nyis brochures

52
General Information

Upload: british-schools-foundation

Post on 06-Apr-2016

237 views

Category:

Documents


0 download

DESCRIPTION

 

TRANSCRIPT

Page 1: NYIS Brochures

General Information

Page 2: NYIS Brochures

Welcome

The New York International School aims to provide world-class education from Pre-Nursery to Grade 8 (ages 2 to 13). The campus is situated in a historic landmark site by Central Park and 5th Avenue’s Museum Mile, on New York’s Upper East Side. NYIS is an independent,

co-educational, and non-denominational school.

At NYIS, we combine high academic standards, a Spanish or Chinese language immersion program, and a warm and nurturing environment. Our curriculum is rigorous, stimulating, and challenging so that students excel in English and math, speak Spanish or Chinese fluently, and become true global citizens. It is an American and international curriculum designed to maximize students’ potential and enable them to progress to competitive schools and universities in the US and anywhere in the world.

NYIS is established by one of the leading international school networks, with ten schools in the Americas, Europe and Asia, and a tradition of excellent academic results and prestigious college placements.

I look forward to meeting you and to sharing my enthusiasm for our school’s community.

Shelley Borror JacksonHead of School

Shelley Borror Jackson, B.A., M.A. and C.A.S. in English and Literacy, was awarded the Klingenstein Fellowship at the Teachers College of Columbia University in NYC. She has been the Head of School for The Bement School in Deerfield, Massachusetts, since 1999 and accumulates more than 30 years of school administration and teaching experience in competitive American schools.

Page 3: NYIS Brochures
Page 4: NYIS Brochures
Page 5: NYIS Brochures
Page 6: NYIS Brochures

Teaching and Learning

NYIS combines current and innovative child-friendly pedagogy with traditional values and high standards. The school balances a nurturing environment that fosters understanding, critical thinking, and enthusiasm with a stimulating curriculum.

NYIS recruits and employs highly qualified teachers with a genuine passion for their profession. Small class sizes help ensure our mission of providing personalized learning and student success.

Teaching and learning at our school are based on three fundamental principles:

• Stimulating curiosity and nurturing an interest in learning• Thinking critically and taking a structured approach to

understanding and solving problems• Having an open mind and respect for other people and

new ideas

These principles are supported by lessons that are delivered in an interactive and thought-provoking manner through a wide variety of teaching styles. Lessons are planned to suit a range of abilities, allowing students to benefit and improve their skills and knowledge. Cooperative learning is frequently utilized, and student participation and teamwork are continuously encouraged in class.

Page 7: NYIS Brochures
Page 8: NYIS Brochures

Child-Centered

Teaching is aimed at making the most of children’s natural curiosity and eagerness to learn. In Preschool, learning takes place principally through guided play. Children will typically find a range of activities from which to choose during their lessons. As work gradually becomes more structured in Lower School, lessons are planned with a view to making them interesting and engaging. Great emphasis is placed on creating a stimulating and caring environment in which students are happy and at ease and in which learning is fun and enjoyable.

International

An international vision is embedded throughout the entire curriculum. Our established network of schools in America, Europe, and Asia allows our older students to develop international experiences through cross-cultural programs and exchanges between campuses in order to develop their own view of the world. Our youngest students benefit too through the BSF Peer Program, which will allow children to develop relationships with students at our sister schools in Spain and China.

Curriculum Overview

The notion that learning a second language improves your first, that playing the violin deepens your reasoning skills, or that a game of tennis might even boost your mathematical ability is not naturally intuitive. Yet these ideas are at the very heart of our curriculum. As children, learning capacity is extremely heightened. During childhood we can pick up a second language, learn to play an instrument, or develop our athletic ability with an ease that is difficult to match later in life. Our curriculum aims high and relies on exceptional teachers to motivate and inspire students to maximize potential during these young and unique years.

Personalized

Teachers plan lessons with differentiated outcomes, allowing for a range of achievements. This enables teachers to match each lesson as closely as possible to individual needs while providing enough scope for students to be stretched academically. Each child’s progress is recorded and tracked individually and forms the basis for the planning of lessons, ensuring that students learn at a pace that adjusts to their needs.

Rigorous

Students who complete their elementary education at NYIS will attain a high level of competency across all subjects. In addition, and based on our belief in helping children develop a global perspective, they will acquire a command of a second language, Spanish or Mandarin Chinese. Learning is largely inquiry-based, with an emphasis on problem solving, reasoning, and independent thought. Although each subject has its own key objectives, teachers will often deliver lessons as part of a more thematic and cross-curricular approach.

Page 9: NYIS Brochures

Language Immersion

We live in a world without borders. In the 21st century, greater opportunities will be available to those that are fluent in a second language. In addition, learning a second language during early childhood has social, cultural and cognitive benefits, and facilitates learning later in life.

Helping students to become truly fluent in a second language by the time they graduate is therefore a cornerstone of our curriculum and the objective of the NYIS Language Immersion Program.

Students at NYIS spend approximately 70% of their time learning in English, and 30% in the second language of their choice. Parents will be able to choose between Spanish or Mandarin Chinese.

Language immersion begins at Preschool, led by two teachers: an English-speaking head-teacher and a native Spanish or Chinese teacher. In Lower School, children will receive up to two hours per day of instruction in either Spanish or Mandarin Chinese.

Core subjects (English Language, Mathematics, Science and Humanities) are taught in English. Spanish or Chinese, Music, Art and Technology are taught in the chosen second language. In addition, students benefit from additional opportunities to practice their second language: recess, field trips, the BSF Peer Program, the BSF International Exchange Program, etc.

At NYIS, students are placed in leveled language classes according to their proficiency, enabling new students with differing knowledge of Spanish or Chinese to enroll at any grade.

Page 10: NYIS Brochures
Page 11: NYIS Brochures
Page 12: NYIS Brochures

Preschool

Pre-Nursery to Pre-Kindergarten (ages 2 to 4)

At NYIS we provide children in Preschool with educational experiences which will help them develop a positive approach to learning. By creating a learning environment where children feel comfortable and cared for, they will be more willing to explore new concepts and ideas.

Learning at this early stage is planned around seven areas of learning and development: communication & language; literacy; numeracy; personal, social & emotional development; physical development; understanding the world; and expressive arts & design. These skills are provided for and developed through conversation, discussion, questioning, reasoning, stories, rhymes, literature, social play, games, and outdoor activities.

The Language Immersion program exposes children to either Spanish or Chinese throughout the course of their daily activities in these areas of learning. The program provides children with opportunities to discover an additional language in an easy, natural way, to develop a basic understanding of its sounds and words, to develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.

Page 13: NYIS Brochures

Lower School

Kindergarten to Grade 5 (ages 5 to 10)

At the NYIS Lower School, our aim is for children to enjoy their time at school while developing knowledge, skills, understanding, and strengthening character. We help them fulfill their potential in all academic and social areas of school life. Upon completing their elementary education at NYIS, our students are expected to excel in reading, writing, and mathematics, as well as acquiring a strong command of a second language. Teachers provide activities to build students’ confidence and harness their natural curiosity. From Kindergarten through Grade 3, a cross-curricular, topic-based approach is adopted at NYIS for the teaching of science and humanities. This integrated curriculum enables students to understand the links between subjects and enjoy their learning in a context that makes sense to them. Topics are structured to ensure continuity and progression as students build on their knowledge of science, history, and geography.

The topics recognize the cultural context of the school and incorporate elements of learning connected to the US and to the rest of the world. They are organized to ensure that a balance between the subject areas is achieved within and across the different grades. In addition, the school has meaningful partnerships with its neighboring museums, and Central Park is a frequent extension of the school’s campus.

Page 14: NYIS Brochures
Page 15: NYIS Brochures
Page 16: NYIS Brochures

The British Schools

Foundation

NYIS is established by The British Schools Foundation, one of the leading international school networks, with over 4,000 students and schools in Sao Paulo (Brazil), Nanjing (China), Moscow (Russia), Kuala Lumpur (Malaysia), Marbella and Pamplona (Spain), Manila (Philippines), Yangon (Myanmar), Tashkent (Uzbekistan) and New York.

The British Schools Foundation (BSF) is a registered, non-profit organization that promotes quality international education worldwide. BSF has a history of delivering world-class education in an international setting. As a result, the Foundation has established a reputation for high academic standards, top college placements and an exceptional faculty across the globe.

Our global network of schools enables BSF schools to exchange students, teachers and best practices world-wide, as well as benefit from the BSF Peer Program for our youngest students.

The Foundation has established a reputation for high academic, managerial, and employment standards.

Page 17: NYIS Brochures

BSF schools are accredited or affiliated by many councils and federations that monitor international schools. These include the Independent Schools Inspectorate (ISI), the Council of British International Schools (COBIS), Federation of British International Schools in Asia (FOBISIA), and the British Council. All BSF schools are also fully licensed by local and national educational authorities.

Page 18: NYIS Brochures

Admissions

Admission to NYIS is selective. We are committed to achieving the highest levels of academic and personal attainment, seeking students who thrive in this rigorous and challenging learning environment. We look for students who are well-rounded with strong academic potential, a positive attitude, and an interest in extra-curricular activities. We seek a predominance of American and native English-speaking students, while providing a balanced and rich cross-section of nationalities.

NYIS hosts open houses throughout the year for parents to visit our campus and learn more about our curriculum, and offers individual tours after an application has been received.

NYIS accepts applications for admission to both Preschool and Lower School year-round. The school follows a rolling admissions process and an expeditious response policy to alleviate families from the stress of NY school admissions. Applications can be sent at any time of the year, up to two years in advance. Due to limited places, early applicants are given priority, so we strongly recommend applying as early as possible. Most applications are received one year in advance, due to the admissions timelines of the Independent Schools Admissions Association of Greater New York (ISAAGNY).

Applications for enrollment must be submitted through our online application form at www.nyis.org/online-application. Parents unable to complete an application online can call the admissions office for assistance or complete the online application form at NYIS. Together with the application form, parents will have to submit:

• Application Fee• School report* (Pre-Nursery to Pre-K: Only if available)• Teacher recommendation* (Pre-Nursery to Grade 1: Only if

available)

* NYIS accepts both ISAAGNY and official school reports and recommendations.

Once the application is submitted, a parent interview and child assessment will be scheduled shortly thereafter. The school aims to communicate the outcome of applications for the following year within a few days of the assessment date.

For more information, see www.nyis.org/admissions or call our admissions office at +1 212 641 0920.

Page 19: NYIS Brochures
Page 20: NYIS Brochures

4 East 90th Street,New York NY 10128

USA

Tel. (Main): +1 212 641 0260Tel. (Admissions): +1 212 641 0920

[email protected]

Page 21: NYIS Brochures

Preschool Program

Page 22: NYIS Brochures

Introduction

Children develop quickly in the Preschool years, and a child’s

development between birth and age five is unlike few other stages in human development. At The New York International School (NYIS),

we feel that during these vital years of development, a secure, safe, and happy childhood is of paramount importance. This is achieved through a parent/teacher partnership that provides the foundation children need to truly flourish in later years.

NYIS provides our Preschool students with an educational experience

that will help them develop a positive approach to learning. Our class

sizes are limited to 12 in Pre-Nursery and to 16 in Nursery and Pre-

Kindergarten with 2 teachers per class, allowing us to focus on the well-being of our youngest students. By creating an environment where our children feel nurtured and cared for, they are at ease and receptive to learning.

We understand that play underpins learning at this stage of development. With this as our basis, our students learn through

activities that are structured and purposeful. Through our Language Immersion Program, which begins in Pre-Nursery, our very youngest

are exposed to two languages in an environment that is stimulating

and exciting.

NYIS offers well-balanced, carefully planned activities that enable each child to develop the crucial foundation needed to build upon in future years.

At this stage the curriculum is planned around seven areas of learning and development. Language, literacy, numeracy, physical development, social & emotional development, understanding the

world, and art & design are provided for and developed through conversation, discussion, questioning, reasoning, stories, rhymes,

music, art, books, social play, games, and outdoor activities.

Page 23: NYIS Brochures

Guide to Grades at NYIS Preschool:

AGE * GRADE

2 Pre-Nursery

3 Nursery

4 Pre-Kindergarten

*Age as of September 1st

Language Immersion Program

Mandarin Chinese / Spanish Language Immersion

Language acquisition is crucial to learning and communicating and crosses all areas of our curriculum. Learning a second language can greatly enhance all subject areas and the social/

emotional development of students, while instilling a greater cultural understanding and broader outlook on the world.

At NYIS, we expect our students to be fluent in either Mandarin Chinese or Spanish by graduation. To achieve this, language learning

starts from age 2 and permeates the curriculum and daily class activities.

Every Preschool class has two teachers: a class teacher and a native

Mandarin Chinese or Spanish speaking language teacher. With this, our students can develop accurate pronunciation, intonation, and

fluency.

Page 24: NYIS Brochures

Throughout the day, English and the second chosen language are

used in all areas. Activities are created in the classroom aimed to

stimulate the different interests and modalities. Both the English language and the second language teacher encourage the students

to speak with them in their corresponding language while the children

perform the planned activities and complete tasks.

This dual language approach helps children become accustomed to

using both languages interchangeably in all subject areas from a very young age. Students explore both English and their second chosen

language through art, songs, rhymes, games, stories, literature, and

music so that they may ultimately engage in conversations in their

second language, ask and answer questions, and express their

opinions in a very natural way.

Seven Areas of Learning

The curriculum at NYIS ensures that children are ready for Lower School by providing them a range of knowledge and skills to build the right foundation for future progress. These skills are broken down into the following seven areas of learning:

1. Communication & Language

Listening & Attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events,

and respond to what they hear with relevant comments, questions,

or actions. They give their attention to what others say and respond

appropriately.

Page 25: NYIS Brochures

Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their

experiences and in response to stories or events.

Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present, and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

2. Physical Development

Moving & Handling: Children show increasing control and

coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health & Self-Care: Children know the importance of physical exercise and a healthy diet and talk about ways to keep healthy and

safe. They manage their own basic hygiene and needs successfully, including dressing and going to the bathroom independently.

3. Personal, Social & Emotional Development

Self-Confidence & Self-Awareness: Children are confident to try new activities and say why they like some activities more than others.

They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing Feelings & Behavior: Children talk about how they and

others show feelings, talk about their own and others’ behavior and its consequences, and know that some behavior is unacceptable.

They work as part of a group or class and understand and follow the rules. They adjust their behavior to different situations and take changes of routine in stride.

Page 26: NYIS Brochures

Making Relationships: Children play cooperatively, taking turns

with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and

feelings and form positive relationships with adults and other children.

4. Literacy

Reading: During Pre-School years, children will learn the conventions

of text and begin to read and understand words and simple sentences. They use phonetic knowledge to decode regular words

and read them aloud accurately. They also read some common

irregular words. They demonstrate comprehension when reading or

hearing text, and the ability to predict and retell is nurtured.

Writing: Children use their phonetic knowledge to write words in

ways that match their spoken sounds. They also write some irregular

common words. They may write simple sentences, which can be

read by themselves and others. Some words are spelled correctly

and others are phonetically plausible.

5. Mathematics

Numbers: Children develop and improve counting skills. The use of numerals and the understanding of what they represent begins, They calculate age-appropriate addition and subtraction problems.

Shape, Space & Measures: Children use everyday language to talk

about size, weight, capacity, position, distance, time, and money

to compare quantities and objects and to solve problems. They

recognize, create, and describe patterns. They explore characteristics

of everyday objects and shapes and use mathematical language to describe them.

Page 27: NYIS Brochures

6. Understanding The World

People & Communities: Children talk about past and present

events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things and

are sensitive to this. They know about similarities and differences between themselves and others and among families, communities, and traditions.

The World: Children know about similarities and differences in relation to places, objects, materials, and living things. They talk

about the features of their own immediate environment and how environments might vary from one another. They make observations, hypothesize about why some things occur, and talk about changes.

Technology: Children recognize that a range of technology is used in places such as homes and schools. Teachers make wise choices

about the places in which technology may be appropriate for our Preschool students.

7. Expressive Arts & Design

Exploring and using media and materials: Children sing songs,

make music, and dance. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design,

texture, form, and function.

Being imaginative: Children use what they have learned about

media and materials in original ways, thinking about uses and

purposes. They represent their own ideas, thoughts, and feelings through design and technology, art, music, dance, role-play, and

stories.

Page 28: NYIS Brochures

Additional Curriculum Information

Field Trips

Students enjoy learning outside the classroom through field trips, enhanced by the school’s priviledged location. Often the trips are linked to the topic being taught in school. The visits generally rely on

the support from parents who can accompany the class on these days.

A Thematic Approach

Our teachers adopt a thematic approach to teaching and learning

in Preschool. Children learn by participating in a variety of carefully planned and structured play-based activities for each theme, with more formal activities beginning in the later years of Preschool.

International Awareness

International awareness permeates every corner of the school. The cultures within the school community are explored and celebrated,

instilling pride in each child’s heritage. Art and music classes

broaden children’s global perspectives, and literature chosen in

the classroom and for the library represents a range of cultural experiences. Special international events in which students and their

families share meaningful traditions are enjoyed throughout the year.

Assessments and Reporting Procedures

Assessments are continually made throughout Preschool to ensure

that the children are meeting the appropriate benchmarks. Work

samples are collected to help document each child’s progress and to

celebrate achievement.

Page 29: NYIS Brochures

At the beginning of each term, a curriculum overview will be sent to all parents. It will offer topics, issues, concepts, and themes which will be covered within that term.

We assess students’ mastery of skills and content both formally and informally throughout the year. We track students’ individual progress continually to ensure they are progressing at expected levels and are suitably challenged and supported. Work samples are collected to help document each child’s progress.

All parents will receive three narrative reports at the end of each term. These will include a summary of progress in all areas of the curriculum, as well as in citizenship and contributions to the school community.

At mid-term, parents are invited to meet with any of the teachers. Teachers will share examples of the students’ work, will discuss areas of individualized growth, and will set goals for the remainder of the term.

Page 30: NYIS Brochures
Page 31: NYIS Brochures
Page 32: NYIS Brochures

4 East 90th Street,

New York NY 10128

USA

Tel. (Main): +1 212 641 0260Tel. (Admissions): +1 212 641 0920

[email protected]

Page 33: NYIS Brochures

Lower School

Page 34: NYIS Brochures

Introduction

At The New York International School (NYIS), we recognize that a broad and vibrant curriculum creates the enthusiasm for learning that will lead to school success. Our teachers aim to create an atmosphere in which rigorous intellectual activity, independent thinking, and meaningful relationships are equally encouraged.

Our curriculum has been developed for more than a decade through our global network of schools. It is tailored to the needs of American and international families in New York, to guarantee a broad, in-depth, and truly international education that is both engaging and meaningful. Placing a significant amount of importance on learning a second language, the curriculum at NYIS provides an outline of core knowledge that teachers develop into lessons to promote students’ knowledge, understanding, and skills.

The curriculum identifies the stages and core subjects children will be taught throughout their school life. It is a framework used in our global network of schools to ensure that teaching and learning are balanced, consistent, and internationally relevant.

At NYIS we set high expectations for every one of our students. Our class sizes are limited to between 16 and 18 students per class with a head-teacher and a teacher assistant. As a result, low student-teacher ratios are obtained, allowing us to give our students more personalized attention. Teachers have outstanding professional credentials as well as relevant advanced degrees. By providing world-class education to all students, we inspire the personal development of students with qualities of creativity, ingenuity, cooperation, and leadership. The curriculum enables students to matriculate to top schools and universities in the US and anywhere in the world.

Page 35: NYIS Brochures

Guide to Grades atNYIS Lower School:

AGE * GRADE

5 Kindergarten

6 Grade 1

7 Grade 2

8 Grade 3

9 Grade 4

10 Grade 5

*Age as of September 1st

Subjects

English Language

Speaking & Listening

Discussion and oral presentations are core aspects of many lessons and play a crucial part in vocabulary development. Lessons are designed to encourage speaking and listening for all students and often incorporate presentations or performances using oral skills.

Reading

Reading is a crucial skill that supports learning across the curriculum. We foster a love of books and literature among our students. Children are taught to read, initially through the development of phonetic knowledge and the sharing and discussion of books. We read in different ways at NYIS to ensure that students develop reading habits which will remain with them throughout their school life and beyond.

Individual Leveled Reading - Children read books at an age-appropriate level, working their way through progressively more difficult texts until they become independent readers. Children bring books home regularly, and parents are asked to support their reading as part of weekly home learning.

Guided Group Reading - Small group reading is led by the teacher and allows focused instruction on a shared issue or challenge.

Whole Class Reading - Children read and discuss texts with the teacher and each other as a stimulus for writing and drama activities and to strengthen reading comprehension.

Library Book Reading - All students visit the library every week and choose a book that they wish to borrow, thus inspiring a love for literature.

Writing

English Language lessons encourage students to express themselves creatively and imaginatively and to communicate effectively with others in a range of genres. Students become enthusiastic and critical readers of stories, poetry, and plays as well as non-fiction and media texts.

The structure of language is explored through lessons on grammar, punctuation, spelling, and handwriting. Attention to these important areas ensures that creative and imaginative ideas are presented in an organized, eloquent manner.

Regular writing assignments encourage students to utilize their writing skills in extended pieces of work. Selected pieces will be identified for editing and final presentation for display or for their writing folders.

Page 36: NYIS Brochures

Drama

Drama provides excellent opportunities for creative exploration, expression, and performance, as well as for the exploration of contemporary and historical issues in an imaginative way.

Drama is an integral part of the English curriculum. It includes dramatic play, story enactment, theatre games, music, and dance. Through play and performance, students develop a sense of ease in public situations. Students will perform in at least one production per year.

Learning Objectives

During Kindergarten, students develop the skill of blending sounds into words for reading. They develop their phonetic knowledge and skill by hearing, sharing, and discussing a wide range of books to create a love of reading and to broaden their vocabulary. They develop the physical skill needed for handwriting and learn to organize their ideas in writing.

In Grade 1 our students are able to read unfamiliar words more accurately and with less hesitation. Students listen to and discuss a wide range of stories, poems, and plays, thereby widening their vocabulary, comprehension,

and knowledge. In writing, students are able to compose individual sentences, spelling many words correctly, and writing with ease.

By Grades 2 and 3 students are expected to read age-appropriate books accurately and at a speed which allows them to focus on understanding what they have read rather than on decoding individual words. Towards the end of Grade 3, students are able to justify their views about what they have read. Students are able to express their ideas accurately and with sentence punctuation. Spelling is expected to be correct in final drafts. Throughout Grades 2 and 3, students become familiar with using language in a number of situations and for a variety of audiences and purposes including drama, presentations, and debates.

During Grades 4 and 5, our students are able to read a wide range of books, plays, and poetry of an age-appropriate level with accuracy and appropriate pace. Reading most words is effortless as students are able to read silently, widely, and frequently both inside and outside of school. Students are able to express their ideas quickly, with accurate grammar, punctuation, and spelling of most words. Students’ increasing mastery of language at this level is extended through numerous opportunities for public speaking, performance, and debate.

Mathematics

Mathematics is a key part of the curriculum. We separate Mathematics into seven different strands:

• Using and applying mathematics • Counting and understanding numbers • Knowing and using number facts • Calculating • Understanding shape • Measuring • Handling data

Mathematics is taught daily from Kindergarten to Grade 5 in a way that encourages confidence and accuracy when using numbers in increasingly complex activities.

An understanding of the wider associated topics within algebra, measurement, geometry, and statistics is introduced.

Students are offered challenges and problem-solving activities related to real life wherever possible so that their understanding is applied to practical situations.

Page 37: NYIS Brochures

Learning Objectives

In Kindergarten and Grade 1, children learn to count, read, write, and order numbers as well as develop a range of mental calculation skills that they apply in different settings.

Children are taught to use number lines, cubes, and other practical materials as well as a range of informal written methods to demonstrate understanding. An awareness of shape and space is developed through practical activities which build on understanding their immediate environment. The children begin to grasp mathematical language, using it to talk about their methods and to explain their reasoning when solving problems.

In Grades 2 and 3, the main focus of mathematics is to ensure that students become increasingly fluent with whole numbers and the four operations. Students are expected to perform calculations accurately with increasingly large whole numbers, using both written and mental arithmetic. Students develop the ability to solve a range of problems including those with simple fractions and decimal place value. Increasingly, students are able to draw with accuracy and develop mathematical reasoning so they can analyze shapes and their properties. They can confidently use measuring instruments and make connections between measure and number. By the end of Grade 3, students know their multiplication tables up to and including 12. They read and spell mathematical vocabulary correctly.

In Grades 4 and 5, students extend their understanding of the number system to include larger integers. They develop the connections they make between multiplication and division with fractions, decimals, percentages, and ratios. Students increasingly solve complex problems of numbers and arithmetic using efficient written and mental methods of calculation. By the end of Grade 5, students are fluent in written methods for all four operations including long multiplication and division, fractions, decimals, and percentages.

Language Immersion

Students at NYIS are expected to reach fluency in either Mandarin Chinese or Spanish. To achieve this, language learning permeates the curriculum and the child’s daily class activities. The school places great importance on learning a second language from an early age. In Lower School, children will receive between one and two hours per day of instruction in either Mandarin Chinese or Spanish. This will include specific language lessons as well as usage in different areas of the curriculum. Various levels of language instruction will be offered to cater to all levels of language proficiency.

Language Immersion allows students to explore their second chosen language through songs, lessons, rhymes, art, literature, and music so that they may ultimately engage in conversations, ask and answer questions, and express their opinions. Our students develop accurate pronunciation and intonation, guided by native teachers. Our language curriculum draws from the organization’s vast international experience and not only covers core language skills, but also exposes the child to aspects of Chinese or Spanish culture which are critical to achieving a complete command of the language. Cultural awareness is further enhanced by the British Schools Foundation Peer Program which will allow children to develop relationships with students at our sister schools in Spain and China.

Science and Humanities Curriculum

From Kindergarten through Grade 3, a cross-curricular, theme-based approach is adopted at NYIS to the teaching of science, history, and geography (what we call the “Integrated Curriculum”). This Integrated Curriculum enables students to understand the links between

Page 38: NYIS Brochures

subjects, relate their work to everyday life, and enjoy their learning in a context that makes sense to them. Important skills and knowledge are developed within each theme, ensuring that progress is made in science, history, and geography in each grade.

The topics recognize the cultural context of the school and incorporate elements of learning connected to the US and the rest of the world. They are organized to ensure that a balance between the subject areas is achieved within and across the different grades. The use of various museums and Central Park enriches the learning experience of the Integrated Curriculum.

In Grades 4 and 5, we introduce subject-specific lessons in history, geography, and science in preparation for Middle School.

Through this Integrated Curriculum and in older Lower School classes, students cover the following subjects:

Science

Through science, students understand how major scientific ideas contribute to technological change, thus impacting industry, business, and medicine, and improving quality of life.

Scientific knowledge and understanding are developed through the study of the following likely topics: the human body, the Earth, the universe, seasonal changes, life cycles, animals, plants, habitats, materials, states of

matter, light, sound, forces, magnets, electricity.

Students are taught to work scientifically by asking simple questions; performing tests; making observations; classifying and presenting data; analyzing functions, relationships, and interactions; using evidence; reporting findings; and drawing conclusions.

History

History encourages students to consider how the past influences the present, what past societies were like, how these societies organized their politics, and what beliefs and cultures influenced people’s actions. History supports not only the gathering of knowledge, but also develops important skills. Students find evidence, evaluate, and reach their own conclusions. To do this, they research, sift through evidence, argue and defend their point of view - skills that are prized in adult life.

A range of topics is studied relating to NY, US, and world history, and may include: The Aztecs, Ancient Greece, the Roman Empire, the Egyptians, Ancient China, Archeology, Inventions, Christianity, Judaism, Islam, Buddhism, Hinduism, Native American Indians, the Age of Exploration, and the American Colonial Period.

Geography

Geography develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem-solving skills both inside and outside the classroom.

Topics include NY, US, and world geography, which encompasses major cities, states, countries and continents, their human and physical characteristics, cultural diversity, weather, seasons, rivers, oceans, mountains, volcanoes, earthquakes, water cycle, changes in the earth, the equator, the hemispheres, and the tropics.

There is also strong emphasis on the development of mapping and Atlas skills, latitude and longitude, as well as compass use, graphs, and digital technology.

Technology

Students use technology tools to find, explore, analyze, exchange, and present information responsibly and creatively. They learn how to employ technology to enable rapid access to ideas and experiences from a wide range of people, communities, and cultures. They discover many different uses of technology in a wide range of areas and situations. Laptops and iPads will be regularly used in classrooms across the curriculum.

Page 39: NYIS Brochures

Increased capability in the use of technology promotes initiative and independent learning. Students are able to make informed judgments about when and where to use it most effectively, and to consider its applications for home and work, both now and in the future.

Art & Design

Art and Design at NYIS stimulates creativity and imagination. Lessons provide visual, tactile, and sensory experiences and a unique way of understanding and responding to the world.

Students learn to use color, form, texture, pattern, different materials (e.g. pencil, charcoal, paint, clay, etc.), and processes to communicate what they see, feel, and think. They develop a mastery of art and design techniques, including drawing, painting, and sculpture, through creativity, experimentation, and increasing awareness.

They explore ideas and meaning in the work of artists, craftspeople, and designers. They learn about the diverse roles and functions of art, craft, and design in contemporary life and in different times and cultures.

Music

Musical education begins in Preschool and continues every year, allowing students to develop a love for music while honing their musical skills. Throughout the year a schedule of concerts and musical workshops provides students with the opportunities to showcase their work and talent, both in school and in the wider community.

Lower School Instrumental Program

This program is designed to develop each student’s understanding and appreciation of music. Students learn to play a range of musical instruments at a basic level until they are able to commit to an instrument for focused instruction.

Instrumental Scheme

Students with a greater interest in music are encouraged to join the Instrumental Music Program (IMPs) in which they receive individual music lessons in their chosen instrument(s) by a specialist teacher. Opportunities for ensembles and soloists to perform occur regularly throughout the year.

Singing

From Preschool through Grade 5, singing takes place

in almost every music lesson. Lower School children sing in assemblies and often perform a song, if not a full performance, for their parents as part of their class assembly.

Physical Education

The physical education curriculum offers a range of opportunities and outdoor-based activities including soccer, basketball, baseball, badminton, athletics, gymnastics, and swimming using the school’s gym, Central Park, and nearby sport facilities. Students learn how to plan, perform, and evaluate actions, improving the quality and effectiveness of those actions.

Through this process, students discover their aptitudes, abilities, and preferences, and make choices about how to get involved in lifelong physical activity. Interscholastic, competitive play will begin in Grade 6, by which time the school plans to offer regular opportunities to compete in inter-house competitions, sports days, and/or swimming events.

Health & Life Skills

Health & Life Skills is an essential element in our curriculum at NYIS. It encourages students to reflect on their well-being and that of others and becomes integrated in as many lessons as possible.

Page 40: NYIS Brochures

Students are encouraged to understand and develop healthy lifestyles, including physical and emotional health. They learn that their actions have consequences for themselves and for others, and they learn how to develop positive relationships with the community around them.

Personal DevelopmentThe personal development of our students is as important as their academic success. The following are the seven attributes that NYIS fosters in our students. They have been utilized and improved through our network of schools, ensuring that all children are able to adopt these attributes through different programs and initiatives. The personal growth of our students in these areas is carefully observed and reported over the years as they make their way through Lower School, and students are given many opportunities to cultivate and improve in these key areas:

Independence

• Student organized assembly: Marking their transition through Lower School at NYIS, students organize and participate in special assemblies to mark certain events.

• Student-organized parent teacher conference: Trust is placed in our students to work independently every year, as they lead parent-teacher conferences.

Teamwork & Leadership

• Inter-House competitions: On entry to NYIS, each student will be assigned to a “house.” Throughout the year, fun inter-house competitions in sports and throughout the curriculum are held.

• Learning Buddies: During the academic year, a class of older children will be paired with a class of younger children and become their Learning Buddies.

Self-discipline

• House point system for rewarding effort: During the year, students will be awarded house points for excellent work, effort, progress, and citizenship.

Presence

• Confidence in speaking: Teaching children to use their voice with conviction and strength permeates all activities at NYIS. Students will be expected to participate fully in all classes, and they will have multiple opportunities to develop the skill of speaking comfortably in front of a larger audience at school assemblies.

• Formal weekly assembly: Each child attending NYIS is required to wear a school uniform. We expect our students to wear full school uniform to all formal events including the weekly assembly.

Awareness

• Assembly core themes: Assemblies throughout the term are designed to broaden students’ cultural awareness and understanding.

Decency

• Developing good behaviour: The development of character is paramount at NYIS. Teachers and administrators will vigilantly notice students behaving in ways that strengthen our community, and commendations for helpful, compassionate acts will be recognized.

Courage

• Developing courage: The school teaches students to overcome their fears and make well-considered and calculated risks in a healthy, constructive way.

Page 41: NYIS Brochures

Additional CurriculumInformation

Field TripsField trips are crucial opportunities to learn outside of the classroom. In Kindergarten through Grade 3, field trips are organized in relation to the topics and themes being taught in class. Trips may be to NY museums, cultural sites and events, or activity centers, and are designed to support the learning in the classroom.

In the upper grades of the Lower School, we offer the opportunity to enjoy an annual residential trip. The trip typically takes place within the state of New York for a period of three or four nights. This opportunity is of great benefit in supporting independence, leadership, teamwork, maturity, and self-esteem.

Community ServiceNYIS aims to help children experience the sense of pride and accomplishment that comes from contributing to their community. At the earliest age, this may be learning how to help within the classroom, while older students will participate in more formal service learning beyond the school’s campus. Through these opportunities, our students are ingrained with a strong sense of consideration for those less fortunate and with the need to do all they can to help where help is needed.

School EventsThe school has a varied program of events that helps to build a sense of community within the school, enhances the education of students, and promotes the achievements of students and the school as a whole. The school aims to ensure every student is involved in multiple events throughout the school year.

Assessment & Reporting ProcedureAt the beginning of each term, a curriculum overview will be sent to all parents. It will offer topics, issues, concepts, and themes which will be covered within that term.

We assess students’ mastery of skills and content both formally and informally throughout the year. We track students’ individual progress continually to ensure that they are progressing at expected levels and are suitably challenged and supported. Work samples are collected to help document each child’s progress.

All parents will receive three narrative reports at the end of each term. These will include a summary of progress in all areas of the curriculum, as well as in citizenship and contributions to the school community.

At mid-term, parents are invited to meet with any of the teachers. Teachers will share examples of the students’ work, will discuss areas of individualized growth, and will set goals for the remainder of the term.

Page 42: NYIS Brochures
Page 43: NYIS Brochures
Page 44: NYIS Brochures

4 East 90th Street,New York NY 10128

USATel. (Main): +1 212 641 0260

Tel. (Admissions): +1 212 641 0920 [email protected]

Page 45: NYIS Brochures

School Charter

Page 46: NYIS Brochures

The Foundation

The New York International School (NYIS) is a member of the

British Schools Foundation (BSF), a registered, non-profit

organization established for the purpose of promoting quality

international education worldwide. Its principal function is the

governance of its member schools.

The Board of Governors of the Foundation acts as the Board

of each member school and is charged with ensuring the

highest standards in all aspects of school life, from academic

performance, to employment practices, quality of facilities,

and the promotion of the general good within the school

community.

The Foundation sets school policies and approves school

budgets and in turn delegates the day-to-day management to

the Head of School. Decisions within the organization are thus

academically driven and place the well-being of students and

staff above any other considerations.

While the Foundation is non-profit in nature, each individual

school has been established with the support of private

investors. Investor returns are only provided subject to the

approval of the Board of the Foundation, and only when it is

considered it will not adversely affect the quality of education

provided and the financial stability of the school.

Page 47: NYIS Brochures

School Charter

In accordance with BSF’s governance responsibilities, the

Board of Governors has resolved on the following charter

that sets out the objectives, principles, and guidelines to be

followed by member schools.

The Head of School will ensure that the school follows these

guidelines and that school policies and procedures are derived

from and are consistent with this charter.

Mission & Principles

School Mission

• To provide world class education.

Core Principles

• Motivate students to explore and achieve the extent of their

intellectual and physical abilities.

• Uphold the values of honesty, integrity and respect for others.

• Provide a vibrant, happy and secure environment.

• Recruit, retain and develop high caliber staff.

• Promote the general good within our community.

• Safeguard the long-term development and reputation of the

school

Page 48: NYIS Brochures

Personal Development

The school’s priority is the personal development of its students. The

study of academic subjects is as much a means for developing life skills

as it is for acquiring subject-specific knowledge. The following are key attributes that students should develop at the school and the learning

of which must be integrated into classroom work and school life.

Independence: Students must be taught and encouraged to think

independently and to become self-reliant.

Teamwork & Leadership: The school views teamwork and leadership

as interdependent and complementary skills. Students must become

used to working in teams and groups. They should learn to appreciate

helpful leadership and should be provided with opportunities to develop

their own leadership skills.

Self-discipline: Self-discipline stems from the benefits and satisfaction of hard work. The school develops students’ capacity for purposeful

effort by focusing on and rewarding effort over achievement.

Presence: Presence refers to the positive presentation to others of

one’s self and one’s work. Students must be encouraged at all times

to develop and refine the oral, written, and visual presentation of themselves and their work.

Awareness: Personal success and well-being correlates strongly with

self-awareness. Students should be taught and encouraged to reflect on and appropriately express their emotions. The school provides

opportunities for quiet thought and reflection.

Decency: Behaving decently towards others is everyone’s

unquestionable responsibility. The school must ensure that the

promotion of kindness, honesty, and integrity is a daily part of school

life and that all poor conduct is quickly addressed.

Courage: Courage empowers people to do well for themselves and for

others. The school must teach students to overcome their fears and

make well considered and calculated risks in a healthy, constructive

way.

Educational Objectives

Page 49: NYIS Brochures

Academic Development

Although students are expected to excel academically, it is not the

philosophy of the school to focus on academic achievement alone.

Academic achievement is a result of ability, effort, and practice.

Academic goals should be linked to the fulfillment of individual

potential and empowering students to continue learning after they

leave the school.

The curriculum: The school follows a curriculum which emphasizes

the learning of reading, writing, mathematics, and a second language

in the primary ages, providing the breadth and depth necessary to

meet the charter’s personal and academic development goals.

Curriculum standards: The school is sufficiently selective to expect

that all students reach, as a minimum, the academic standards

corresponding to their age for all core subjects.

Maximizing potential: The school utilizes an on-going process of

identifying each individual’s academic potential and devising a plan

for reaching it.

Independent learning: Students develop the ability to learn

independently and acquire the ability eventually to be in charge of their

learning, including deciding what to learn, setting goals, producing an

effective learning plan, and devising an appropriate form of evaluation.

Standards

Conduct & Behavior

The conduct and behavior of every member of the school is

important both for the good of the school community and as part of

individual development and should be guided by the following:

Positive Disposition: The school upholds the belief that a friendly

and positive disposition leads to a better community and an

environment that is more conducive to success.

Personal Conduct: Every member of the school, students and staff

alike, is responsible for creating a kind and friendly environment

Page 50: NYIS Brochures

within the school. Members of the school should treat each other as

they would have others treat them. Staff and older students should

be aware of the extra responsibility they have of setting a positive

example.

Dress Code: The school’s dress code is based on the principle that

it helps everyone focus on schoolwork and activities, it enhances a

sense of community, and it projects a positive image of the school.

Whether uniform or dress code, students and staff alike are expected

to adhere to guidelines with care and attention when in school or out

representing the school.

Punctuality & Attendance: Punctuality is a sign of courtesy towards

others. All members of the school are therefore expected to be

punctual and adhere to school dates and their commitments at all

times. Anyone unable to do so at any time, for any reason, must

notify the school in reasonable time.

Discipline: The school operates a proactive and positive approach

to discipline and rewards good conduct and behavior. Poor conduct

is addressed in a measured and incremental way with a focus

on the benefits of positive behavior. Neither physical punishment

nor any form of abuse between anyone is permitted under any

circumstances.

In the Community: Members of the school should be aware that

their conduct outsidMembers of the school should be aware that their

conduct outside of school still reflects on the school. Any conduct

that brings the school into disrepute will be treated as misconduct

within school.

Teaching Practice

Ambition: The school believes that high expectations contribute

significantly to higher standards. Teachers are encouraged to have

high aspirations for their own teaching practice and for every pupil’s

attainment. Students should often encounter challenges.

Page 51: NYIS Brochures

Planning and Differentiation: Lessons and students’ work should

be planned in advance and should recognize the full range of abilities

in the class. Lessons should include material that can be understood

by all and also aim to include work that challenges every student.

Teachers should endeavor to understand students’ learning styles

and, in so far as is possible, support them in lessons.

Assessment: Students’ assessment should be based primarily on

evidence. Students should understand clearly what they are supposed

to be learning and should participate as much as is reasonably possible

in the goal setting and evaluation process. Achievement should be

individually tracked and readily available.

Uniformity: Uniformity is valued where it does not significantly affect

teachers’ individual teaching styles or students’ individual needs.

Standard formats should be used for lesson plans, schemes of work,

marking, and performance tracking.

Child-centered Learning: The school expects a child-centered

approach to teaching. Teachers must acknowledge each child’s

individual strengths, weaknesses, needs, interests, and their relative

stage of development and use them as a basis for their teaching

practice.

Physical Environment: The school favors a purposeful physical

environment. Teaching areas should be interesting and stimulating.

The school in general and classrooms in particular should be

aesthetically pleasing and well organized. Everything should be

left tidy at the end of each day. Displays should be interesting and

attractive and should be used primarily to display exemplary work.

Technology: Technology now permeates almost every aspect of

practical and professional life. For this reason, the use of technology

needs to be extensive, taught mainly in context, and integrated within

other areas of the curriculum in a useful, practical way. Teachers

themselves are expected to be proficient in the use of computers and

confident in acquiring new IT skills.

Page 52: NYIS Brochures

4 East 90th Street,

New York NY 10128

USA

Tel. (Main): +1 212 641 0260

Tel. (Admissions): +1 212 641 0920

[email protected]

www.nyis.org