KS5

There are two pathways open to students in Key Stage 5 which is Grade 11 and 12.


ADVANCED LEVEL (AS and A2)

After two years of IGCSE study, students proceed to two years of GCE AS and A2 Level studies in years 11 and 12.

  • Arabic (AS+A2)
  • Art & Design (AS+A2)
  • Biology (AS+A2)
  • Business Studies (AS+A2)
  • Chemistry (AS+A2)
  • Drama (AS+A2)
  • English Litreature (AS+A2)
  • French (AS+A2)
  • Geography (AS+A2)
  • History (AS+A2)
  • Applied ICT (AS+A2)
  • Mathematics
  • Physics
  • A-Level is a rigorous and demanding course best suited to the more academically capable student. In Grades 11 and 12, all students take non-examined PE, and Arabic speaking Muslims also take Islamic. English is offered to students as a non-examined course which our students have found very useful in preparing for the IELTS. Omani students need to fulfil the Ministry of Education requirements of achieving an AS in a Science or Mathematics and the Islamic Studies examination set by the Ministry of Education by the end of Grade 10 or11.

    COURSE STRUCTURE AND CERTIFICATION


    Subjects typically consist of 6 units of work over two years to complete a full A2 level. Students who complete the first 3 units in the first year may apply for an AS grade in that subject and an AS certificate.
    The school follows a modular course in which external examinations are sat in January and June of each year. Once a unit exam is complete, the content of that unit is not re-examined but forms the background for further work. Should students wish to resit earlier units to improve their grade they may do so during the next examination sitting. Scores for the units are aggregated to award an overall grade for the subject. Most subjects have a synoptic assessment and in some cases a coursework component.

    WHY STUDY A LEVELS?


    AS Level passes in four subjects and A2 Level passes in two satisfies the minimum undergraduate first year entry requirements for most regional universities in the Gulf and Oman. For other universities such as in the UK, Australia, Canada and the USA a full complement of four AS levels and three A2 levels is recommended. AS Level passes may also enable entry into a foundation course in Australia and some colleges in the UK. It should be noted that, in most cases, a language qualification such as IGCSE English, TOEFL or IELTS is mandatory for worldwide university entry purposes.

    GENERAL EDUCATION DIPLOMA (ALSO KNOWN AS THANAWIYAH AMAH, OR THE BILINGUAL COURSE.)


    After two years of IGCSE study, students proceed to two years of higher level studies. The GED course is overseen by the Ministry of Education. It provides students with a broad range of subjects and enables them to graduate from school with full ministry approval.

    The next option is the General Education Diploma.

    COURSE STRUCTURE AND CERTIFICATION

    The courses are internally assessed throughout grade 11. In grade 12 there are external exams around February. The final external exam for each subject is held in May. The breakdown of marks varies by course but is typically around 60% exam, 40% coursework. Please see below for more details.

    The next option is the General Education Diploma.

    WHY STUDY GED?

    The GED enables you to graduate from school, endorsed by the Omani Ministry of Education. It will enable you to begin university courses in the region and elsewhere. It will also allow you to start a foundation course in a UK university.
    It should be noted that, in most cases, a language qualification such as IGCSE English, TOEFL or IELTS is mandatory for worldwide university entry purposes.

  • Arabic (GED)
  • Art & Design (GED)
  • Biology (GED)
  • Business Studies (GED)
  • Chemistry (GED)
  • Economics (GED)
  • English (GED)
  • Applied ICT (GED)
  • Mathematics (GED)
  • PhysicAL Education (GED)
  • Physics (GED)
  • Thinking Skills / Research Project (GED)

  • The GED course is rigorous and demanding. Much of the work covered is the same as A level work. To succeed in the GED students will be expected to do a good deal of independent study.
    In Grades 11 and 12, all students take non-examined PE. The rest of the students’ time is spent in class studying the GED course. Compulsory courses are as follows:

  • Arabic
  • Islamic
  • Ishtimaiyat
  • English
  • Mathematics
  • One Science

  • The students are offered a choice for their other 4 subjects. That choice should be from the following:

  • Physics
  • Chemistry
  • Ishtimaiyat
  • Biology
  • ICT
  • Business Studies
  • P.E
  • Art
  • Communication :

    INTRODUCTION

    Communication Methods
    Email is now used as the main form of communication with parents/carers. Letters, newsletters and general information will be sent via email. Please ensure that the school has a record of an up to date email address and that the account is checked regularly.

    Student Mail will be used when we need to get information home quickly and/or students have requested information that can be shared with parents/carers - for example when an international trip is being offered by the school. Parents/carers are asked to support students with checking their school bags regularly for letters and information that has been sent home.

    The School website contains key information for all of our community on the work of the school. Parents/carers are requested to check the website regularly as it is updated almost daily and provides a quick reference for general information such as school term dates and exam timetables.

    Google Classroom was launched earlier in the 2015/16 Academic year to provide key learning resources and school and student information. Each student has been provided log in details that a number of subjects use to set extended learning (homework) and to monitor its completion. Google classroom also is a very good source of reference materials and resources to support revision and preparation for examinations.

    Student Planners provide a good source of general information about the school for parents as well as providing details of extended learning (homework) that has been set. (This should be written into the planner/organiser by your child each day). Parents are asked to check their child's planner regularly and sign it at least once each week. Messages can be written to staff in the planner and staff may also write messages to parents.

    Progress Afternoons are organised three times each year (once each term). We would strongly advise parents to attend these events as it will provide greater clarity to interim and end of term report.

    Reports are sent home to parents each term. These will provide data about progress and attitude to learning. Once each academic year a full report is prepared by staff and discussed at Parents Afternoons.

    Telephone contact is regularly used by school staff to provide information to parents and/or to discuss matters of concern or success. Parents can contact the school and ask to speak to a member of staff at any time. Our aim is to ensure that telephone calls are responded to within 24 hours (Please be patient as teaching staff may have days when they teach all day and would not be able to make telephone calls).

    Appointments with Staff can be made on request to discuss any aspect of a child's attainment, progress or personal development. Parents should contact their child's form tutor in the first instance about general matters or general progress. The subject teacher should be contacted if a parent wishes to discuss a subject specific issue. Parents are asked to raise issues at the earliest opportunity so that they can be addressed as soon as possible.

    Emergency Contact can be made with the school during opening hours using the main switchboard number. If a parent needs to get urgent information to their child, this should be done throughthe school staff who will pass on information. A parent who needs to take a child out of school for emergency reasons during the school day MUST contact the school and organise this with staff to support the safeguarding of all children. Parents are asked NOT to contact students to organise leaving school without first advising and organising this through the School.

    Special Events are held regularly throughout each academic year. These events will include celebratory presentations evenings, competition, showcases of performing arts, or other student work as well as music,and drama productions. Senior staff will be in attendance at these events and are always available to speak to. If a parent has a specific matter that requires more detailed discussion, the matter can be raised and an appointment made to discuss further.

    Home School Partnership :

    INTRODUCTION

    The school’s aims, values and ethos are specified the Learning and Teaching Philosophy available on the school website. Parents should review this in the necessary documentation when their child is enrolled at the school.

    The Standard of Education.

    The school provides access to a broad and balanced curriculum that aims to meet the needs of all abilities. There is a Head of Secondary who monitors the progress of every student and the of achievement and intervention for each key stage.

  • The Additional Education Needs Policy is available on request.
  • The Secondary Section has students from grade seven to twelve. The tutor, relevant Key Stage Coordinator and Head of Section are responsible for the day to day care of students.
  • A range of subjects and activities during and after school enable students to maximise potential.
  • The school provides written reports and discusses individual students` progress. Dates for reports and parents ‘afternoons are given on the school calendar. Parents are informed immediately if their child is experiencing difficulties which prevent normal learning.
  • Students are actively encouraged to record achievements, identify strengths and weaknesses and set targets for improvement.
  • Parents can help their child to maximise potential by communicating with the school and attending parents`/ information afternoons and evenings. Also by returning letter responses, informing the school of any change in address, or circumstances that may affect learning.
  • It is hoped that parents encourage their child to study at home in a suitable environment, attend any necessary interventions, take part in enrichment and record their achievements both in and out of school.
  • Regular and Punctual Attendance :

  • Students will be expected to be in school from 7.25am.
  • Students are registered in every lesson and tutor period each day.
  • It is essential that students attend registration and lessons on time and remain in school every day during term time unless they are medically unfit.
  • Parents are asked to inform the school by telephone or in writing by 8am if their child is to be absent on that day.
  • The school informs parents immediately if they are concerned about a student’s absence.
  • The Head of Section and Key Stage Coordinators work closely with parents and tutors to help students who are experiencing difficulties which may affect punctuality and attendance.
  • To help convey the importance of regular attendance to students, we discourage the booking of holidays in school time. Parents are asked to contact the Principal or Head of Section to discuss any issues related to this.
  • The school provides a calendar to ensure that all concerned are aware of important dates.
  • Discipline and Behaviour:

  • Included in the House System are details of rewards given for good behaviour and positive contribution to school life as well as sanctions used for breaches of conduct.
  • It is essential that parents support the school by fostering good behaviour at home, ensuring that their child has a regular sleep pattern and adopts a healthy lifestyle and, encouraging their child to participate in the wide range of activities offered in and out of school hours.
  • Parents should help their child adopt the correct attitude to fit in to Muscat International School by ensuring that they have full school uniform and the correct equipment for all lessons and activities at all times. Also by checking that their child does not take inappropriate items to school which may disrupt learning and instruct their child not to use mobile phones. The school cannot take responsibility for personal valuable items.
  • All members of the school community are expected to observe the above policies.
  • We value your involvement in helping us to provide a firm, fair, caring framework which helps students to develop self-discipline and respect for others both in and out of the classroom.
  • Homework:

  • Staff operate consistently to present a clear set of expectations for students and help parents offer the support that is needed and give regular feedback to students.
  • Staff, students and parents should use the student planner as a means of communication as well as for information on the actual setting of homework.
  • Parents are informed by letter if their child is experiencing difficulties with homework. Staff express any concern in the relevant section of the planner.
  • Parents are asked to check planners and provide a suitable environment for homework. It is particularly important that distractions are minimal to allow concentration. Having the television on is not advised.
  • Students are expected to `catch up` any work missed through absence to lessons.
  • Use of Photographs and Video Images:

  • From time to time, the school issues press releases and local papers ask to take photographs of students.
  • The school staff takes still and moving images for use in its own promotional material and the school web-site. The school will not release any of the above material except to bona fide organisations from mainstream media companies.
  • In addition, we make limited use of CCTV for security purposes.
  • We will assume that you are happy to allow photographs of your child to be used in press releases and in school promotional material unless you update us otherwise.
  • Learning and Teaching Philosophy :

    OUR CORE VALUES ARE :

    1. Learning
    2. Respect
    3. Preparation
    4. Participation
    5. Confidence

    Learning is central to what we do here at Muscat International School and it underpins our actions and the decisions that we take. Every pupil can learn and every pupil can progress. The pace of a pupil's progress may be faster or slower, depending on the stage that they have reached, their history of success in learning, the skills, abilities and talents that they bring with them into their learning and the range of barriers and challenges they face.
    Through the delivery of the highest quality of learning and teaching our aim is to allow every pupil to progress and experience success.

    PUPILS

  • work at a brisk and challenging pace, but are also given sufficient time to develop and make sense of their learning.
  • are involved in creating and evaluating learning intentions and personal targets.
  • have some choice in their learning..
  • Tcan transfer learning and apply learning to new situations.
  • Can reflect on their own learning, drawing their own informed conclusions.
  • Parents can help their child to maximise potential by communicating with the school and attending parents`/ information afternoons and evenings. Also by returning letter responses, informing the school of any change in address, or circumstances that may affect learning.
  • Persevere with their learning and use a range of resources, including ICT, as they progress.
  • are very clear about the kind and quality of work required to achieve success in the agreed outcomes.
  • can engage in discussion with teachers about the strengths of their work, the steps they can take to improve it, their individual ways of learning and other approaches they might use.
  • TEACHING AND LEARNING APPROACHES FOR EFFECTIVE LEARNING

    Classroom climate:

  • Lesson starts promptly;
  • Lesson is well planned and structured;
  • Introduction / starter captures attention of the pupils;
  • Start of lesson links to pupil's prior learning;
  • Lesson builds on previous learning, enabling progression;
  • Relevant to real life experiences;
  • Clear purpose to lesson shared with pupils;
  • Activities and tasks clearly explained;
  • Discussions with pupils - questions and answers, to reinforce the tasks;
  • Written work is checked;
  • Consolidation / plenary activities to recap what has been learned;
  • Review of learning through class work, homework, discussion;
  • Links made to future learning;
  • Classroom activities:

  • Activities sustain pupils’ interest;
  • Opportunities to work individually and cooperatively;
  • Variety of activities which take account of varied learning styles;
  • Where appropriate ICT is used effectively to support learning;
  • Homework is planned and given a high profile;
  • Teacher – pupil dialogue and interaction:

  • Learning expectations are clear and pupils know what they need to do to progress;
  • There is meaningful dialogue with pupils;
  • Pupils are able to discuss and present their ideas;
  • Clear direction given to pupils about homework;
  • Literacy considerations:

  • Ensure pupils understand subject specific vocabulary;
  • Ensure pupils know how to take notes relevant to the task;
  • Pupils are clear about the reason for the writing and its audience;
  • Use of examples of texts to establish conventions;
  • Modelling of text, structures as required;
  • ASSESSMENT APPROACHES:

    Teachers should:

  • Share learning intentions;
  • Communicate the standards expected within the class are shared with pupils
  • No hands, waiting/thinking time / consultation time
  • Use of wrong answers to develop understanding
  • Appropriate questions; fitness for purpose.
  • Pupils are given opportunities to formulate questions.
  • Effective feedback & marking, both written & oral:

  • Feedback focuses on learning objectives;
  • Evaluative comments which indicate how to improve;
  • Opportunities made for pupils to follow up on teachers’comments;
  • Use of opportunities for oral feedback e.g. plenary sessions;
  • When appropriate, comments only – no grades;
  • Use of “show me” boards;
  • Peer & Self Assessment

  • Opportunities for pupils to reflect;
  • Pupil requested to read through/mark own work;
  • Marking schemes/assessment criteria made explicit to pupil;
  • Use of traffic tights to denote understanding;
  • Group marking work;
  • Pupil marking schemes;
  • Use of information to plan and inform future planning:

  • Summative assessments are used for formative purposes;
  • Pupils given opportunities to traffic light revision topics;
  • Pupils given opportunities to set test questions on topics covered;
  • Promoting achievement:

  • Pupils have confidence in their ability to achieve;
  • High expectations for learners’ achievement are set and shared with learner;
  • Pupils valued praise;
  • Use of praise is well judged;
  • Effort is praised;
  • Pupils have high expectations of themselves;
  • Pupils have opportunity to demonstrate responsibility for their own learning;
  • Pupil achievements are celebrated;
  • Pupils demonstrate a positive attitudes to learning;
  • Pupils have opportunities to demonstrate success in their learning;
  • Click to Download PREFECT APPLICATION Form

    The Prefect’s work centres on these main areas:

  • Liaising with students
  • Liaising with staff
  • Helping to maintain discipline
  • Fostering a lively, enthusiastic school spirit
  • The job has a social dimension also and involves:

  • Organising activities for students
  • Meeting visitors
  • Helping out on social occasions
  • Acting as ambassadors for and representing the school when required
  • As a prefect you need to :

  • Foster shared responsibility – partners in a working relationship
  • Voice opinions relevant to students
  • Develop a sense of responsibility
  • Give unity to student body

  • AFTER-SCHOOL ACTIVITES PROGRAMME 2016 – 2017 Term 2 Sessions:


    Calendar February 2017:


    G11 GED ICT:

    G11 GED Business Final:

    G11 GED Human Resource:

    G11 GED Physical Education:

    G11 GED Mathematics:

    G11 GED Science: