June 2017

British International College of Cairo headed by Bridge Education was evaluated against global education standards and formally accredited by Cambridge International Examinations. Now, in addition to being an International School, British International College of Cairo is now authorised to teach the University of Cambridge International Examination syllabuses of primary, secondary and Advanced level. In accordance with the Cambridge accreditation, BICC shall operate its primary and secondary school which will enable students from Years 1 to 13 to attend the Cambridge programme and receive prestigious Cambridge certifications in accordance with the standards defined by the University of Cambridge.

As a Cambridge Associate School, BICC is now accredited to teach the following syllabus:

Cambridge Primary with Cambridge Primary Checkpoint.

Primary E2L (English as a Second Language).

Cambridge Secondary 1 with Cambridge Secondary 1 Checkpoint.

Cambridge International General Certificate of Secondary Education (IGCSE) .

Cambridge International Advanced Subsidiary Level and Advanced Level (AS/A Level).

Our school students shall attend classes of a maximum 17 students per class designed after the most widely implemented educational programme in the world, enrich their English language skills and take four international subjects and now prepare them for the best international and national universities in Egypt, the United Kingdom and globally. The teaching methodology follows the highest educational standards, implements technology in the classroom and makes the most of the potential offered by dynamic and interactive lessons in order to enable students to hone and improve their skills in a variety of fields.

Upon graduating from the Cambridge Programme our A Level School Students will receive internationally recognised certificate so that in addition to acquiring highly functional knowledge, our students will be perfectly ready to continue their further education in the best possible way.

For further details please consult our website www.biccairo.com or email This email address is being protected from spambots. You need JavaScript enabled to view it.

Imagine the Possibilities

BRITISH INTERNATIONAL COLLEGE of CAIRO

 

PRIMARY SCHOOL

Early Years and Foundation Stage

EDUCATION PLAN

 

Cairo

 

2016 - 2017

Early Years and Foundation Stage

Introduction

I. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.

II. British International College Cairo sets the standards that early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. We promote the highest quality of teaching and learning practises to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

III. British International College Cairo provides:

  • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind;
  • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly;
  • partnership working between practitioners and with parents;
  • equality of opportunity ensuring that every child is included and supported.

IV. British International College Cairo specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover:

  • the areas of learning and development which shape activities and experiences (educational programmes) for children in all early years settings;
  • the early learning goals that we at British International College Cairo implement help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and
  • assessment arrangements for measuring progress (and requirements for reporting to parents).

V. The safeguarding and welfare requirements cover the steps that British International College Cairo takes to keep children safe and promote their welfare.

Overarching principles

VI. At British International College Cairo there are four guiding principles that shape our practice in our early years settings

.

These are:

  • every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
  • children learn to be strong and independent through positive relationships;
  • children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents;

and

  • children develop and learn in different ways and at different rates.

Section 1

Our Learning and Development Provision

1.1 This section defines what British International College Cairo do, working in partnership with parents, to promote the learning and development of all children in our care to ensure all children are ready for school. Our learning and development provision are informed by the available evidence on how children learn and reflect the broad range of skills, knowledge and attitudes children need as foundations for good future progress. At British International College Cairo we guide the development of children’s capabilities with a view to ensuring that children in our care complete the British Foundation Stage ready to benefit fully from the opportunities ahead of them.

1.2 British International College Cairo learning and development provision comprises of seven areas of learning and development and our educational programmes (described below);

• our early learning goals, which summarise the knowledge, skills and understanding  that all young children should have gained by the end of the Reception year; and

• the assessment requirements (when and how we assess children’s achievements, and when and how we discuss children’s progress with parents.

The areas of learning and development

1.3 We provide seven areas of learning and development that shape our educational programmes in our early years settings. All areas of learning and development are important and inter-connected. Three of these areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:

  • communication and language;
  • physical development; and
  • personal, social and emotional development.
  1. 4British International College Cairo also supports children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
  • literacy;
  • mathematics;
  • understanding the world; and
  • expressive arts and design.
  1. 5Our educational programmes involve activities and experiences for children, as follows:
  • Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
  • Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
  • Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
  • Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
  • Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
  • Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
  • Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
  1. 6At British International College Cairo we consider the individual needs, interests, and stages of development of each child in our care, and use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development. Our practitioners work with the youngest children and focus strongly on the three prime areas, which are the basis for successful learning in the other four specific areas. The three prime areas reflect the key skills and capacities all children need to develop and learn effectively, and become ready for school. We expect the balance will shift towards a more equal focus on all areas of learning as children grow in confidence and ability within the three prime areas. But throughout the early years, if a child’s progress in any prime area gives cause for concern, our practitioners will discuss this with the child’s parents and agree how to support the child. Our Practitioners consider whether a child may have a special educational need or disability which requires specialist support. We link with, provide and help families to access, relevant services from other agencies as appropriate.
  1. 7For children whose home language is not English, we provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. As a British International curriculum college we ensure that children have all opportunities to learn and reach the highest standard in the English language during their Foundation Stage years, ensuring children are ready to benefit from the opportunities available to them when they begin Year 1. When assessing communication, language and literacy skills, our teachers assess children’s skills in English. If a child does not have a strong grasp of English language, our practitioners will explore the child’s skills in the home language with parents to establish whether there is cause for concern about language delay. We may also refer parents to our learning support centre partner, which is LRC Cairo (Learning Resource Centre). http://lrcegypt.org/

1.8           Each area of learning and development is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults. There is an ongoing judgement made by our practitioners about the balance between activities led by children, and activities led or guided by adults. Practitioners respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1.

1.9           In planning and guiding children’s activities, practitioners reflect on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are:

•                playing and exploring - children investigate and experience things, and ‘have a go’;

•                active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and

•                creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

1.10        Each child has an assigned key person (a safeguarding and welfare requirement). We inform parents of the name of the key person, and explain their role, when a child starts attending our school. The key person ensures that every child’s learning and care is tailored to meet their individual needs. The key person seeks to engage and support parents and in guiding their child’s development at home. They also help families engage with more specialist support if appropriate.

1.11        At British International College Cairo we believe that a quality learning experience for children requires a quality workforce. A well qualified, skilled staff strongly increases the potential of any individual setting to deliver the best possible outcomes for children. Requirements in relation to staff qualifications are outlined in Section 3. We regularly consider the training and development needs of all our staff members to ensure they offer a quality learning experience for children that continually improves.

1.12        The level of progress children should be expected to have attained by the end of their Foundation Stage is defined by the early learning goals set out below.

The early learning goals

The prime areas

 

Communication and language

Listening and 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, while engaged in another activity.

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.

Physical development:  Moving and handling: children show good control and co-ordination 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 and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal, Social and Emotional Development.

Self-confidence and 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 and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

The specific areas

Literacy

Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Mathematics

Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, space and 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 recognise, create and describe patterns. They explore characteristics of everydayobjects and shapes and use mathematical language to describe them.

Understanding the world

 

People and 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 of animals and plants and explain why some things occur, and talk about changes.

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive arts and design

 

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function

.

Being imaginative: children use what they have learnt 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.

Section 2

Assessment

2.1 Assessment plays an important part in helping our parents and our teachers to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress, and observations that parents share.

2.2 Our assessment processes do not entail prolonged breaks from interaction with children, nor require excessive paperwork. Our systems are limited to that which is absolutely necessary to promote children’s successful learning and development. Parents are kept up-to-date with their child’s progress and development. Our practitioners always address any learning and development needs in partnership with parents and any relevant professionals.

Progress check for Nursery children

2.3 When a child is aged between two and three, our practitioners review their progress, and provide parents with a written summary of their child’s development in the prime areas.

This progress check identifies the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, our practitioners develop a targeted plan to support the child’s future learning and development involving other professionals.

2.4 Beyond the prime areas, our practitioners also provide a written summary which includes, reflecting the development level and needs of the individual child. The summary highlights: areas in which a child is progressing well; areas in which some additional support might be needed; and focus particularly on any areas where there is a concern that a child may have a developmental delay (which may indicate a special educational need or disability). It describes the activities and strategies we intend to adopt to address any issues or concerns.

2.5 Our practitioners discuss with parents how the summary of development can be used to support learning at home. Our practitioners should encourage parents and to share information from the progress check. Our practitioners agree with parents and when will be the most useful point to provide a summary. It is provided in time to inform on health and development allowing us to identify any developmental delay and any particular support from which we consider the child/family might benefit. Taking account of information from the progress check (which reflects ongoing, regular observation of children’s development) should help ensure that we can identify children’s needs accurately and fully at the health and development review. We always ensure we have the consent of parents to share information directly with other relevant professionals, if we consider this would be helpful.

Assessment at the end of the Foundation Stage

Foundation Stage Profile

2.6 In the final term of the year in which the child reaches age five, a Profile is completed for each child. The Profile provides parents, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile reflects: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

2.7 Each child’s level of development is assessed against the early learning goals (see Section 1). Our practitioners indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This is the Foundation Stage Profile.

2.8 Year 1 teachers are given a copy of the Profile report together with a commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning (see paragraph 1.9). These inform a dialogue between Reception and Year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in Year 1.

2.9 We share the results of the Profile with parents and explain to them when and how they can discuss the Profile with the teacher who completed it.

2.10 The Profile is completed for all children, including those with special educational needs or disabilities. Where appropriate and agreed there is a full assessment of all areas of their development, to inform plans for future activities and to identify any additional support needs.

Staffing

For children aged two:

  • there are at least one suitably qualified and experienced member of staff for every four children;

For children aged three:

  • there are at least one suitably qualified and experienced member of staff for every six children;

For children aged four:

  • there are at least one suitably qualified and experienced member of staff for every eight children;

For children aged five:

  • there are at least one suitably qualified and experienced member of staff for every twelve children.

Health

We promote the good health of children attending our school. We have procedures, discussed with parents for responding to children who are ill or infectious to take the necessary steps to prevent the spread of infection, and take appropriate action if children are ill.

We have in place an implemented policy and procedures document for administering medicines. This includes systems for obtaining information about a child’s needs for medicines, and for keeping this information up-to-date

The school Nurse is solely responsible for the administration of medicine. Medicines must not usually be administered unless they have been prescribed for a child by a doctor, dentist, nurse or pharmacist (medicines containing aspirin will only be given if prescribed by a doctor).

Medicine (both prescription and non-prescription) will only be administered to a child where written permission for that particular medicine has been obtained from the child’s parent. The School Nurse will keep a written record each time a medicine is administered to a child, and inform the child’s parents and on the same day.

Food and drink

British international College has very carefully produced guidelines on providing a nutritious, healthy and balanced packed-lunch. When a child is admitted to our school we must obtain information about food allergies that the child has, and any special health requirements. We record and act on information from parents about a child's dietary needs. We strictly prohibit children sharing their food.

Fresh drinking water is always freely available and accessible at all times.

Accident or injury

The School Doctor ensures there is a first aid box accessible at all times with appropriate content for use with children. We keep a written record of accidents or injuries and first aid treatment. We inform parents of any accident or injury sustained by the child on the same day, or as soon as reasonably practicable, of any first aid treatment given.

Managing behaviour

We have an implemented behaviour management policy and procedures document. A named practitioner is responsible for behaviour management in every setting. They have the necessary skills to advise other staff on behaviour issues and to access expert advice if necessary. We NEVER administer corporal punishment to a child. This is a criminal offence. Physical intervention is solely used for the purposes of averting immediate danger of personal injury to any person (including the child) if absolutely necessary. We provide a record of any occasion where physical intervention is used, and parents are informed on the same day.

We manage behaviour positively through rewards. This includes stickers, house points, star of the week, special mention book and golden time.

Safety and suitability of premises, environment and equipment

Safety

The British International College Cairo ensures that our premises, including outdoor spaces, are fit for purpose. Spaces, furniture, equipment and toys, are safe for children to use and premises are secure. We continually keep our premises and equipment clean, and constantly monitor a high standard of cleanliness and hygiene.

British International College Cairo has a fully implemented policy document covering all aspects of Health and Safety, which cover identifying, reporting and dealing with accidents, hazards and faulty equipment.

We take all reasonable steps to ensure the safety of children, staff and others on the premises in the case of fire or any other emergency, and have an emergency evacuation procedure. We have appropriate fire detection and control equipment (for example, fire alarms, smoke detectors, and fire extinguishers) which are in working order. Fire exits are clearly identifiable, and fire doors are free of obstruction and easily opened from the inside.

      Great Learning! Great Teaching! Great Fun!

Imagine the Possibilities

Cambridge accreditation for British International College of Cairo.

July 2016

British International College of Cairo Headed by Principal Mark Colston was evaluated against global education standards and formally accredited by Cambridge International Examinations. Now, in addition to being an International School, BICC has now also become a Cambridge Associate School.

We are proud to announce that British International College of Cairo is now authorised to teach primary and secondary school students within the Cambridge Programme. In accordance with the Cambridge Primary School accreditation, BICC shall operate its primary school which will enable students from Years 1 to 9 to attend the Cambridge primary programme and receive prestigious Cambridge certifications in accordance with the standards defined by the University of Cambridge.

As a Cambridge Associate School, BICC is now accredited to teach for

Cambridge Primary with Cambridge Primary Checkpoint.

Primary E2L (English as a Second Language).

Cambridge Secondary 1 with Cambridge Secondary 1 Checkpoint.

Our school students shall attend classes of a maximum 17 students per class designed after the most widely implemented educational programme in the world, enrich their English language skills and take four international subjects. The teaching methodology follows the highest educational standards, implements technology in the classroom and makes the most of the potential offered by dynamic and interactive lessons in order to enable students to hone and improve their skills in a variety of fields.

Upon graduating from the Cambridge Programme our Primary School Students will receive internationally recognised diplomas so that in addition to acquiring highly functional knowledge, our students will be perfectly ready to continue their further education in the best possible way.

For further details please consult our website www.biccairo.com or email This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Imagine the Possibilities

BRITISH INTERNATIONAL COLLEGE of CAIRO

 

PRIMARY SCHOOL

Years 1 to 6

EDUCATION PLAN

 

Cairo

 

2016 - 2017

PRIMARY SCHOOL

Years 1 to 6

(5 – 11 year olds)

The National Curriculum of England

The Curriculum of Excellence (Scotland)

The Cambridge International Primary Curriculum

Aims

The English national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to British International College Cairo to an environment that helps engender an appreciation of human creativity and achievement.

The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

Language and literacy

At British International College Cairo our teachers develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.

Spoken language

Our pupils are taught to speak clearly and convey ideas confidently using Standard English. They learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication. They should be taught to give well-structured descriptions and

explanations and develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas for writing.

Reading and writing

Our teachers develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils will be taught to read fluently, understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasure. At British International College Cairo we do everything to promote wider reading. We provide up-to-date library facilities and set ambitious expectations for reading at home.

Our pupils develop the stamina and skills to write at length, with accurate spelling and punctuation. They are taught the correct use of grammar. They learn to build on what they have been taught to expand the range of their writing and the variety of the grammar they use. The writing they do includes narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read.

Vocabulary development

Our pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum.  Our teachers therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They increase pupils’ store of words in general; simultaneously, they also make links between known and new vocabulary and discuss the shades of meaning in similar words. In this way, pupils expand the vocabulary choices that are available to them when they write. In addition, it is vital for pupils’ comprehension that they understand the meanings of words they meet in their reading across all subjects, and older pupils are taught the meaning of instruction verbs that they may meet in examination questions. It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language.

Numeracy and mathematics

At British International College Cairo our teachers use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.

Our teachers develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Our Pupils are taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. Our students will also understand the cycle of collecting, presenting and analysing data. They are taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.

The nature, processes and methods of science

The British International College Cairo specifies ‘working scientifically’ as the understanding of the nature, processes and methods of science for each year group. It is taught as a separate strand and is also embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Our pupils seek answers to questions through collecting, analysing and presenting data. Elements of the Science curriculum are also covered in Topic work where students have the opportunity to research and inquire what they have learned within the context of the wider world.

Science

Our principal focus of science teaching is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. As our pupils develop they encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They also begin to recognise that scientific ideas change and develop over time. They select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. Pupils read, spell and pronounce scientific vocabulary correctly

Art and design

Art, craft and design embody some of the highest forms of human creativity. At British International College Cairo our high-quality art and design education programme engages, inspires and challenges pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As our pupils progress, they become able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Aims

We aim to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences.
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques.
  • evaluate and analyse creative works using the language of art, craft and design.
  • know about great artists, craft makers and designers, and understand the historical and cultural  development of their art forms.

Computing

We provide a high-quality computing education that equips pupils to understand and change the world through logical thinking and creativity, including by making links with mathematics, science, and design and technology. The core of computing is computer science, in which pupils are taught the principles of information and computation, and how digital systems work. Computing equips pupils to use information technology to create programs, systems and a range of media. It also ensures that pupils become digitally literate –able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Aims

We aim to ensure that all pupils:

  • Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • Are responsible, competent, confident and creative users of information and communication technology.

Design and technology

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical

understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Aims

The national curriculum for design and technology aims to ensure that all pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook.

Geography

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge provides the tools and approaches that explain how the Earth’s features at different scales are shaped, interconnected and changes over time.

Aims

The national curriculum for geography aims to ensure that all pupils:

  • develop contextual knowledge of the location of places, seas and oceans, including their defining physical and human characteristics
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps and writing at length.

History

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Aims

The national curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically-grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short-and long-term timescales.

Languages

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Aims

The national curriculum for languages aims to ensure that all pupils:

  • understand and respond to spoken and written language from a variety of authentic sources
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
  • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
  • discover and develop an appreciation of a range of writing in the language studied.

Music

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to British International College Cairot in the musical canon.

Aims

The national curriculum for music aims to ensure that all pupils:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Physical education

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

The national curriculum for physical education aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives

Ministry of Education, Egypt – Statutory Requirements

In accordance with the Ministry of Education of Egypt, British International College Cairo provides a quality education delivered by highly qualified and experienced staff

Religion – Islam and Christianity

All children receive instruction in the parents’ chosen Religion. Parents have the right to opt out of these lessons if these are not your choice of Religion.

Language – Arabic

All children receive a stimulating, vigorous and rigorous programme in Arabic. Year 6 are given extra priority in preparation for their external government examinations. There is also a system in place for those who may need additional support in the Arabic language.

Social Studies

In compliance with the Ministry of Education we also provide Social Studies lessons in Arabic to all students from Years 4 to 6.

Cambridge International Primary Curriculum

Cambridge University is the largest in the world. It is also one of the most prestigious and oldest in the world. We are affiliated and accredited to the Cambridge International Primary Curriculum programme run by the Cambridge University. CIE follows the National Curriculum of England and as such supports us in our delivery of this curriculum by providing highly valued external examinations, curriculum guidance, quality resources and in-depth analyses of pupil progress. This in turn ensures that we deliver the highest standards by making us accountable to an external body that sets the toughest standards.

The Cambridge International Primary Curriculum is specially designed for International students living in a mobile, highly technological world that ensures pupils go on to their Secondary education fully prepared in order to achieve their maximum potential and be highly regarded by all the best universities worldwide.

Our English, Mathematics and Science programmes are fully supported by Cambridge International Primary Curriculum. In addition, we provide programmes offered by CIE in Computing and English as an Additional Language.

Integrated Learning

In addition to providing the necessary skills and knowledge required in all areas of our curriculum we deliver an integrated curriculum through themed topic work. This provides children with opportunities in child-led, inquiry based, independent learning. This dual system gives our children the best practise possible to put their skills into meaningful learning. There is much evidence to support that children who learn through both methods make the best progress.

Our Themed topic work covers an integrated programme in Geography, History, Science, Art and English.

Health

We promote the good health of children attending our school. We have procedures, discussed with parents for responding to children who are ill or infectious to take the necessary steps to prevent the spread of infection, and take appropriate action if children are ill.

We have in place an implemented policy and procedures document for administering medicines. This includes systems for obtaining information about a child’s needs for medicines, and for keeping this information up-to-date

The school Nurse is solely responsible for the administration of medicine. Medicines must not usually be administered unless they have been prescribed for a child by a doctor, dentist, nurse or pharmacist (medicines containing aspirin will only be given if prescribed by a doctor).

Medicine (both prescription and non-prescription) will only be administered to a child where written permission for that particular medicine has been obtained from the child’s parent. The School Nurse will keep a written record each time a medicine is administered to a child, and inform the child’s parents and on the same day.

Food and drink

British international College has very carefully produced guidelines on providing a nutritious, healthy and balanced packed-lunch. When a child is admitted to our school we must obtain information about food allergies that the child has, and any special health requirements. We record and act on information from parents about a child's dietary needs. We strictly prohibit children sharing their food.

Fresh drinking water is always freely available and accessible at all times.

Accident or injury

The School Doctor ensures there is a first aid box accessible at all times with appropriate content for use with children. We keep a written record of accidents or injuries and first aid treatment. We inform parents of any accident or injury sustained by the child on the same day, or as soon as reasonably practicable, of any first aid treatment given.

Managing behaviour

We have an implemented behaviour management policy and procedures document. A named practitioner is responsible for behaviour management in every setting. They have the necessary skills to advise other staff on behaviour issues and to access expert advice if necessary. We NEVER administer corporal punishment to a child. This is a criminal offence. Physical intervention is solely used for the purposes of averting immediate danger of personal injury to any person (including the child) if absolutely necessary. We provide a record of any occasion where physical intervention is used, and parents are informed on the same day.

We manage behaviour positively through rewards. This includes stickers, house points, star of the week, special mention book and golden time.

Safety and suitability of premises, environment and equipment

Safety

The British International College Cairo ensures that our premises, including outdoor spaces, are fit for purpose. Spaces, furniture, equipment and toys, are safe for children to use and premises are secure. We continually keep our premises and equipment clean, and constantly monitor a high standard of cleanliness and hygiene.

British International College Cairo has a fully implemented policy document covering all aspects of Health and Safety, which cover identifying, reporting and dealing with accidents, hazards and faulty equipment.

We take all reasonable steps to ensure the safety of children, staff and others on the premises in the case of fire or any other emergency, and have an emergency evacuation procedure. We have appropriate fire detection and control equipment (for example, fire alarms, smoke detectors, and fire extinguishers) which are in working order. Fire exits are clearly identifiable, and fire doors are free of obstruction and easily opened from the inside.

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Online Payment

Our Online Payment System offers the convenience of making your payment from the comfort of your home or office. The process is confidential, secure and in full adherence with our corporate Privacy Policy.

All information submitted via the Online Payment System is processed by our System Business Office. Your account will be charged once authorization on the payment submitted has been received. Please see Frequently Asked Questions for answers to some common questions you may have about your statement.



Administration Tuition Fee* (EGP)  
Application Fee 180
Admission Fees 4,000




Grade Tuition Fee* (EGP)  
Nursery and Reception 60,000
Year 1 - Year 4 76,000
Year 5 - Year 6 87,000
Year 7 - Year 9 90,000
Year 10 - Year 11 99,000
Year 11 - Year 12 121,000


Area Transportation Fees (EGP)  
Katameya/Future 8,775
Rehab/Mirage 9,450
MaadiLHeliopolis  
/Nasr City/Mokattam 11,800
Sherouk/Oraby/  
Manyal/Giza /zamalek  
/6th October/ Alex Road 13,350

About Us

British International College (BICC) in Cairo delivers an outstanding best International education in Egypt and established itself as one of Cairo’s leading schools. We aim to expand the minds of our students and infuse them with a passion for learning and the ambition to make a difference in the local and global community. Mail us at: info@biccairo.com

Contact us

British International College Cairo

Fifth District - 1st Area, New Cairo,  Cairo, EGYPT

بريتش انترناشيونال كولدج بالقاهرة، التجمع الخامس 

Tel: +20 100 3973 731

 

Accreditations

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