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    • Demonstrate the skills and recognize the benefits of working collaboratively.
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    • Demonstrate engagement with issues of global significance.
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    • Recognize and consider the ethics of choices and actions.
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    All outcomes must be present for a student to complete the CAS requirement. Some may be demonstrated many times, in a variety of activities, but completion requires only that there is some evidence for every outcome.
    

		
    
	
    

    CAS: An IB Diploma & Graduation Requirement
    A student who fails to satisfy the CAS requirement will not be awarded the IB diploma even if all other diploma conditions have been satisfactorily fulfilled.
    
			
			
    IBDP CAS Guide
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    IB CAS Handbook 2018-19
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    CAS Feed
     CAS Valentine’s Day 
    Our first Year 12 CAS project was completed last week by Hala, Nora and Noran. They did a great job organising logistics beforehand and implementing their project on the day. These 3 girls made others happy on Valentine’s Day by delivering roses and chocolates to students. Our first Year 12 CAS project was completed last week by Hala, Nora and Noran. They did a great job organising logistics beforehand and implementing their project on the day. These 3 girls made others happy on Valentine’s Day by delivering roses and chocolates…
     Teaching English at Ahmed Zewail School 
    Our 2nd group to launch their CAS project has just begun implementing their English lessons that they developed to students of the Ahmed Zewail School. These students: Clara, Alinafe, Lara, Rafia and Nicole worked hard the last couple of weeks to figure out how to teach English to the young students of Ahmed Zewail School in an interesting and engaging manner. It was decided that they would do it through the final goal which is to make a book in English at whatever level they are at. Their first session last week was exciting for all.
    Coaching Football to students
    Another Service ECA started last week. Boys from the Ahmed Zewail School are welcomed onto our campus by the Year 12 and 13 students. Faisal, Mohannad, Yehya and Basel coached these boys for an hour and will regularly do so to help them develop more skills and give them another opportunity to play. The ECA ended with very tired boys all around.
    
			
			
    Career Services
    Introduction to University Applications Guidance:
    
			
			
    
	
    
		
    
			
    New Cairo British International School helps students build upon their positive experiences at NCBIS to gain admission into colleges and universities all over the world. Applying to colleges and universities is an exciting and revealing experience which gives you a chance to look at who you are, what you value, and what you might want to do with your life. The NCBIS Head of Careers helps guide, support and counsel students as they research universities/colleges, make choices, select and visit universities and complete applications. Many universities are university reps visit NCBIS throughout the year to give students more information about a variety of different institutions.
    

    The NCBIS Head of Careers also helps coordinate summer programs, internships and work placement opportunities for students that are interested in order to gain experience for their CVs.
    

		
    
	
    

    
	
    
		
		
    
			
    
		
    
	
    

    
	
    
		
    
			
    Student Responsibilities in the University Application Process
    

    For students in Year 12 and 13, the university application process is the first step towards individual independence. It is a complicated, demanding and time-consuming process. It can also be an exciting and enriching experience. You will have to do a lot of research and spend a lot of time filling out applications and writing personal essays. However, this will give you a chance to look at who you are, what you value and what you want to do with your life. You will have to make some important decisions, develop self-reliance and confidence, and perhaps for the first time think about life on your own, outside the environment of your family life. Due to the time required to complete successful university applications, NCBIS limits students to 10 applications in total
    

    

     
    

    

		
    
	
    

    Suggestions for students in Year 11:
    
			
			
    
	
    
		
    
			
      

    • Choosing IB Courses – Make sure to do some research regarding what you’d like to study at university in order to make informed decisions about which IB courses to take.
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    • Make an appointment to talk to the Head of Careers to see what the best options are for you.
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    Suggestions for students in Year 12:
    
			
			
    
	
    
		
    
			
    Create a “Short list of universities”
    

      

    • Narrow your list of universities/colleges to between 5 and 10. Meet with the Head of Careers about your college choices.
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    Create a master list or calendar that includes:
    

      

    • Tests you’ll take and their fees, dates, and registration deadlines
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    • College application due dates
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    • Required financial aid application forms and their deadlines
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    • Other materials you’ll need (recommendations, transcripts, etc.)
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    Prepare early decision/early action or rolling admission applications as soon as possible:
    

      

    • October 15 of your Year 13 year is the deadline for Oxbridge applications and applications for Medicine/Veterinary in the UK
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    • Nov. 1–15: Colleges may require test scores and applications between these dates for early decision admission in the US
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    Suggestions for students in Year 13:
    
			
			
    
	
    
		
    
			
    All students interested in applying to universities abroad should be completing this process from September to December.
    

		
    
	
    

    
	
    
		
    
			
    There are exceptions and differences for each region and country! So speak to the Head of Careers and do your research early!
    

		
    
	
    

    For EXAMPLE:
    
	
    
		
    
			
      

    • To apply to UK Universities, a website called UCAS.com is used. NCBIS is a UCAS center, so your Head of Careers will have a “Buzzword” that you will need in order to apply.
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    • To apply to universities/colleges in the United States CommonApp.org is a website that SOME universities use, other colleges may have a different platform, and others still will require you to apply through their own website. You will need to complete the SAT requirements for most colleges, unless you are applying to a college that is “test optional.”
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    • For Universities in Ontario, Canada you apply through OUAC.on.ca, but in some cases it is better to apply to the university DIRECTLY.
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    • For Universities in Europe, you will need to apply through the website directly, and some will ask you to have a CV prepared.
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    • There are some universities in Egypt that NCBIS students can apply to, speak to your Head of Careers for more information on this.
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    Basic items that should be taken care of for applications are:
    
			
			
    
	
    
		
    
			
      

    1. Asking for letters of reference from teachers of relevant subjects and following up on receiving them.
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    2. Completing the TOEFL or IELTS test, and giving yourself time to repeat it if necessary.

      Students can register and take the TOEFL exam through AMIDEAST. IELTS can be taken through The British Council. Both exams contain a speaking, reading, writing and listening component.
      

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    3. Filling out the applications for the universities that you are interested in applying to and communicating with the university’s admissions center if more details or information is needed to complete the application.
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    Please Note: Applying to universities involves completing many steps and each university has their own requirements and expectations from their applicants so students should start the process as early as possible and take note of all application deadlines.
    Where do you want to study?
    
			
			
    
	
    
		
    
			
    When asking this question, you should first realise that the IB Diploma is a rigorous and demanding programme that provides you with a first-class preparation for your future after NCBIS. Students follow a course of study with a global reputation for academic excellence, and universities throughout the world recognise the IB Diploma as an entrance qualification to higher education degree courses. In some countries, such as the United States or Canada, the IB Diploma qualifies students for advanced placement or academic credits; furthermore, students with the IB Diploma are accepted at a higher rate at selective US universities than those with other qualifications. In general, European universities prefer the IB Diploma for entrance over IB Diploma Courses results. European and Canadian universities may require a SAT, if a student only has an IB Certificates/Diploma Courses.
    

		
    
	
    

    Resources for researching courses and universities:
    
			
			
    
	
    
		
    
			
      

    • The official UCAS (University Counseling webpage) Students applying to UK universities must apply through the UCAS site (www.ucas.com) for most courses. This site has all the information students need to research courses, universities, get advice for writing personal statements, and more.
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    • University websites Every college and university maintains it own website offering all information on courses, programmes, course and application requirements, and even virtual tours of the campus.
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    • Facebook, YouTube, and Twitter Universities offer social networks with current students as well as videos and other forms of communication for prospective students to gather more information about schools.
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    • Eunicas is a website (http://www.eunicas.ie/) which can search all university programmes in Europe which are taught in English. Please note that fees quoted are for EU nationals/residence. Not recommended that you apply through Eunicas, but just use it as a reference tool.
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    • Reference Materials The school maintains a university reference section in the school library and the Head of Careers Office which included university prospectus, university brochures and university guidebooks. Some of the very helpful guidebooks include: The Times Good University Guide, How to complete your UCAS application, How to write your UCAS personal statement, the Barron’s Profiles of American Colleges.
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    • Summer and School Holiday visits Students should plan to visit universities where they have an interest in applying. This is an excellent way to help narrow your college choices. In the UK, Open Days – where the university departments open their doors to introduce prospective students to the facilities, tutors and programmes – are an excellent way to learn more about the course and university. Universities list their Open Days on their websites as well as under Open Days on the UCAS site. Most universities also offer daily tours or self-guided walks.
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    Please click on “The Careers Service at NCBIS” below, for a comprehensive overview of our Secondary Careers Programme.
    
			
			
    The Careers Service at NCBIS
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    Challenges Week
    Challenges Week sees all students from the Secondary school have the chance to join a week of experiential learning outside of the classroom walls.
    Philosophy and rationale
    
	
    
		
    
			
    “Challenges week” forms part of our wider experiential curriculum and is part of our “Learning for Life” programme at NCBIS. Challenges week activities provide rich, character building experiences that we hope will awaken a student’s interest, or spark a passion in areas that they may never have experienced previously.
    These areas include:
    

      

    • C – creativity, culture & curriculum
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    • A – action & adventure
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    • S – service
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    (NB Although the CAS focus of our trips relates to the philosophy of IBDP CAS, no trip counts towards fulfilling the IBDP CAS requirements)
    

		
    
	
    

    
	
    
		
		
    
			
    
		
    
	
    

    
	
    
		
    
			
    NCBIS believes that Challenges week should serve the purpose of enhancing the standard curriculum and provide students with opportunities for cultural enrichment, service to others, adventure activities and travel, whilst making the student body more internationally minded and better global citizens. The NCBIS programme is designed to give students the experiences that will inspire them and which fit in with the ethos of the IB diploma programme at NCBIS. Challenges week looks to provide unique educational experiences and we strongly believe that it provides NCBIS students with an edge when they apply to future colleges and universities.
    

		
    
	
    

    
	
    
		
    
			
    Objectives of NCBIS Challenges week
    

      

    • To reinforce self-esteem and provide a sense of achievement
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    • To partake in an activity that is unique, challenging, and educational
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    • To provide opportunities for service learning, adventure and both curricular and cultural experiences
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    • To enjoy authentic outdoor experiences, where they may be challenged both mentally and physically
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    • To reinforce skills and content from the existing curriculum, or learn new skills
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    • To gain an increased sense of independence and responsibility
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    • To learn to co-operate in a group situation with their peers as well as adults
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    • To allow students the opportunity to forge stronger links between the classroom and the wider world
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    • To understand new cultures, people, places, economies and environments
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    • To be curious about, and sensitive to, human diversity; including the cultures and social issues of the host country
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    • To work and communicate effectively and sensitively with people from diverse backgrounds, life-styles, and cultures
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    Our aim is to provide a wide range of activities with a range of independence and cost, so that all students can access an experiential learning week, fulfilling one or more of the objectives above.
    

    If you have any queries, please do not hesitate to contact Kevin Rossall, Deputy Head of Secondary,
    

    kevin.rossall@ncbis.co.uk
    

		
    
	
    

    Challenges Week 2018/2019
    Cambodia
    NCBIS Secondary students representing Years 9, 10 and 11, explored the exotic and varied delights of Cambodia for Challenges Week, 2019. In Phnom Penh, the 22 students braved the humidity to undertake a 20km bike ride along some scenic rural pathways, and in Siem Reap, came close to eating fried tarantulas as well as seeing one of the seven man-made wonders of the world, the Buddhist temple of Angkor Wat. The students also pushed themselves by taking part in a circus workshop and enjoyed some serenity when visiting a floating village to see how some locals have adapted to their landscape. The students watched a Khmer traditional dance performance while they had a buffet dinner. Furthermore, they participated in a Khmer cooking lesson and actually enjoyed eating the delicious food they made. The students were a credit to the school and to Cairo, truly embracing the spirit and ethos of Challenges Week.
    Italy
    NCBIS Secondary students representing Years 9, 10 and 11, explored the exotic and varied delights of Cambodia for Challenges Week, 2019. In Phnom Penh, the 22 students braved the humidity to undertake a 20km bike ride along some scenic rural pathways, and in Siem Reap, came close to eating fried tarantulas as well as seeing one of the seven man-made wonders of the world, the Buddhist temple of Angkor Wat. The students also pushed themselves by taking part in a circus workshop and enjoyed some serenity when visiting a floating village to see how some locals have adapted to their landscape. The students watched a Khmer traditional dance performance while they had a buffet dinner. Furthermore, they participated in a Khmer cooking lesson and actually enjoyed eating the delicious food they made. The students were a credit to the school and to Cairo, truly embracing the spirit and ethos of Challenges Week.
    Marsa Alam – Egypt
    On the 1st March 2019, NCBIS took 71 students on a scuba diving trip to the Marsa Nakari dive village, located 20km south of the beautiful area of Marsa Alam on the Red Sea. The students on the trip were all looking to either get certified as Openwater (Beginner) or Advanced divers. The students who were already advanced then joined the trip as recreational divers who were taken on more technical dives outside the house reef to further their skills. Almost every student who went on the trip achieved the aim of becoming certified to their appropriate level, making it a huge success. It was the biggest trip we have ever run as a school and we are immensely proud of all the students who showed great resilience in overcoming the many challenges they faced during the week. They will have these qualifications for the rest of their lives meaning that their scuba diving journeys have only just begun!
    
			
			
    International Award
    
	
    
		
    
			
    The International Award concept is one of individual challenge, and presents to young people a balanced, non-competitive programme which encourages a spirit of adventure, personal discovery, self confidence, perseverance, leadership, teamwork and service to the community. It is recognised worldwide and viewed very favourably by leading universities and businesses.
    

    NCBIS has been running the Duke of Edinburgh International Award for over ten years. In order to gain the Award, students take part in weekly activities across the three sections of Physical Recreation, Service and Skills. We also run Adventurous Journeys, with expeditions in the nearby Wadi Degla Reserve and the Akamas peninsula in Cyprus.
    

    For more information regarding this award, please go to Duke of Edinburgh International Award
    

    Please click here for the Online Record Book
    

		
    
	
    

    
	
    
		
		
    
			
    
		
    
	
    

    
	
    
		
		
    
			
    
		
    
	
    

    Inclusive Learning
    
	
    
		
    
			
    At NCBIS we recognise that all students have individual needs regarding the rate and manner in which they learn and progress. We believe that all students can benefit from a range of learning approaches that consider their diverse needs and backgrounds, and we are committed to an inclusive learning culture where students of all abilities and educational needs can participate, make progress and feel valued.
    

		
    
	
    

    
	
    
		
    
			
    Personalised learning programmes with specialist teachers
    

    Whether your child requires English as an Additional Language (EAL), short term booster support or a more structured personal learning plan, NCBIS provides a range of additional and specialist learning support programmes to help your child maximise their potential, their gifts and their talents. Our strong and versatile whole school team of inclusive learning specialists focuses on early identification of any learning needs and on supporting all our students in successfully accessing the curriculum – from Early Years right through to IB Diploma level.
    

		
    
	
    

	
    
		
    
			
    Levels of support
    

    We graduate our levels of support to meet the changing needs of each individual student. Our learners can move between these flexible learning levels as they require more, or less, support.
    

		
    
	
    

    Level 1
    Quality first teaching provides support delivered through quality first teaching in a differentiated mainstream classroom. This level of support targets maximum access for all learners and offers extended learning challenges for high potential, gifted and talented learners. Our inclusive learning specialists work with all class teachers in supporting quality first teaching and helping to fine-tune specific learning techniques that work for each individual child.
    
			
			
    Level 2
    Booster/ short-term targeted support meets students’ needs within the mainstream classroom and students also are withdrawn from class once or twice a week for specialist support. This level of support includes students who are studying English as an Additional Language, an intensive English language course with personalised targets set for each learner.
    
			
			
    Level 3
    Longer term targeted support is provided by specialist teachers for learners who have specialist reports and assessments. This support ensures that our children receive highly tailored support linked with precise personal targets and with time scales agreed by students, parents and teachers.
    
			
			
    
	
    
		
    
			
    English as an Additional Language
    

    Children who do not speak English as their first language can access English language support with our English as an Additional Language (EAL) personalised programmes. Before or on entry to the school we assess their English speaking, listening, reading and writing proficiency in order to determine the level of support needed for them to access the mainstream curriculum.
    

     EAL teachers and inclusive learning specialists then work closely with classroom teachers to ensure that your child’s English language needs are met in the mainstream classroom.  If your child is identified as requiring additional EAL support to develop their English Language skills, they will also attend EAL lessons taught by EAL specialist teachers.  
    

		
    
	
    

	
    
		
    
			
    Additional Educational Needs at NCBIS
    

    Additional needs are experienced by students who do not necessarily have a specific learning difficulty but who are faced with additional challenges. These may arise, for example, if your child has transferred from a school with a different curriculum or language of instruction, or when a child falls behind in their learning or finds they are underachieving. Learners with high potential abilities, gifts and talents also benefit from individualised learning targets and support.
    

    We focus on early identification of all additional needs. Our learning specialists provide understanding and support so that we can minimise any barriers to learning faced by your child.
    

		
    
	
    

	
    
		
    
			
    Supporting our high potential, gifted and talented learners
    

    NCBIS recognises that high potential learners can require additional support and challenges to develop their abilities; if high potential learners are well catered for, they are more likely to be engaged in their learning and contribute positively in all areas at school.  
    

    We identify these learners and provide opportunities for them to develop their abilities, gifts and talents both inside the classroom and through extra-curricular enrichment activities. We offer specialist advice for both families and teachers as we join together to inspire and celebrate these learners’ ever-evolving achievements.
    

		
    
	
    

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