Ever since it knew its dawn in 1988, ZSIS has been improving the performance of its students and insuring overwhelming success in the teaching-learning process in various ways that match the needs of the parents, staff, students, and whoever else is involved in the ZSIS learning environment. ZSIS has made painstaking efforts to involve all its stakeholders in the establishment, understanding of, and commitment to the mission statement it firmly holds. ZSIS is a true haven for a wide array of nationalities. Diversity as such has left its imprints on the educational and cultural performance of all the ZSIS community.
To ZSIS, education is an ongoing follow-up on students’ academic and behavioral performance inside and outside the school campus. It is the collaborative spirit of “sink or swim together.” It is how students become able to relate themselves to their school and the global community around them. Education, ZSIS believes, is independence, collaboration, leadership, and success. These are the seeds ZSIS is keen to plant and nurture in the midst of its students being. ZSIS aspires for a change. It has recruited the creativity and dedication of its stakeholders as its soldiers. And it did rock the future.
Academic Program ZSIS students have unlimited access to the content of the core subjects English, Mathematics, Sciences, Social Studies, Arts, and Foreign Languages. Students are immersed in an internationally standardized and benchmarked American curriculum that targets students’ connections to the world around them.
It all starts at the primary stages whereby students are actively involved in experiential learning, with the negation of any traditional theoretical introductions. Primary students role-play, experience, and explore the world outside with the professional guidance of quality teaching educators. ZSIS primary students are encouraged to approach the world analytically, relate themselves to it comprehensively, and understand the school’s subject matter thoroughly.
Middle school students have their specialty for being actively involved in approaching academic and global issues analytically. At this stage, middle school students have their skills not just added to but also reinforced and mastered.
ZSIS high school students develop those analytical skills too and go beyond the levels of reinforcement and mastery to those of synthesis and evaluation of any subject-related data at any time and place. Hence, ZSIS high school graduates are up to the world’s upcoming challenges and incessant need for creativity.
Beyond the Classroom, ZSIS is firm of the conviction that “school is outside too.” ZSIS is so “heated” as regards reinforcing extra-curricular activities so its students’ intellectual growth oscillates between the standardized knowledge inside and the “rough” experience outside.
This, in reality, is ZSIS quality teachers’ motto. Those qualified education facilitators – eighty percent of whom have earned a bachelor's degree or higher from reputable universities around the world – are the throbbing heart of the whole educational process--the wheel of life for the ZSIS community. Those quality teachers, with the guidance of truly professional coordinators and administrators, not only provide context, content, and coherence to the learning environment, but they also serve as role models who shape students’ lives and bestow on them tinges of civilization, knowledge, and universality.
Our Kindergarten program is designed for children between the ages of 3 and 6. Through their first years of school children from the essential basics for a strong foundation that helps them attain their full potential. We, at ZSIS, focus principally on development, by giving full and proper attention to the different aspects of development.
The upper-elementary School teachers work together to provide a stimulating and positive environment in which children learn, grow, and appreciate cultural diversities. We believe in an inquiry-based approach to the process of learning that emphasizes creative and critical thinking. We recognize and address the broad range of developmental needs of children aged 6 to 10 years. We support these needs by assisting students in the transition from the homelike atmosphere of Early Childhood learning to a proper schooling system, encouraging positive social interaction with peers, and providing opportunities for students to acquire the knowledge, skills, and attitudes necessary for life-long learning and successful social interactions. We value the importance of maintaining close communications with families to promote the development of scholarly qualities.
The Middle School curriculum is based on American educational aims. Our materials and curriculum reflect those used in accredited international schools and independent schools in the U.S. Most of our students intend to continue through the American educational system. We expose students to a broad background in mathematics, science, social studies, language arts, and foreign languages while also developing thinking and problem-solving skills. Student interaction and self-expression are encouraged. We supplement the core curriculum by including instruction in computer science, art, and physical education. While we usually select American textbooks, we also take advantage of other enrichment materials published in the United Kingdom, Lebanon, and Jordan. While our major emphasis is on the American system of education, we take into consideration the needs of our international students. We can provide a program that will help them develop the skills and knowledge needed to enter an alternative educational system (i.e. the International Baccalaureate).
The High School Curriculum provides a rigorous academic program for students in Grades 9-12. The curriculum is based upon the principles and practices of American education, TOEFL, and the SAT requirements.
