A British education differs from other systems of education
in some key aspects. A key aim is to develop a deep understanding of the
subject matter, rather than relying on a large amount of rote learning of
facts. Although tests and assessments do take place regularly, there is no “monthly
test” as such and, indeed, teaching excessively to the test, rather than
highlighting learning for the sake of learning, is frowned upon.
In Mathematics, for example, known as “Numeracy” in Primary,
emphasis is placed on mental and oral maths, often via starter activities in
Numeracy lessons in Primary, as well as written maths exercises. English, or “Literacy”
lessons are aimed at fostering strong key skills, including broad reading and
writing, speaking and listening and drama abilities, as well as learning
vocabulary, spelling words, and grammar rules.
Homework will be light in early Primary (Foundation and Key
Stage One), when it is expected that children will do a small session of daily
reading with a parent or carer/ guardian. The homework load will increase as
children get older; it tends to be heavy for Years 2 and above around the time
of the Arabic midyear and end-year exams for local pupils who take Arabic,
Religion and Egyptian Social Studies. It is expected that children will be
responsible in doing their homework and will be able to complete it quite
independently, especially from Key Stage 2 onwards.
Key assessments are marked to date using National Curriculum
Levels, which are criterion-based – linked to what a child can or cannot yet do
in a particular subject at a given time, according to evidence in written work,
observed practical work and assessments.
Differentiation is a key part of teaching and learning. This
means that teachers plan to meet the needs of various learners, of differing
abilities and levels of motivation. At times, that will mean different groups
of pupils perhaps doing different work, according to their abilities. Often it
takes the form of additional, more challenging work, given to pupils after they
have finished their main task in class. Teachers reserve the right to decide
the optimal seating arrangement in different lessons.
Learning and teaching is holistic, and aimed at the “whole
child”. Some lessons and activities may be centred around speaking and
thinking/reasoning tasks (such as a class debate session, for example), or have
a different creative outcome, such as a role play, organised and planned in
groups, or posters designed and produced in pairs, to illustrate a particular
learning objective or topic. Traditional exercises and worksheets are also
used, but not at the exclusion of other, creative teaching methods.
Teachers plan to meet various learning styles (kinaesthetic,
auditory and visual), and use technology, often via the class Smart Board, to
deliver high-impact, multi-sensory and memorable lessons to our young learners.
Some learning may take place in out-of-class contexts, such as an animal hunt
in the school grounds, or measuring work, estimating and measuring the length
and width of the school playground, or linked to a school visit or
curriculum-related trip.
Books are bought by school and by parents and will often be
used for class work and homework, but the English National Curriculum is based
on a series of objectives rather than just books, and a variety of suitable
resources will be used to support learning and teaching not just books alone.
Excellent attendance and punctuality is expected of pupils.
Any pupil with a series of unauthorised and undocumented absences may be asked
to leave the school. Poor attendance is extremely closely linked statistically
with academic failure, and we believe at The British School in Cairo that every
lesson and every day really counts.