The Early Childhood Programme at ISH was introduced to give this very
important stage of education a distinct identity. The programme follows to a
large extend the guidelines and goals set by British ‘Qualification and
Curriculum Authority’. The early learning goals set high expectations for the
end of the early childhood programme, but are achievable for most children who
have followed the relevant curriculum. Throughout the programme, as part of the
learning and teaching process, teachers need to assess each child’s development
in relation to the learning goals that form part of the curriculum.
The curriculum sets out six areas of learning covering children’s physical,
intellectual, emotional and social development. These areas are
• personal, social and emotional development;
• communication, language and literacy;
• mathematical development;
• knowledge and understanding of the world;
• physical development;
• creative development.
At this level, children learn by being actively involved with their environment
as they attempt to make sense of the world around them. Young children learn
through active exploration and example. Watching, exploring, creating,
experimenting, discovering, experiencing and manipulating. Play is children’s
work, it is how they learn and make sense of their world. Play can be a means of
self expression, an opportunity to explore, experiment and test ideas, a way of
nurturing creativity, a means of thinking and of developing and practical
skills.
Each child is unique with individual needs, experiences and contributions to be
valued and, therefore, should be encouraged to develop as an individual,
independently making their own decisions and initiating their own learning. We
aim to provide children with the skills to grow as competent, confident learners
and communicators. In our classrooms we aim to provide an environment that is
safe, happy and secure. It also provides both challenges and opportunities for
success in a stimulating environment.
We help children to develop the ability to ask and respond to questions,
demonstrate an interest in exploring, show curiosity and a desire to learn
observe and make discoveries. Our programme also aspires to develop the use of
creativity and imagination, solve problems through play, communicate with others
and express emotions in a positive and socially acceptable way.
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Primary and Secondary
Curriculum
Children in Grades 1 - 5 spend most of their time with their class teacher who
will cover the core areas of the curriculum. A team of specialist teachers work
with the children in Music, Physical Education, Library Skills, Information
Computer Technology, Art. French will be offered from Grade 1 onwards.
In Grades 6 to 12 all subjects will be taught by specialists. Cross curricular
work in all the areas mentioned is very much encouraged.
Children for whom English is a second language will be given extra support by a
specialist English as a Second Language teacher.
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Our curriculum develops English skills through the areas of speaking and
listening, reading, writing, spelling and handwriting. In the Primary School the
curriculum is taught using the Literacy Strategy. Our younger students are
encouraged to develop their ability to tell stories and express themselves
through structured play. Stories and poems are read aloud or played on tape and
our young readers are surrounded by a rich, stimulating selection of reading
materials to share with their peers and adults in the classroom. Students are
taught correct letter formation and have the opportunity to write in different
forms and contexts. Accuracy in spelling is taught through the recognition and
understanding of word patterns and reinforced by the use of word lists.
As students progress through the Primary School, spoken and listening skills are
extended through group and individual presentations and discussions. The range
of reading material becomes progressively wider and includes more challenging
material and aspects of literature outside the student's immediate experience.
There is a growing awareness that writing has a number of purposes, styles and
audiences. Students begin to use dictionaries and spellcheckers and appreciate
the need to develop and maintain high standards of presentation.
In the High School, students begin to make extended contributions to group or
class discussions and also improvise roles from stories and poems. IGCSE and IB
students express opinions with increasing sophistication. Topics for discussion
vary widely and involve the development of argument and use of evidence. Reading
and research materials for High School students are increasingly diverse and
include film scripts and reviews. IGCSE students learn how to analyse,
interpret, evaluate, and respond to specific texts including Shakespeare,
pre-20th Century writing, poetry and fiction. Presentation skills, including
computer applications, are given a high priority.
The curriculum at ISH develops mathematical skills through the areas of
number, algebra, shape and space, and data handling. Particular emphasis is
placed on the students' ability to use and apply mathematics. The curriculum is
resourced and supported by a range of up-to-date texts and materials.
In the Primary School the curriculum is taught using the Numeracy Strategy. An
emphasis is put on first-hand experience using everyday materials. Students are
encouraged to be resourceful in applying their mathematical knowledge to
real-life situations. Activities are designed to sustain curiosity, promote
enjoyment and develop confidence. Students learn to predict, compare, reason and
explain through activities that invite alternative problem-solving strategies
and solutions. They learn to understand the value of mental calculations and to
enjoy the challenge of using and developing alternative methods of arriving at a
solution. Students are expected to enhance their understanding by selecting and
using appropriate materials and to develop a variety of systematic recording
methods. Technology is an integral part of the children's mathematical
experiences and includes computer data-handling packages and the use of
calculators.
In the Secondary School, students develop their mathematical knowledge and
skills in a way that encourages confidence and provides enjoyment. They develop
an understanding of number patterns and relationships through a strong emphasis
on solving problems and presenting and interpreting results. Students are
encouraged to communicate clearly and reason logically using mathematical
concepts. Computer software is extensively used for the creation and
manipulation of spreadsheets and databases. Desktop publishing packages are used
to represent data in sophisticated graphic formats. IGCSE students are expected
to extend these skills using more advanced techniques and applications.
The curriculum develops science skills through the areas of
scientific enquiry, life processes and living things, materials and their
properties and physical processes. The subject is concerned with encouraging
students to investigate their surroundings by using scientific techniques to
gain a greater understanding of themselves and the world. From their first day
in school, students are provided with an environment in which they can develop
the skills necessary to become 'young scientists'. Exploration and communication
are encouraged and science is related to everyday life. As students approach the
end of their Primary School experience, an increasing emphasis is placed on
hypothesising, planning, testing, finding results and recording. Students are
encouraged to think scientifically and apply their knowledge to a variety of
explorations and investigations.
Our school enjoys excellent facilities for the teaching of science including its
own laboratory, areas for environmental study and a selection of smaller
equipment for use in the classrooms. High School students extend their
scientific knowledge and understanding through a wide range of increasingly
complex investigations. Students in the high school are taught science by
individual subject specialist teachers, but are made continuously aware of the
interrelationships between the three principal scientific disciplines: biology,
chemistry, and physics.
Students throughout the school use Information Communication
Technology (lCT) as a tool to enrich and extend their learning across the whole
curriculum. Students use both our well-equipped computer lab and the fully
networked computers in their classroom or in common areas available throughout
the school to develop their ability to communicate information and handle data.
Throughout their studies students are encouraged to consider real-life
applications of computers and their effects on our lives. They also learn to
judge when it is appropriate to use them.
High School students are increasingly aware of the ways in which ICT tools can
help them in their work. They are taught to be critical and largely independent
users of information technology. Work covered includes a variety of internet and
desktop publishing projects together with a wide variety of cross-curricular
work. IGCSE students following the Computer Studies course research the use of
IT tools in industry and commerce and study the principles that enable
information technology to assist in solving problems. The main emphasis is on
using computers as a tool to facilitate work and produce professional
presentations.
Geography in the curriculum is related to the study of places
and the human and physical processes which shape and affect them. It helps
students to make sense of their surroundings in relation to the wider world. The
school adapts programmes of study to reflect our international and Indian
dimensions. Local weather patterns, natural features and developing commercial
infrastructures, provide us with many first-hand areas of study.
Geography is taught through focussed topic work in the Primary School. Students
begin by investigating their immediate environment, before moving on to study
local, national, international and global issues. They are encouraged to observe
the similarities and differences between places and the interdependence of
humans and the environment. Fieldwork is an integral part of the curriculum for
students throughout the school.
High School students are expected to extend their individual research skills
through a series of thematic studies. Students are given the opportunity to
plan, organise and produce individual research projects. Students enjoy a
residential trip each year that allows time for an in-depth study. IGCSE
students focus on three major areas, incorporating population and settlement,
the natural environment and economic development, and the use of resources. Each
of these themes is designed to develop an understanding of both the natural and
human environments.
The History curriculum offers an understanding of human
activities in the past in the context of change through time. The subject
provides students with the opportunity to study other times, cultures and places
and challenges them to think about continuity and change, similarities and
differences. History is taught through focussed topic work in the Primary
School. Students build up an awareness of historical concepts through themes
related to their personal experiences such as 'me', 'my house' and 'families'.
The Primary school curriculum places an increasing emphasis on the development
of research skills as students improve their ability to describe and question
historical situations and are encouraged to interpret evidence and form
judgments about its reliability and value.
High School students study units of world history. Time is also allocated for
the study of historical themes. The programme specifically develops students'
knowledge and understanding of history, through the interpretation and use of
historical resources, such as archaeological remains, photographs and paintings,
documents, maps and cartoons.
IGCSE and IB students study a 19th or 20th Century core-content course together
with an in-depth study of such diverse themes as the creation of the modern
industrial society or the impact of western imperialism.
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Art is central to the balanced curriculum we offer, and
expectations of achievement are high throughout the school. Art is an integral
part of every student's work and crosses the boundaries of subject areas. The
curriculum aims to develop students' creativity, together with their practical
skills and techniques through the appropriate use of materials. The programme of
study also guides students towards a visual awareness and an appreciation of
artists, times and cultures.
In the Primary School, students have the opportunity to observe, discuss and
practise their skills. They are challenged to extend their understanding and
abilities through a structured programme of graphics, printing, modelling
materials, collage, fabric and thread, paint and colour work. A clear emphasis
is placed on working through first-hand experiences. Correct equipment and
good-quality materials are purposefully provided to enable students to make real
choices about their work. As they progress through the Primary School, students
are introduced to increasingly sophisticated techniques and further develop
their observation and interpretation skills.
High School students are expected to develop their aesthetic awareness further
to include a critical appreciation of the art forms of other cultures and
historical periods. Students acquire technical skills in the use of structured
forms and conventions to express feelings and ideas in a wide range of
materials.
They are also encouraged to develop decision-making and problem-solving skills
in relation to the media they use. Self-evaluation is a very important part of
the programme.
Music is given a high priority at the school, with the skills
and appreciation of music being encouraged across all levels. The curriculum
provides a creative and aesthetic focus for students alongside the more formal
aspects of music.
In the Primary School, music is taught by both the class teacher and a
specialist teacher. Students have regular opportunities to perform, listen to,
and participate in a variety of musical activities. They begin to explore and
control both vocal sounds and those made by classroom instruments. Students
become familiar with non-standard and standard notation and learn to sing a
range of songs, some from memory.
The High School music programme focuses on the areas of performing, composing,
listening and appraising. Students have the opportunity to develop their
knowledge of the history of music and of the music of different countries and
cultures.
Students throughout the school perform regularly in school productions and
concerts, including venues around Hyderabad where they represent the school.
Physical Education is related to the mental and physical
development of each student. It aims to develop self-awareness and understanding
that will allow confident participation in physical activities. The curriculum
also raises the awareness of the importance of health. The curriculum develops
the knowledge, skills and attitudes to enable children to engage in a broad
range of activities, and aims to maintain this enthusiasm throughout their
school years and onwards to a lifetime of activity.
Physical education is taught throughout the school by a specialist teacher. In
the Primary School, students develop their fine and gross motor skills and
activities include swimming, dance and games. Where appropriate, activities are
linked to topics being studied in other subject areas. Full use is made of the
school's sporting facilities that include a large gym area, as well as the multi
purpose hard court area and a squash court. Students in the Secondary School
cover athletics, games, gymnastics and creative movement in greater depth with
the aim of improving co-ordination, ball skills, body management, fair play and
sportsmanship.
Students have the opportunity to develop their skills and interests not only in
timetabled lessons but also through a full programme of After-School Activities
and a weekly visit to the ICRISAT campus at Patancheru for the Saturday Sports
Programme, that boasts of excellent recreational and sporting facilities.
The curriculum places an emphasis on developing communication
skills. French is introduced as a modern foreign language in cheek. Students
benefit from the guidance of a specialist teacher who encourages them to
communicate in the language through listening and speaking activities, as well
as by developing reading and writing skills. Grammar is also introduced in the
Primary School and grammatical accuracy encouraged. A wide variety of materials
and resources are used to support the curriculum including tapes, videos, games,
puzzles, songs, magazines, recipes, cartoons and information communication
technology.
In the High School, emphasis is placed on developing confidence and fluency in
using the language, first orally and then in written form. Students are
encouraged to develop a sound base of language skills and the positive attitude
required for the further study of a foreign language for academic, work or
leisure purposes. Throughout the programme, French is used to gain an insight
into the culture and civilization of the countries where the language is spoken.
The programme provides grammatical support to enable students to recognise
patterns, learn new vocabulary, make inferences and apply their learning in
active situations. Those with prior experience of the language are given
opportunities to extend their working vocabulary and oral and written
competencies, as well as to consolidate work they have already undertaken.
IGCSE and IB students also have the option of studying French. Both courses
place emphasis on developing the ability to communicate effectively in practical
situations in all countries where the languages are spoken. The four linked
skills of listening, speaking, reading and writing are developed and expanded
throughout the courses.
All students in the Primary School have a weekly lesson devoted to Indian Culture, which both enlightens and enriches our student community. Emphasis is placed on the customs, culture and geography of India, together with a brief introduction to the national language. The school celebrates traditional Indian festivals such as Diwali, and the music and dance of the country are reflected in our curriculum. Regular excursions and outings also give students direct experience of the rich culture of India.
Personal, social and health education
is an integral part of the curriculum throughout the school, with a clear emphasis
being placed on respect and responsibility. In the Primary School, students
are encouraged to consider their wider responsibilities in terms of the community
and the global environment. Respect for other people, cultures and beliefs,
is fostered through shared experiences such as stories, celebrations and traditions.
The concept of citizenship is important for all High Schools following the British
National Curriculum. Students are prepared for the world they inhabit by addressing
social skills, study skills, careers, health education, relationships and sexual
development in its broadest terms.
Message from a
Secondary Student
Before coming to the International School of Hyderabad I was at boarding school
in the U.K for almost two years. I joined ISH in August 2004 with the intention
of only staying one term. However, after one term the last thing that I wanted
to do was leave. Consequently I began the IGCSE programme, making a switch over
from the GCSE programme that I had previously been studying, taking my exams in
May 2005.
One can hardly believe that ISH is a school as it feels more like a family. I do
not know of any other school in which teachers, secondary school students and
primary school children interact as though they were the closest of friends. ISH
has much to offer and some of the highlights of my eight months here have been
playing Dorothy in our school production of The Wizard of Oz, being a member of
the Student Council and going to Kodikanal on our high school field trip.
The small size of the classes has been an advantage as not only have I had the
individual attention of the teachers but I have also made unbreakable bonds with
my classmates. Whether we are splashing in the pool at Saturday Sports or simply
chatting in the lunch area, we always enjoy ourselves to the limit.
Next year I will be joining the I.B Diploma course and with the dedication of my
teachers and support of my friends I expect to achieve only the best both in and
out of the classroom. As for those of my friends who are leaving ISH, I wish
them all the best and I know that we will remain in contact for many years to
come.
Celine Thompson, Grade 10
