Jump to content

Search the Community

Showing results for tags 'girls'.

  • Search By Tags

    Type tags separated by commas.
  • Search By Author

Content Type


Forums

  • EduCativ
    • Announcements
    • Feedback and Ideas
    • Contact Us
  • Institutes
    • India
    • United States
    • Albania
    • Algeria
    • Andorra
    • Argentina
    • Australia
    • Austria
    • Bahrain
    • Belarus
    • Belgium
    • Bosnia and Herzegovina
    • Bulgaria
    • Canada
    • China
    • Croatia
    • Cyprus
    • Czech Republic
    • Denmark
    • Egypt
    • Estonia
    • Finland
    • France
    • Germany
    • Greece
    • Hong Kong
    • Hungary
    • Iceland
    • Indonesia
    • Ireland
    • Italy
    • Japan
    • Jordan
    • Kuwait
    • Latvia
    • Lebanon
    • Liechtenstein
    • Lithuania
    • Luxembourg
    • Macedonia
    • Malaysia
    • Malta
    • Mexico
    • Moldova
    • Monaco
    • Morocco
    • Netherlands
    • New Zealand
    • Nicosia
    • Northern Ireland
    • Norway
    • Oman
    • Pakistan
    • Philippines
    • Poland
    • Portugal
    • Qatar
    • Romania
    • Russia
    • San Marino
    • Saudi Arabia
    • Scotland
    • Serbia
    • Singapore
    • Slovakia
    • Slovenia
    • South Africa
    • South Korea
    • Spain
    • Sweden
    • Switzerland
    • Syria
    • Taiwan
    • Thailand
    • Tunisia
    • Turkey
    • Ukraine
    • United Arab Emirates
    • United Kingdom
    • Wales

Categories

  • India
  • United States
  • Albania
  • Algeria
  • Andorra
  • Argentina
  • Australia
  • Austria
  • Bahrain
  • Belarus
  • Belgium
  • Bosnia and Herzegovina
  • Bulgaria
  • Canada
  • China
  • Croatia
  • Cyprus
  • Czech Republic
  • Denmark
  • Egypt
  • Estonia
  • Finland
  • France
  • Germany
  • Greece
  • Hong Kong
  • Hungary
  • Iceland
  • Indonesia
  • Ireland
  • Italy
  • Japan
  • Jordan
  • Kuwait
  • Latvia
  • Lebanon
  • Liechtenstein
  • Lithuania
  • Luxembourg
  • Macedonia
  • Malaysia
  • Malta
  • Mexico
  • Moldova
  • Monaco
  • Morocco
  • Netherlands
  • New Zealand
  • Nicosia
  • Northern Ireland
  • Norway
  • Oman
  • Pakistan
  • Philippines
  • Poland
  • Portugal
  • Qatar
  • Romania
  • Russia
  • San Marino
  • Saudi Arabia
  • Scotland
  • Serbia
  • Singapore
  • Slovakia
  • Slovenia
  • South Africa
  • South Korea
  • Spain
  • Sweden
  • Switzerland
  • Syria
  • Taiwan
  • Thailand
  • Tunisia
  • Turkey
  • Ukraine
  • United Arab Emirates
  • United Kingdom
  • Wales

Categories

  • India
  • United States
  • Albania
  • Algeria
  • Andorra
  • Argentina
  • Australia
  • Austria
  • Bahrain
  • Belarus
  • Belgium
  • Bosnia and Herzegovina
  • Bulgaria
  • Canada
  • China
  • Croatia
  • Cyprus
  • Czech Republic
  • Denmark
  • Egypt
  • Estonia
  • Finland
  • France
  • Germany
  • Greece
  • Hong Kong
  • Hungary
  • Iceland
  • Indonesia
  • Ireland
  • Italy
  • Japan
  • Jordan
  • Kuwait
  • Latvia
  • Lebanon
  • Liechtenstein
  • Lithuania
  • Luxembourg
  • Macedonia
  • Malaysia
  • Malta
  • Mexico
  • Moldova
  • Monaco
  • Morocco
  • Netherlands
  • New Zealand
  • Nicosia
  • Northern Ireland
  • Norway
  • Oman
  • Pakistan
  • Philippines
  • Poland
  • Portugal
  • Qatar
  • Romania
  • Russia
  • San Marino
  • Saudi Arabia
  • Scotland
  • Serbia
  • Singapore
  • Slovakia
  • Slovenia
  • South Africa
  • South Korea
  • Spain
  • Sweden
  • Switzerland
  • Syria
  • Taiwan
  • Thailand
  • Tunisia
  • Turkey
  • Ukraine
  • United Arab Emirates
  • United Kingdom
  • Wales

Blogs

  • Victoria
  • K S PUBLIC SCHOOL
  • Aavishkar School
  • Stepping Stones High School
  • Best School in Gondia - MLZS Gondia

Find results in...

Find results that contain...


Date Created

  • Start

    End


Last Updated

  • Start

    End


Filter by number of...

Joined

  • Start

    End


Group


About Me

  1. At CISG, our curriculum is based on the National Curriculum for England, adapted to include the requirements of education in Qatar and to meet the needs of our students. The curriculum is designed to provide not only academic knowledge and information but also to develop the skills that will help our students to achieve success in the future. Learning is at the very heart of education and we aim for our students to become lifelong learners, developing independence and a love of learning that will enhance their personal lives and careers for the future. Education in the 21st century is not just about classroom learning and the memorizing of facts. Education in its fullest sense is active, not passive. It encompasses the development of skills such as the ability to think more deeply, to analyze, evaluate, explain, summarise, synthesize and be able to create. It comes from a range of experiences both within the classroom and outside. At CISG, our students not only have excellent opportunities to study the necessary range of subjects in the classroom but also to participate in enrichment activities that enhance their all-around education. They are encouraged to have self-confidence, curiosity, and ambition, to share ideas, to discuss, to ask and answer questions, to be inquisitive, and to be creative. They are encouraged to develop the personal qualities of humility, compassion, and respect. It is our vision to be a leading school in the Gulf Region and to help students to develop their full potential intellectually, physically, socially, emotionally, and spiritually. Building on a legacy of distinction, it is our vision to serve as a model for effective teaching and learning in a dynamic educational environment. We aim to help students to achieve their maximum potential and to gain a love of lifelong learning. We want teachers to excel in pedagogy, stimulating young minds and encouraging them to extend excellence beyond the classroom. The Cambridge International School for Girls, Doha aims to produce happy, creative, ethical citizens who live motivated, fulfilled lives while enriching the lives of others. We seek to achieve this through an enlightened, disciplined, and broad education that responds to global changes while retaining essential values. View full school
  2. At CISG, our curriculum is based on the National Curriculum for England, adapted to include the requirements of education in Qatar and to meet the needs of our students. The curriculum is designed to provide not only academic knowledge and information but also to develop the skills that will help our students to achieve success in the future. Learning is at the very heart of education and we aim for our students to become lifelong learners, developing independence and a love of learning that will enhance their personal lives and careers for the future. Education in the 21st century is not just about classroom learning and the memorizing of facts. Education in its fullest sense is active, not passive. It encompasses the development of skills such as the ability to think more deeply, to analyze, evaluate, explain, summarise, synthesize and be able to create. It comes from a range of experiences both within the classroom and outside. At CISG, our students not only have excellent opportunities to study the necessary range of subjects in the classroom but also to participate in enrichment activities that enhance their all-around education. They are encouraged to have self-confidence, curiosity, and ambition, to share ideas, to discuss, to ask and answer questions, to be inquisitive, and to be creative. They are encouraged to develop the personal qualities of humility, compassion, and respect. It is our vision to be a leading school in the Gulf Region and to help students to develop their full potential intellectually, physically, socially, emotionally, and spiritually. Building on a legacy of distinction, it is our vision to serve as a model for effective teaching and learning in a dynamic educational environment. We aim to help students to achieve their maximum potential and to gain a love of lifelong learning. We want teachers to excel in pedagogy, stimulating young minds and encouraging them to extend excellence beyond the classroom. The Cambridge International School for Girls, Doha aims to produce happy, creative, ethical citizens who live motivated, fulfilled lives while enriching the lives of others. We seek to achieve this through an enlightened, disciplined, and broad education that responds to global changes while retaining essential values.
  3. In 1996 Al Arqam Academy was established as a private Arabic Primary school for girls. In 2004, keeping pace with educational reforms in Qatar, the school changed to an international English curriculum, combined with progressive Arabic, Islamic Studies, Life Skills, and Values programs. Today the school is a fully accredited Cambridge International Examinations (CIE) center. The vision and mission of Al Arqam Academy were developed with the cooperation of the whole school community and are regularly used to guide the school’s objectives and programs. To prepare a generation of students who are faithful to their origins, committed to values, dedicated to academic excellence, and connected to humanity. Al Arqam Academy focuses on providing a quality education based on Islamic principles and values, critical thinking, responsible citizenship, and leadership to prepare students to face modern challenges and contribute to local and global society The Academy ensures a healthy and safe school environment that supports the development of students in all areas. Goals: To develop the students socially, physically, and psychologically via varied curricula, skills, and activities that are by our culture, and our identity. To deliver a high level of education in Arabic and Religion, English, Science, Math and other subjects to prepare our students for local, and international universities. Developing personal and social skills promote the ability to obtain information, solve problems, think critically, and communicate effectively. Encourage students to respect others and themselves by building positive values, confidence, and cooperation. Ensure students enjoy learning throughout their lives and apply this learning to real-life scenarios. To foster a generation of students who are proud of their identity, adherent to values and morals, and are responsible citizens. To embrace and utilize cutting-edge Information Technology ensuring students have the tools to succeed in a rapidly changing world. Achieving excellence in the performance of teaching and administrative staff with academic and educational vision. To ensure that parents, students, school, and the community are joined in a partnership of mutual respect. View full school
  4. In 1996 Al Arqam Academy was established as a private Arabic Primary school for girls. In 2004, keeping pace with educational reforms in Qatar, the school changed to an international English curriculum, combined with progressive Arabic, Islamic Studies, Life Skills, and Values programs. Today the school is a fully accredited Cambridge International Examinations (CIE) center. The vision and mission of Al Arqam Academy were developed with the cooperation of the whole school community and are regularly used to guide the school’s objectives and programs. To prepare a generation of students who are faithful to their origins, committed to values, dedicated to academic excellence, and connected to humanity. Al Arqam Academy focuses on providing a quality education based on Islamic principles and values, critical thinking, responsible citizenship, and leadership to prepare students to face modern challenges and contribute to local and global society The Academy ensures a healthy and safe school environment that supports the development of students in all areas. Goals: To develop the students socially, physically, and psychologically via varied curricula, skills, and activities that are by our culture, and our identity. To deliver a high level of education in Arabic and Religion, English, Science, Math and other subjects to prepare our students for local, and international universities. Developing personal and social skills promote the ability to obtain information, solve problems, think critically, and communicate effectively. Encourage students to respect others and themselves by building positive values, confidence, and cooperation. Ensure students enjoy learning throughout their lives and apply this learning to real-life scenarios. To foster a generation of students who are proud of their identity, adherent to values and morals, and are responsible citizens. To embrace and utilize cutting-edge Information Technology ensuring students have the tools to succeed in a rapidly changing world. Achieving excellence in the performance of teaching and administrative staff with academic and educational vision. To ensure that parents, students, school, and the community are joined in a partnership of mutual respect.
  5. Abdulrahman Fakieh School Exemplary Schools are classified among the leading schools in the Kingdom of Saudi Arabia. They are established to be compatible with the recent scientific and technical development under the guidance of Sheikh Abdul Rahman bin Abdul Qader Fakieh – may God protect him. The objectives of the schools make use of the latest modern technologies in education aiming to raise the level of teaching in Makkah. Since the very first year of starting these schools, both international and general streams were established at the same time. The public program offers the curricula of the Ministry of Education in a sophisticated global way starting from the first grade to the third one in the secondary school level. It has been reinforced by providing enriched content that includes additional programs. These are mainly English, French, and computer. Moreover, the International stream Program offers all subjects in English as well as Arabic. The latter represents the true culture of Saudi Arabia. It also offers some subjects for teaching French and Chinese as extra activities. Science, Mathematics, Social Studies, Art Education and Physical Education are included, too. A distinguished global educational director who maintains his Islamic values according to Vision 2030 Providing a stimulating educational environment for inquiry and exploration to develop skills, abilities, and human perceptions, employing the latest educational programs and technologies with the support of cultural, sports and health facilities, providing specialized training services to support the educational process in the local and international community, and supporting the professional development of manpower in the light of Vision 2030 View full school
  6. Abdulrahman Fakieh School Exemplary Schools are classified among the leading schools in the Kingdom of Saudi Arabia. They are established to be compatible with the recent scientific and technical development under the guidance of Sheikh Abdul Rahman bin Abdul Qader Fakieh – may God protect him. The objectives of the schools make use of the latest modern technologies in education aiming to raise the level of teaching in Makkah. Since the very first year of starting these schools, both international and general streams were established at the same time. The public program offers the curricula of the Ministry of Education in a sophisticated global way starting from the first grade to the third one in the secondary school level. It has been reinforced by providing enriched content that includes additional programs. These are mainly English, French, and computer. Moreover, the International stream Program offers all subjects in English as well as Arabic. The latter represents the true culture of Saudi Arabia. It also offers some subjects for teaching French and Chinese as extra activities. Science, Mathematics, Social Studies, Art Education and Physical Education are included, too. A distinguished global educational director who maintains his Islamic values according to Vision 2030 Providing a stimulating educational environment for inquiry and exploration to develop skills, abilities, and human perceptions, employing the latest educational programs and technologies with the support of cultural, sports and health facilities, providing specialized training services to support the educational process in the local and international community, and supporting the professional development of manpower in the light of Vision 2030
  7. Early in 1903 Bishop Moore, Richard Neligan arrived in Auckland to begin his ministry as the Bishop of the Anglican Diocese of Auckland. Having considerable experience in education and eager to rally the Anglican community around a shared project, he decided to establish an Anglican school for girls modeled on the new British ‘high schools’. Diocesan Junior School prides itself on being an innovative environment, a place where every decision is based on the current research about how girls learn, develop and thrive. We believe it is important to educate the future female leaders of this country in an environment that encourages the girls to be "more than that ever imagined". This environment is readily apparent in our corridors and classrooms every day. Our girls are an integral part of our unique culture that is Dio. We offer excellence in teaching and learning and take pride in our unparalleled, research-based teaching methods. At the same time, we place a high value on an inclusive environment that is nurturing, collaborative, diverse, and fosters sisterhood and friendship. Pre-school Years 1 - 6 Anglican Identity. Our Junior School students have so many opportunities to take their learning beyond the classroom through Sport, Performing Arts, and our progressive Education Outside the Classroom program. It's all about teaching new skills and helping our girls to develop self-confidence to aim for excellence in everything they do. In Junior High School, we offer a wide range of subjects, allowing students the freedom to expand on their interests while continuing to strengthen skills in numeracy and literacy. Students work alongside exceptional teachers who mentor them to reach their full potential across all subjects and excel in their areas of strength. All students also have access to the latest digital technology and learn in state-of-the-art learning spaces. Our curriculum has been specifically designed to meet the needs and interests of students. The core subjects are Arts, (Dance, Drama, Music and Visual), English, Social Studies, Technology (Food, Fabric, and Materials), Mathematics, Health and Physical Education, Science and Religious Studies. Students also have great opportunities for language learning, with 7 language options including Latin, Japanese, Mandarin, French, German, Spanish, and Te Reo. In Junior High School students will explore new territories online, learn to think critically about new technologies, and develop digital literacy that will prepare them for the future. Girls in Years 7-8 use their iPads with applications that enhance their learning and from Year 9 students will learn to work independently from their laptops. In Junior High School, all students will have access to our Creative Industries faculty, established in recognition of the benefits of creative thinking across all subject areas. This faculty brings together The Imagination Station (editing suites, 3D printer, and laser cutter), food technology, design, and visual communication, digital technology, media studies, digital media design, and material design technologies. Our students have the unique opportunity to choose from two education pathways NCEA or the International Baccalaureate Diploma, both of which offer a wide range of subjects to suit the individual interests and strengths of each student. Whichever path they choose, every student will learn Ethics and Philosophy to help her develop a deeper understanding of critical thinking along with our Leadership and Service Learning program. How it works: Students in Years 1-6 follow the Primary Years Programme (an IB program). From Years 7-11 students continue to follow the New Zealand curriculum. All students begin NCEA Level 1 in Year 10 and gain this qualification by the end of Year 11. During Year 11 students decide whether to carry on with NCEA for Levels 2 and 3 in Years 12 and 13 or to begin the two-year IB Diploma Programme. The International Baccalaureate (IB) Diploma Programme is an academically challenging and balanced program of education that works to develop students who live, learn and work in a rapidly changing world. With a focus on independent thinking, academic rigor, community service, inter-cultural understanding, and respect for others, the Programme prepares students for success at university and beyond. Our teaching and learning philosophy is to encourage learners who are open to challenge, willing to develop their abilities and achieve their personal best, take risks and accept mistakes, make ethical decisions, and enjoy learning. This vision complements the IB Diploma program which aims to develop inquiring, knowledgeable, open-minded, reflective, caring and principled young people who help to create a better and more peaceful world through effective communication, intercultural understanding, and respect. The Education (Pastoral Care of International Students) Code of Practice 2016 provides schools with a framework for the care and support of students. We want to ensure your daughter is well supported to make the most of her overseas experience. Our Pastoral Care Team, the Director of International Students, and the International Student Support Coordinator provide comprehensive care for our international students, ensuring their transition into our school is as easy as possible. All her teachers, her host family, or her boarding staff will take an active interest in making sure your daughter is safe and happy. Regular international student meetings and one on one interviews throughout the year are held to assist girls to settle into the school's routine and provide ongoing support. View full school
  8. Early in 1903 Bishop Moore, Richard Neligan arrived in Auckland to begin his ministry as the Bishop of the Anglican Diocese of Auckland. Having considerable experience in education and eager to rally the Anglican community around a shared project, he decided to establish an Anglican school for girls modeled on the new British ‘high schools’. Diocesan Junior School prides itself on being an innovative environment, a place where every decision is based on the current research about how girls learn, develop and thrive. We believe it is important to educate the future female leaders of this country in an environment that encourages the girls to be "more than that ever imagined". This environment is readily apparent in our corridors and classrooms every day. Our girls are an integral part of our unique culture that is Dio. We offer excellence in teaching and learning and take pride in our unparalleled, research-based teaching methods. At the same time, we place a high value on an inclusive environment that is nurturing, collaborative, diverse, and fosters sisterhood and friendship. Pre-school Years 1 - 6 Anglican Identity. Our Junior School students have so many opportunities to take their learning beyond the classroom through Sport, Performing Arts, and our progressive Education Outside the Classroom program. It's all about teaching new skills and helping our girls to develop self-confidence to aim for excellence in everything they do. In Junior High School, we offer a wide range of subjects, allowing students the freedom to expand on their interests while continuing to strengthen skills in numeracy and literacy. Students work alongside exceptional teachers who mentor them to reach their full potential across all subjects and excel in their areas of strength. All students also have access to the latest digital technology and learn in state-of-the-art learning spaces. Our curriculum has been specifically designed to meet the needs and interests of students. The core subjects are Arts, (Dance, Drama, Music and Visual), English, Social Studies, Technology (Food, Fabric, and Materials), Mathematics, Health and Physical Education, Science and Religious Studies. Students also have great opportunities for language learning, with 7 language options including Latin, Japanese, Mandarin, French, German, Spanish, and Te Reo. In Junior High School students will explore new territories online, learn to think critically about new technologies, and develop digital literacy that will prepare them for the future. Girls in Years 7-8 use their iPads with applications that enhance their learning and from Year 9 students will learn to work independently from their laptops. In Junior High School, all students will have access to our Creative Industries faculty, established in recognition of the benefits of creative thinking across all subject areas. This faculty brings together The Imagination Station (editing suites, 3D printer, and laser cutter), food technology, design, and visual communication, digital technology, media studies, digital media design, and material design technologies. Our students have the unique opportunity to choose from two education pathways NCEA or the International Baccalaureate Diploma, both of which offer a wide range of subjects to suit the individual interests and strengths of each student. Whichever path they choose, every student will learn Ethics and Philosophy to help her develop a deeper understanding of critical thinking along with our Leadership and Service Learning program. How it works: Students in Years 1-6 follow the Primary Years Programme (an IB program). From Years 7-11 students continue to follow the New Zealand curriculum. All students begin NCEA Level 1 in Year 10 and gain this qualification by the end of Year 11. During Year 11 students decide whether to carry on with NCEA for Levels 2 and 3 in Years 12 and 13 or to begin the two-year IB Diploma Programme. The International Baccalaureate (IB) Diploma Programme is an academically challenging and balanced program of education that works to develop students who live, learn and work in a rapidly changing world. With a focus on independent thinking, academic rigor, community service, inter-cultural understanding, and respect for others, the Programme prepares students for success at university and beyond. Our teaching and learning philosophy is to encourage learners who are open to challenge, willing to develop their abilities and achieve their personal best, take risks and accept mistakes, make ethical decisions, and enjoy learning. This vision complements the IB Diploma program which aims to develop inquiring, knowledgeable, open-minded, reflective, caring and principled young people who help to create a better and more peaceful world through effective communication, intercultural understanding, and respect. The Education (Pastoral Care of International Students) Code of Practice 2016 provides schools with a framework for the care and support of students. We want to ensure your daughter is well supported to make the most of her overseas experience. Our Pastoral Care Team, the Director of International Students, and the International Student Support Coordinator provide comprehensive care for our international students, ensuring their transition into our school is as easy as possible. All her teachers, her host family, or her boarding staff will take an active interest in making sure your daughter is safe and happy. Regular international student meetings and one on one interviews throughout the year are held to assist girls to settle into the school's routine and provide ongoing support.
  9. The Beirut Evangelical School for Girls & Boys is one of the oldest educational institutions in Lebanon. It is the outgrowth of the first school for girls that was founded in West Beirut back in 1828 by the early pioneer American Presbyterian missionaries to Syria and Lebanon during the days of the Ottoman Empire. However, the year 1835 marks the date of the school's official foundation. For more than a hundred and thirty-five years, the school grew under the leadership of the Board of Foreign Missions of the Presbyterian Church in the USA. Then in 1959, a historical date, integration took place: The Presbyterian Church in the USA transferred to the National Evangelical Synod of Syria and Lebanon the responsibility of running all the educational institutions previously founded by the American Presbyterian missionaries in this area. The school continued to grow and prosper. In 1974, the school moved from its original location in West Beirut to the present new site in Rabieh, Metn. The school starts its educational program at the Nursery level and covers all Primary, Elementary, Intermediate and Secondary levels. The high academic standard of our school has been highlighted in the excellent results achieved by our students in the official government examinations. The school recognizes that each child is an individual, with unique personal characteristics. The school mission fosters intellectual skill building and social awareness and aims at establishing an atmosphere of brotherhood, open-mindedness, and self-expression. However, our school is not only concerned with academic standards but also with moral values. Therefore, the Beirut Evangelical School for Girls & Boys is the living embodiment of a profound act of faith. It is dedicated to the advancement of knowledge and the cultivation of high spiritual, humanistic, ethical, and moral values. The principal purpose of its existence is underlined in the School two cherished mottos. BESGB shall rank high in all educational dimensions raising responsible, well-rounded individuals who shall become positive exemplary citizens and agents for change in a society guided by the Christian values. BESGB is highly committed to building up human beings regardless of gender, religion, and ethnicity-based on the values of the Gospel and the heritage of the Protestant Church, its founder. It provides an education that challenges all students to do their best in an equitable environment, to have active involvement in the process of learning, and to obtain adequate preparation for excellent achievements in college. In achieving its mission, the school offers the following two programs: Lebanese Program and the Foreign Program. Our values are the foundations of our behavior and decisions. They are the guidelines by which our school achieves success. Excellence: We strive for excellence through being attentive, careful, cooperative, courteous, innovative, positive, productive, and proactive. We make sure that everything we do at work is done to the best of our ability, and we teach excellence by example. We uphold Christian ethics and must follow the dictates of conscience. We cherish transparency and make sure that our words match our actions. We strive towards building mutual trust between administration, staff, students, and parents. BESGB, a vibrant school community, looks to the future and continually investigates new methods, new technology, and new programs that will give students the global education for which SYNOD schools are known. Working tirelessly, the faculty, staff, administration, and school board make quality education a top priority. We are proud of our academics and our students' accomplishments in the classroom, the community, and on the athletic field. We are also very proud of the family-oriented community at BESGB. School families, an integral part of the education process, provide our school with time, talent, and resources that enable us to be a safe, nurturing environment for students and a welcoming host for all families. We indeed are a 'family for families.
  10. Welcome to the National Evangelical Institute for Girls and Boys (NEIGB). Founded in 1862 by American missionaries, NEIGB is an Evangelical School affiliated with the National Evangelical Synod of Syria and Lebanon. The School is accredited by the Lebanese government and is also the U.S. accredited, university preparatory school, committed to providing educational excellence through standards-based Lebanese curriculum leading to the Baccalaureate Certificate, and a standard-based, internationally enriched American curriculum leading to a High School Diploma, altogether serving a student body of around 1700. The National Evangelical Institute for Girls and Boys has long been recognized as one of the leading, non-profit schools in Lebanon. We are proud of this School’s glorious history and of the legacy it has built-in Lebanon for the past 156 years. If admission to this School is your aim, we look forward to welcoming you soon to our community of learners. The National Evangelical Institute for Girls and Boys is a student-centered school where the focus is on learning it is a school where the feeling of community is real, and where children learn and develop in a friendly, nurturing, creative and safe environment, supported by highly qualified and dedicated faculty and staff. National Evangelical Institute for Girls & Boys prepares students to become positive and active global citizens by fostering educational excellence, promoting a sense of understanding and compassion for others, and stressing the moral, intellectual, social, emotional, and physical development of each student. NEIGB is a school community where learning is: Student-centered. Technology-driven. Data and evidence-based. Engaging and team-oriented. Extended beyond school walls. Creative, challenging, and empowering. Sustained by value-driven practices. Core Values (RICH) Responsibility. Integrity. Compassion. Honesty. Global competitiveness is what National Evangelical Institute for Girls and Boys (NEIGB) is all about. Not only does the school seek to attain excellence in education, but it also seeks to enrich its students’ cognitive, psychomotor, and affective skills and to thoroughly pursue their development and growth. The school offers top-quality educational programs to students of different backgrounds. It also addresses various learning styles by developing students’ academic aptitudes, social skills, and character building. Besides, the multi-cultural school community contributes to the cultivation of this awareness. NEIGB offers two educational systems: The Lebanese system leading to the official Secondary III Baccalaureate and BT3 certificates, and The American system, leading to the completion of the 12th-grade program of study and issuance of the high school diploma. The American High School curriculum is based on the “American Core Curriculum”, which leads to admission to both private Lebanese universities and/or colleges and universities abroad. MAP is used in Cycles I and II to measure students’ academic progress, while TOEFL and SAT are taught and utilized at the secondary level to prepare students for college and university admission. The School also supports students who find it hard to manage the core requirements by offering students with special needs a sub-curriculum that allows them to cope with the main curriculum fundamentals. The School’s teaching philosophy revolves around the principle of active learning. This empowers our students who are enrolled in the American System to experience countless skills and to invest their knowledge in life issues. Our teachers utilize teaching material and subjects vertically and horizontally, using different means to engage learners verbally, individually, via research projects, community service, and group work. In 2012, National Evangelical Institute for Girls and Boys celebrated the School’s 150th anniversary of its foundation in 1862 as one of the oldest educational institutions in the region. This great success story can be traced to the vision of the early American founders of Sidon Evangelical School for Girls and Gerard Institute for Boys. The Sidon Evangelical School for Girls (SESG) played a pioneering role in the education of women in the Middle East. The School started in a single house in old Sidon in 1862 before relocating in 1924 to its current and beautiful campus in the Greater Sidon City suburban town of Al Hara. The campus’s new construction included independent buildings and cottages. The buildings housed classrooms, an assembly area, a modern kitchen, a library, a sewing room, and laboratories. At that time, the school adopted Home Economics and Children Care curricula to prepare girls to become mothers and housewives. The cottages provided a caring family environment where girls lived under the guidance of caring and loving cottage mothers. Parallel to the founding of the Sidon School for Girls, a school for boys was also founded by the early missionaries in a leased house in 1881. Despite numerous challenges and governmental regulations, American missionaries Rev. William Eddy and Dr. George Ford successfully led the march to establish the school which has become one of the educational pillars in the city of Sidon. In 1884, the School moved to its new location in the Greater Sidon suburban town of Miyeh w Miyeh and was named Gerard Institute. By 1904, Gerard Institute had become a pioneering school that offered both academic and technical training. The academic division offered regular courses under the direction of Dr. Ford, while the technical division offered training in carpentry, blacksmithing, sewing, shoemaking, and construction, and was directed by Rev. William Eddy. Hence, the Arabic name of the school “Madrasat Al Fonoon”, which means “the School of Arts”, became the institution’s new name in Arabic. Sidon Evangelical School for Girls and Gerard Institute for Boys were merged into one school in 1985 under the new name of National Evangelical Institute for Girls and Boys (NEIGB). Yet more than 150 years later, the School’s founding ideal remains the same. It lives in every classroom and is endorsed by teachers, staff, and administrators whose only drive is to prepare students for a world in need of intelligent, responsible, enthusiastic, honest, and compassionate leaders. View full school
  11. Welcome to the National Evangelical Institute for Girls and Boys (NEIGB). Founded in 1862 by American missionaries, NEIGB is an Evangelical School affiliated with the National Evangelical Synod of Syria and Lebanon. The School is accredited by the Lebanese government and is also the U.S. accredited, university preparatory school, committed to providing educational excellence through standards-based Lebanese curriculum leading to the Baccalaureate Certificate, and a standard-based, internationally enriched American curriculum leading to a High School Diploma, altogether serving a student body of around 1700. The National Evangelical Institute for Girls and Boys has long been recognized as one of the leading, non-profit schools in Lebanon. We are proud of this School’s glorious history and of the legacy it has built-in Lebanon for the past 156 years. If admission to this School is your aim, we look forward to welcoming you soon to our community of learners. The National Evangelical Institute for Girls and Boys is a student-centered school where the focus is on learning it is a school where the feeling of community is real, and where children learn and develop in a friendly, nurturing, creative and safe environment, supported by highly qualified and dedicated faculty and staff. National Evangelical Institute for Girls & Boys prepares students to become positive and active global citizens by fostering educational excellence, promoting a sense of understanding and compassion for others, and stressing the moral, intellectual, social, emotional, and physical development of each student. NEIGB is a school community where learning is: Student-centered. Technology-driven. Data and evidence-based. Engaging and team-oriented. Extended beyond school walls. Creative, challenging, and empowering. Sustained by value-driven practices. Core Values (RICH) Responsibility. Integrity. Compassion. Honesty. Global competitiveness is what National Evangelical Institute for Girls and Boys (NEIGB) is all about. Not only does the school seek to attain excellence in education, but it also seeks to enrich its students’ cognitive, psychomotor, and affective skills and to thoroughly pursue their development and growth. The school offers top-quality educational programs to students of different backgrounds. It also addresses various learning styles by developing students’ academic aptitudes, social skills, and character building. Besides, the multi-cultural school community contributes to the cultivation of this awareness. NEIGB offers two educational systems: The Lebanese system leading to the official Secondary III Baccalaureate and BT3 certificates, and The American system, leading to the completion of the 12th-grade program of study and issuance of the high school diploma. The American High School curriculum is based on the “American Core Curriculum”, which leads to admission to both private Lebanese universities and/or colleges and universities abroad. MAP is used in Cycles I and II to measure students’ academic progress, while TOEFL and SAT are taught and utilized at the secondary level to prepare students for college and university admission. The School also supports students who find it hard to manage the core requirements by offering students with special needs a sub-curriculum that allows them to cope with the main curriculum fundamentals. The School’s teaching philosophy revolves around the principle of active learning. This empowers our students who are enrolled in the American System to experience countless skills and to invest their knowledge in life issues. Our teachers utilize teaching material and subjects vertically and horizontally, using different means to engage learners verbally, individually, via research projects, community service, and group work. In 2012, National Evangelical Institute for Girls and Boys celebrated the School’s 150th anniversary of its foundation in 1862 as one of the oldest educational institutions in the region. This great success story can be traced to the vision of the early American founders of Sidon Evangelical School for Girls and Gerard Institute for Boys. The Sidon Evangelical School for Girls (SESG) played a pioneering role in the education of women in the Middle East. The School started in a single house in old Sidon in 1862 before relocating in 1924 to its current and beautiful campus in the Greater Sidon City suburban town of Al Hara. The campus’s new construction included independent buildings and cottages. The buildings housed classrooms, an assembly area, a modern kitchen, a library, a sewing room, and laboratories. At that time, the school adopted Home Economics and Children Care curricula to prepare girls to become mothers and housewives. The cottages provided a caring family environment where girls lived under the guidance of caring and loving cottage mothers. Parallel to the founding of the Sidon School for Girls, a school for boys was also founded by the early missionaries in a leased house in 1881. Despite numerous challenges and governmental regulations, American missionaries Rev. William Eddy and Dr. George Ford successfully led the march to establish the school which has become one of the educational pillars in the city of Sidon. In 1884, the School moved to its new location in the Greater Sidon suburban town of Miyeh w Miyeh and was named Gerard Institute. By 1904, Gerard Institute had become a pioneering school that offered both academic and technical training. The academic division offered regular courses under the direction of Dr. Ford, while the technical division offered training in carpentry, blacksmithing, sewing, shoemaking, and construction, and was directed by Rev. William Eddy. Hence, the Arabic name of the school “Madrasat Al Fonoon”, which means “the School of Arts”, became the institution’s new name in Arabic. Sidon Evangelical School for Girls and Gerard Institute for Boys were merged into one school in 1985 under the new name of National Evangelical Institute for Girls and Boys (NEIGB). Yet more than 150 years later, the School’s founding ideal remains the same. It lives in every classroom and is endorsed by teachers, staff, and administrators whose only drive is to prepare students for a world in need of intelligent, responsible, enthusiastic, honest, and compassionate leaders.
  12. Welcome to Tripoli Evangelical School for Girls and Boys due to its distinctive history since 1873. Our plan prepares our students for the future. The challenge is to be committed to greater levels of excellence by working with dedication according to the mission of the school converting every challenge into an opportunity. The academic, as well as the moral achievement of each student, is the highest priority. Strengthening the relationships among students, teachers, parents, administrators, staff, principals and connecting with T.G.S., T.B.S.,, and T.E.S. alumni as well as the community are second to none. With courage and love, T.E.S will continue to graduate students who have solid foundations to thrive in the competitive knowledge-based world they will inherit. The legacy of T.E.S. an honorable history and distinguished alumni gives a deeper sense of responsibility to aim higher. We strive to develop a holistic approach to education whereby every child is given a maximum opportunity to enrich his faith and regenerate hope to become well-educated and a positive change agent in society. We aim to create a positive environment by implementing the values of the Holy Book without any discrimination about religion, sex, ethnic origin, or color. We promote an educational philosophy that focuses on both the social and academic dimensions of every child. Our core beliefs can be summarized as follows: Creating self-respect through the promotion of freedom, responsibility, and ethical behavior. Accepting others and respecting diversity. Including peace and Human Rights education within the learning process. Promoting moral values and respect for school and societal laws. Recognizing environmental education as a key component of the educational process. Utilizing faith as a mechanism to accept others and promote their well-being. Respecting productive work and recognizing its benefit for both individual and social development. Maintaining family values as essential ingredients to preserving our culture and promoting national unity. We achieve our organizational development through strengthening leadership and professional capability, enhancing career development, and supporting organizational change. We encourage you to keep in touch with your High School to remain connected as a graduate and a member of the Alumni. View full school
  13. Welcome to Tripoli Evangelical School for Girls and Boys due to its distinctive history since 1873. Our plan prepares our students for the future. The challenge is to be committed to greater levels of excellence by working with dedication according to the mission of the school converting every challenge into an opportunity. The academic, as well as the moral achievement of each student, is the highest priority. Strengthening the relationships among students, teachers, parents, administrators, staff, principals and connecting with T.G.S., T.B.S.,, and T.E.S. alumni as well as the community are second to none. With courage and love, T.E.S will continue to graduate students who have solid foundations to thrive in the competitive knowledge-based world they will inherit. The legacy of T.E.S. an honorable history and distinguished alumni gives a deeper sense of responsibility to aim higher. We strive to develop a holistic approach to education whereby every child is given a maximum opportunity to enrich his faith and regenerate hope to become well-educated and a positive change agent in society. We aim to create a positive environment by implementing the values of the Holy Book without any discrimination about religion, sex, ethnic origin, or color. We promote an educational philosophy that focuses on both the social and academic dimensions of every child. Our core beliefs can be summarized as follows: Creating self-respect through the promotion of freedom, responsibility, and ethical behavior. Accepting others and respecting diversity. Including peace and Human Rights education within the learning process. Promoting moral values and respect for school and societal laws. Recognizing environmental education as a key component of the educational process. Utilizing faith as a mechanism to accept others and promote their well-being. Respecting productive work and recognizing its benefit for both individual and social development. Maintaining family values as essential ingredients to preserving our culture and promoting national unity. We achieve our organizational development through strengthening leadership and professional capability, enhancing career development, and supporting organizational change. We encourage you to keep in touch with your High School to remain connected as a graduate and a member of the Alumni.
  14. The School was founded in 1860 by a British lady called Mrs. Bowen Thompson. Her husband had recently died and when she heard of the sufferings in Lebanon due to the civil strife that was present in the country during the early part of 1860, she sailed to Lebanon to try and be of some use to those people who flocked to Beirut from the mountains in search of security. One of the things she thought would be most useful was to start school. This she did and so was born the Lebanon Evangelical School for Boys and Girls. As an institution of the Lebanese Evangelical Society, we aim to maintain an educational institution that will have a special emphasis on moral and spiritual values, and which will be a center of working Christian Fellowship and witness. The development of the whole of the child’s personality is our aim. Therefore, we strive to provide opportunities for learning through shared experiences, to enable the student to learn, develop and recognize the resources within themselves to know how to deal with the pressures of today’s society and make a constructive contribution to it. LES Loueizeh has always tried to provide a secure environment for students with a wide range of academic abilities. Within this general framework, we endeavor to encourage those who find lessons difficult and, at the same time, to challenge those who find academic work easy. As far as possible we resist the temptation to ‘drop’ students for academic or disciplinary reasons unless it becomes clear that a change of school might benefit them. Students normally aim for the Lebanese Baccalaureate administered by the Department of Education and Fine Arts of the Lebanese Government. Success in that examination provides, for example, a basis for entering the first year of the Lebanese University program or the Sophomore year of an American University. The school runs a special “Foreign System” for those students who have an exemption from Arabic studies. From Class Nine, the program follows the British-based examination system of GCSEs and A levels and their International equivalents. Passing seven subjects at GCSE and three at A level usually entitles students to enter the Sophomore year of university. Students who pass the High School Certificate enter the Freshman year. Responsibility for all aspects of registration and entry procedures lies with the Principal. Entrance examinations are held towards the end of the summer term and, if there are vacancies, sometimes early in September. For those coming from outside Lebanon, special arrangements can be made. If it is wished to register a student in the School, the office of the Registrar should be contacted as early as possible. Each completed application form should be accompanied by a fee of 10,000 LL. If an entrance examination is offered to the student, there is a fee of 20,000 LL. On registration, a fee of 1,050,000 LL is required, which is part of the school fees. There is also a charge of a one-off charge Development Fee of 750,000 LL per family. This is used to further the development of the school in terms of infrastructure. An example would be the new football field or Basketball stadium. After an interview and successful completion of the entrance examination, the student can be considered for acceptance. Either during the interview or after the results of the entrance examination are known, the special ‘atmosphere’ of the School will be explained to the student and his or her parents. It is appreciated that not all students would be willing or able to benefit from this type of school and it could be irksome for some to try. Students in Lebanon are fortunate in that they have a large number of schools from which to choose. For several years the School has had state-of-the-art computer facilities not only in the Senior Section of the School but also in the Junior Section. These are always being updated and are in constant use throughout the day, including times before and after school. We are proud that our students have responded splendidly and with integrity to our policy of an ‘open’ computer room. The total number of computers available for use by students is 60. In addition, the Administration and Staff are generously supplied with computers. Within the constraints of the pressures of the Baccalaureate system, practical sessions in the laboratories are encouraged as much as possible. A laboratory assistant is about to be appointed and it is expected that this departure, together with the curriculum developments being introduced to the program by the Ministry of Education, will result in a rapid increase in the use of the laboratories. In addition to the regular PE lessons, sports are a very important aspect of the life of the School. We participate in several Athletics, Football, Basketball, Volleyball, and Table Tennis tournaments and are proud of our achievements. The School is divided into four ‘Houses’ which compete in all the above sports, providing an opportunity for all who wish to participate in these activities. The ‘Houses’ are directed by the Senior students, who thus enjoy the opportunity to prove their leadership qualities. There is normally a high level of competition in the House system. The School has a history of extra-curricular activities, of which summer camps have been a feature for many years. More recently very popular and successful ski camps have been run. Trips are arranged for various sections of the School throughout the year. There are several after-school activities taking place most days and students are encouraged to participate as much as possible. View full school
  15. The School was founded in 1860 by a British lady called Mrs. Bowen Thompson. Her husband had recently died and when she heard of the sufferings in Lebanon due to the civil strife that was present in the country during the early part of 1860, she sailed to Lebanon to try and be of some use to those people who flocked to Beirut from the mountains in search of security. One of the things she thought would be most useful was to start school. This she did and so was born the Lebanon Evangelical School for Boys and Girls. As an institution of the Lebanese Evangelical Society, we aim to maintain an educational institution that will have a special emphasis on moral and spiritual values, and which will be a center of working Christian Fellowship and witness. The development of the whole of the child’s personality is our aim. Therefore, we strive to provide opportunities for learning through shared experiences, to enable the student to learn, develop and recognize the resources within themselves to know how to deal with the pressures of today’s society and make a constructive contribution to it. LES Loueizeh has always tried to provide a secure environment for students with a wide range of academic abilities. Within this general framework, we endeavor to encourage those who find lessons difficult and, at the same time, to challenge those who find academic work easy. As far as possible we resist the temptation to ‘drop’ students for academic or disciplinary reasons unless it becomes clear that a change of school might benefit them. Students normally aim for the Lebanese Baccalaureate administered by the Department of Education and Fine Arts of the Lebanese Government. Success in that examination provides, for example, a basis for entering the first year of the Lebanese University program or the Sophomore year of an American University. The school runs a special “Foreign System” for those students who have an exemption from Arabic studies. From Class Nine, the program follows the British-based examination system of GCSEs and A levels and their International equivalents. Passing seven subjects at GCSE and three at A level usually entitles students to enter the Sophomore year of university. Students who pass the High School Certificate enter the Freshman year. Responsibility for all aspects of registration and entry procedures lies with the Principal. Entrance examinations are held towards the end of the summer term and, if there are vacancies, sometimes early in September. For those coming from outside Lebanon, special arrangements can be made. If it is wished to register a student in the School, the office of the Registrar should be contacted as early as possible. Each completed application form should be accompanied by a fee of 10,000 LL. If an entrance examination is offered to the student, there is a fee of 20,000 LL. On registration, a fee of 1,050,000 LL is required, which is part of the school fees. There is also a charge of a one-off charge Development Fee of 750,000 LL per family. This is used to further the development of the school in terms of infrastructure. An example would be the new football field or Basketball stadium. After an interview and successful completion of the entrance examination, the student can be considered for acceptance. Either during the interview or after the results of the entrance examination are known, the special ‘atmosphere’ of the School will be explained to the student and his or her parents. It is appreciated that not all students would be willing or able to benefit from this type of school and it could be irksome for some to try. Students in Lebanon are fortunate in that they have a large number of schools from which to choose. For several years the School has had state-of-the-art computer facilities not only in the Senior Section of the School but also in the Junior Section. These are always being updated and are in constant use throughout the day, including times before and after school. We are proud that our students have responded splendidly and with integrity to our policy of an ‘open’ computer room. The total number of computers available for use by students is 60. In addition, the Administration and Staff are generously supplied with computers. Within the constraints of the pressures of the Baccalaureate system, practical sessions in the laboratories are encouraged as much as possible. A laboratory assistant is about to be appointed and it is expected that this departure, together with the curriculum developments being introduced to the program by the Ministry of Education, will result in a rapid increase in the use of the laboratories. In addition to the regular PE lessons, sports are a very important aspect of the life of the School. We participate in several Athletics, Football, Basketball, Volleyball, and Table Tennis tournaments and are proud of our achievements. The School is divided into four ‘Houses’ which compete in all the above sports, providing an opportunity for all who wish to participate in these activities. The ‘Houses’ are directed by the Senior students, who thus enjoy the opportunity to prove their leadership qualities. There is normally a high level of competition in the House system. The School has a history of extra-curricular activities, of which summer camps have been a feature for many years. More recently very popular and successful ski camps have been run. Trips are arranged for various sections of the School throughout the year. There are several after-school activities taking place most days and students are encouraged to participate as much as possible.
  16. The very great Thomas Carlyle said, "Nothing builds self-confidence and self-esteem like accomplishments". In the next stage of our journey, i.e. the next five to ten years, we shall endeavor to build a strong management team, implement cutting-edge curriculum resources, and above all strive to emphasize passion towards the quality of our students’ learning experience. In our team, we shall endeavor to recruit exceptionally trained teachers who are highly qualified, knowledgeable, and experienced in differentiated teaching practice. Our school endeavors to create a learning community where the class leaders collaborate to create exciting learning opportunities they are committed to pastoral care and consistently play an active role in school life. As a small, family school this positive and personalized approach undertaken by our cohort of educationalists will encourage our students to develop a love of learning and a desire to excel in their fulfillment in the achievement of their academic potential. The English School for Girls follows the National Curriculum for England and Wales, commonly referred to as the British Curriculum. This is supplemented by lessons in the Arabic Language for all students and Islamic Studies for Islamic students. Through this curriculum, we aim to have all students make the most of their academic opportunities. Tests and IGCSE examinations are all externally set in Great Britain and students around the world all sit them on the same day. Tests are conducted in Literacy and Numeracy for Key Stages 1 and 2 and in English, Mathematics, and Science for Key Stage 3. They are internally marked by International Schools but there are very detailed and strict marking schemes issued by the examining board. Students are graded according to the National Curriculum level they achieve and these are reported to parents by the school as levels. In Years 10 and 11 students will take a range of subjects for IGCSE. These exams are externally marked and are graded on an A to G scale. Students who achieve 5 or more A to C passes are eligible to move to the next phase of their education. At ESG we will provide support in a caring, organized, and disciplined manner, encouraging each student to reach their full potential. Every child will have an equal opportunity to learn. We aim to promote amongst our students, the understanding and tolerance of any differences in ability, race, or culture. This we will achieve through a common code of moral conduct in which Islamic values are adhered to and respected. We will demonstrate, through a balanced curriculum that the academic, social, moral, personal and physical development of each student is of equal importance. Our curriculum and school philosophy aim to encourage full participation by all students. View full school
  17. The very great Thomas Carlyle said, "Nothing builds self-confidence and self-esteem like accomplishments". In the next stage of our journey, i.e. the next five to ten years, we shall endeavor to build a strong management team, implement cutting-edge curriculum resources, and above all strive to emphasize passion towards the quality of our students’ learning experience. In our team, we shall endeavor to recruit exceptionally trained teachers who are highly qualified, knowledgeable, and experienced in differentiated teaching practice. Our school endeavors to create a learning community where the class leaders collaborate to create exciting learning opportunities they are committed to pastoral care and consistently play an active role in school life. As a small, family school this positive and personalized approach undertaken by our cohort of educationalists will encourage our students to develop a love of learning and a desire to excel in their fulfillment in the achievement of their academic potential. The English School for Girls follows the National Curriculum for England and Wales, commonly referred to as the British Curriculum. This is supplemented by lessons in the Arabic Language for all students and Islamic Studies for Islamic students. Through this curriculum, we aim to have all students make the most of their academic opportunities. Tests and IGCSE examinations are all externally set in Great Britain and students around the world all sit them on the same day. Tests are conducted in Literacy and Numeracy for Key Stages 1 and 2 and in English, Mathematics, and Science for Key Stage 3. They are internally marked by International Schools but there are very detailed and strict marking schemes issued by the examining board. Students are graded according to the National Curriculum level they achieve and these are reported to parents by the school as levels. In Years 10 and 11 students will take a range of subjects for IGCSE. These exams are externally marked and are graded on an A to G scale. Students who achieve 5 or more A to C passes are eligible to move to the next phase of their education. At ESG we will provide support in a caring, organized, and disciplined manner, encouraging each student to reach their full potential. Every child will have an equal opportunity to learn. We aim to promote amongst our students, the understanding and tolerance of any differences in ability, race, or culture. This we will achieve through a common code of moral conduct in which Islamic values are adhered to and respected. We will demonstrate, through a balanced curriculum that the academic, social, moral, personal and physical development of each student is of equal importance. Our curriculum and school philosophy aim to encourage full participation by all students.
  18. The moment the students are first welcomed to Future Bilingual School, they are encouraged to realize their capabilities. We regard each student as a trust to be treated with the utmost respect by faculty, staff, and students alike. This respect establishes a strong foundation within each student’s journey designed to help provide the knowledge, skills, and self-assurance they will require to meet the goals of the educational program. Our school community will share their joys and successes in their learning environment and their community at large. Experienced and caring staff, engaging in hands-on curriculum, and personalized approaches to learning will all contribute to the ultimate successes of our students. FBS staff is committed to promoting self-confidence in every child by respecting their individuality and providing a safe and loving family environment in which children reach their potential as learners. Our program is based on the firm belief that subject area skills and concepts acquired in one language can be transferred when a child acquires a second language. We provide instruction in the core areas of English Language, Arts, Mathematics, Science, and Social Studies. It is enhanced by courses in Computer, Art, Physical Education and Library, combined with Arabic, Islamic Studies and Arabic Social Studies curriculum required by the Kuwait Ministry of Education. At Future Bilingual School, we educate students in a caring, organized and disciplined manner, encouraging our students to reach their full potential. Every child will have an equal opportunity to learn. While respecting the importance of their Islamic and Kuwaiti culture, we aim to empower and prepare our students with the skills needed to contribute to and be successful in a global society. This is achieved through both class and school enrichment activities. We shall demonstrate that the overall development of each student is essential. Our curriculum aims to encourage all students to participate. We believe that a partnership between students, teachers, administration, and parents will enable all individuals to become valued members of the school community, and global society. At Future Bilingual School, we strive to educate and promote cultural awareness for our predominately regional students in a safe, nurturing, and active environment where students are encouraged to become responsible, independent, life-long learners. We will develop students’ capacity to become productive and ethical citizens in Kuwait and within the world community. FBS/FBSG is a private boys/girls school that delivers an American Standards-based curriculum. In education, the term standards-based refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating understanding or mastery of the knowledge and skills they are expected to learn as they progress through their education.” The Glossary of Education Reform". Our school’s guiding statements are firmly embedded in our curriculum, teaching, and learning. The focus of our curriculum is to create opportunities for teachers and staff to maximize each student’s potential. Every child will have an equal opportunity to learn. We will demonstrate that the holistic development of each student is essential. Our curriculum aims to encourage all students to participate, develop their potential through a 21st-century thinking environment, and thereby become responsible global citizens. View full school
  19. The moment the students are first welcomed to Future Bilingual School, they are encouraged to realize their capabilities. We regard each student as a trust to be treated with the utmost respect by faculty, staff, and students alike. This respect establishes a strong foundation within each student’s journey designed to help provide the knowledge, skills, and self-assurance they will require to meet the goals of the educational program. Our school community will share their joys and successes in their learning environment and their community at large. Experienced and caring staff, engaging in hands-on curriculum, and personalized approaches to learning will all contribute to the ultimate successes of our students. FBS staff is committed to promoting self-confidence in every child by respecting their individuality and providing a safe and loving family environment in which children reach their potential as learners. Our program is based on the firm belief that subject area skills and concepts acquired in one language can be transferred when a child acquires a second language. We provide instruction in the core areas of English Language, Arts, Mathematics, Science, and Social Studies. It is enhanced by courses in Computer, Art, Physical Education and Library, combined with Arabic, Islamic Studies and Arabic Social Studies curriculum required by the Kuwait Ministry of Education. At Future Bilingual School, we educate students in a caring, organized and disciplined manner, encouraging our students to reach their full potential. Every child will have an equal opportunity to learn. While respecting the importance of their Islamic and Kuwaiti culture, we aim to empower and prepare our students with the skills needed to contribute to and be successful in a global society. This is achieved through both class and school enrichment activities. We shall demonstrate that the overall development of each student is essential. Our curriculum aims to encourage all students to participate. We believe that a partnership between students, teachers, administration, and parents will enable all individuals to become valued members of the school community, and global society. At Future Bilingual School, we strive to educate and promote cultural awareness for our predominately regional students in a safe, nurturing, and active environment where students are encouraged to become responsible, independent, life-long learners. We will develop students’ capacity to become productive and ethical citizens in Kuwait and within the world community. FBS/FBSG is a private boys/girls school that delivers an American Standards-based curriculum. In education, the term standards-based refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating understanding or mastery of the knowledge and skills they are expected to learn as they progress through their education.” The Glossary of Education Reform". Our school’s guiding statements are firmly embedded in our curriculum, teaching, and learning. The focus of our curriculum is to create opportunities for teachers and staff to maximize each student’s potential. Every child will have an equal opportunity to learn. We will demonstrate that the holistic development of each student is essential. Our curriculum aims to encourage all students to participate, develop their potential through a 21st-century thinking environment, and thereby become responsible global citizens.
  20. The American Academy for Girls is part of the Al-Jeel Al-Jadeed Educational Institute founded in 1964. The institute began with one school, the Al-Jeel Al-Jadeed School in Hawally, and was later joined by the Nasser School in Salmiya in 1969. These two schools were joined in 1993 by The English Academy in Jabriya, the first school in Kuwait to take the title ‘Academy’. Following the founding of these three schools, the board then turned its attention to a very different and very exciting project, the proposal being to establish a school based on the American educational system, to help the young women of Kuwait achieve their true educational potential. This was the birth of the American Academy for Girls, a truly proud moment. AAG was awarded dual accreditation by the European Council of International Schools (ECIS) and the Middle States Association of Colleges and Schools (MSA) in the year 2001. It was a major accomplishment for a school so young to be awarded dual accreditation only six short years after its inception. The Al-Jeel Al-Jadeed Educational Institute continues to be a pioneering spirit in educational initiatives in Kuwait, a reputation the board is extremely proud to have and maintain. The American Academy for Girls is a private, single-gender school, which provides an American-style education crafted to meet Kuwait educational requirements and encourages students in their pursuit of academic excellence. AAG’s high-quality and integrated early childhood program provides a safe and nurturing environment while promoting the physical, social, emotional, and intellectual development of young children. It is designed to foster our young students a lifelong love of learning. We strongly believe that all children should be allowed to experience the very best possible start to their education. Through various developmentally appropriate activities, we will help to ensure that your daughter enjoys her learning environment and continues to flourish during her school years in the future and beyond. The Early Childhood Education Department consists of three divisions: Pre-KG, KG1, and KG2. English Language Arts, Math, Health Education, Social Studies, Science, Arabic, and Islamic Religion are all the subjects taught in the department. The Common Core States Standards (CCSS) are used for English and Math. The American Educators Reach Out (AERO) standards are used for Science and Social Studies. Specialty teachers instruct the students in Library, Physical Education (PE), Art, and Music. View full school
  21. The American Academy for Girls is part of the Al-Jeel Al-Jadeed Educational Institute founded in 1964. The institute began with one school, the Al-Jeel Al-Jadeed School in Hawally, and was later joined by the Nasser School in Salmiya in 1969. These two schools were joined in 1993 by The English Academy in Jabriya, the first school in Kuwait to take the title ‘Academy’. Following the founding of these three schools, the board then turned its attention to a very different and very exciting project, the proposal being to establish a school based on the American educational system, to help the young women of Kuwait achieve their true educational potential. This was the birth of the American Academy for Girls, a truly proud moment. AAG was awarded dual accreditation by the European Council of International Schools (ECIS) and the Middle States Association of Colleges and Schools (MSA) in the year 2001. It was a major accomplishment for a school so young to be awarded dual accreditation only six short years after its inception. The Al-Jeel Al-Jadeed Educational Institute continues to be a pioneering spirit in educational initiatives in Kuwait, a reputation the board is extremely proud to have and maintain. The American Academy for Girls is a private, single-gender school, which provides an American-style education crafted to meet Kuwait educational requirements and encourages students in their pursuit of academic excellence. AAG’s high-quality and integrated early childhood program provides a safe and nurturing environment while promoting the physical, social, emotional, and intellectual development of young children. It is designed to foster our young students a lifelong love of learning. We strongly believe that all children should be allowed to experience the very best possible start to their education. Through various developmentally appropriate activities, we will help to ensure that your daughter enjoys her learning environment and continues to flourish during her school years in the future and beyond. The Early Childhood Education Department consists of three divisions: Pre-KG, KG1, and KG2. English Language Arts, Math, Health Education, Social Studies, Science, Arabic, and Islamic Religion are all the subjects taught in the department. The Common Core States Standards (CCSS) are used for English and Math. The American Educators Reach Out (AERO) standards are used for Science and Social Studies. Specialty teachers instruct the students in Library, Physical Education (PE), Art, and Music.
  22. A school like Riebeek is a place of dreams. When the girls walk through the school gate, they bring with them hopes and goals. These dreams are nurtured by a passionate staff, dynamic leadership, and a full program. Dream making is evident in the hostel offering week-day accommodation, packages for exam times, and a daycare facility the appointment of sports co-ordinator, Mr. Selwyn Seale, and intern, Miss Olwethu Mxoli, Riebeek Old Girl, and a News24 Mandela of the Future a Staff Development Seminar by Mr. August and Dr. Ally of NMU, along with Riebeek’s consulting psychologist, on Cultural Competence and Sensitivity Empowerment and the Class of 2018’s 100% pass rate: Sinovuyo Madlavu, Kyla Van Deventer and Valentina Longari realized their dreams when they were awarded 6 distinctions each. Riebeek’s mission statement has proved timeless: “To prepare our learners to meet the challenges of a changing world by providing relevant education of a high standard and instilling sound values in a stimulating and happy environment.” Eleanor Roosevelt said, “The future belongs to those who believe in the beauty of their dreams.” The school has beautiful dreams and a wonderful future because, when a million dreams converge on the school each year, Riebeek embraces the opportunities to design the world according to the dreams of the girls who pass through her doors. Since 1877, Riebeek prides itself as being the maker of designer dreams. Tucked away in the Eastern Cape town of Uitenhage is the much-acclaimed educational gem: Riebeek College Girls’ High School. Here, steeped in tradition, the busy bees of Riebeek, for the bee is our emblem, create a hive of activity. Girls ranging in ages from the enthusiastic grade 4s to our elegant matrics find themselves involved and committed. Riebeek is equal to the best. A fee-paying school, with a boarding facility for weekly boarders, and a day-boarding package, Riebeek provides parents with a safe, supervised environment for their treasured daughters. Racial and religious tolerance, compassion, and charity are entrenched. The carefully designed Pocket Code of Conduct is underwritten by principles that are rooted in morality and spiritual fruitfulness. Riebeek nurtures and cares. Riebeek is famed for its award-winning choir. Competing in the advanced category, they win golds at national choir competitions. In 2014, a group of our girls featured Johnny Clegg on Top Billing, having won a national song and dance competition. In 2015, Riebeek featured in the top 25 schools in South Africa in the Fairlady survey. Professor Jansen in the national press praised the school in June 2015 and followed this up later by identifying Riebeek as a top SA school in terms of combining character building and academic excellence. Many of the staff are Old Girls, proving the faith they have in the unique education offered by our Alma Mater. The school continues to offer future generations what is truly best about the past while adapting to changing times. The Riebeek ladies walk in integrity with an attitude of gratitude while displaying a passion for tolerance, mental and physical energy, and knowledge. Our buzzing calendar exudes passion for play, compassion for charity, a craze for cultural activities, and a love of learning. Founded in 1877, this progressive school provides a holistic education in a happy, safe, and stimulating environment to ensure that every learner is equipped to face the challenges of a changing world. The school has convenient, caring boarding and aftercare facilities. As the first public school in South Africa to vote to open its doors to all races, the school appreciates the diversity of the Riebeek family. Matriculants are perfectly prepared to enter tertiary institutions with the skills and work ethic to succeed. As an all-girls school with Grade 4 to 12 occupying the same building, we have the opportunity to mold, over a school career, ladies who can contribute positively to society: “To seek the good in others and always do our best”, as our school song indicates. The Consumer Studies Lab has new stoves and practicals are exciting for the Consumer Studies girls as it is a chance to be the first ones to use the new stoves new lighting system installed at Riebeek includes the replacement of all the on-stage lighting with led lighting and all the power supplies to the lights. Also, the installation of new DMX cables, dimmer packs, and 2 multibank lighting consoles in the lighting box to control everything. Rock the Hage donated some of the equipment with proceeds from the Rock the Hage show held at the school earlier this year. John V karaoke supplied the balance of equipment, with Craig Schady installing the cabling. The new lighting rig will certainly provide a suitable challenge to girls involved in technical aspects of staged events at school. We will certainly be able to enhance the visual aspects of all our stage productions at school tenfold. The Guitar and Singing workshops have proceeded very well this year with our newly equipped music room courtesy of the Kim Clement foundation. View full school
  23. A school like Riebeek is a place of dreams. When the girls walk through the school gate, they bring with them hopes and goals. These dreams are nurtured by a passionate staff, dynamic leadership, and a full program. Dream making is evident in the hostel offering week-day accommodation, packages for exam times, and a daycare facility the appointment of sports co-ordinator, Mr. Selwyn Seale, and intern, Miss Olwethu Mxoli, Riebeek Old Girl, and a News24 Mandela of the Future a Staff Development Seminar by Mr. August and Dr. Ally of NMU, along with Riebeek’s consulting psychologist, on Cultural Competence and Sensitivity Empowerment and the Class of 2018’s 100% pass rate: Sinovuyo Madlavu, Kyla Van Deventer and Valentina Longari realized their dreams when they were awarded 6 distinctions each. Riebeek’s mission statement has proved timeless: “To prepare our learners to meet the challenges of a changing world by providing relevant education of a high standard and instilling sound values in a stimulating and happy environment.” Eleanor Roosevelt said, “The future belongs to those who believe in the beauty of their dreams.” The school has beautiful dreams and a wonderful future because, when a million dreams converge on the school each year, Riebeek embraces the opportunities to design the world according to the dreams of the girls who pass through her doors. Since 1877, Riebeek prides itself as being the maker of designer dreams. Tucked away in the Eastern Cape town of Uitenhage is the much-acclaimed educational gem: Riebeek College Girls’ High School. Here, steeped in tradition, the busy bees of Riebeek, for the bee is our emblem, create a hive of activity. Girls ranging in ages from the enthusiastic grade 4s to our elegant matrics find themselves involved and committed. Riebeek is equal to the best. A fee-paying school, with a boarding facility for weekly boarders, and a day-boarding package, Riebeek provides parents with a safe, supervised environment for their treasured daughters. Racial and religious tolerance, compassion, and charity are entrenched. The carefully designed Pocket Code of Conduct is underwritten by principles that are rooted in morality and spiritual fruitfulness. Riebeek nurtures and cares. Riebeek is famed for its award-winning choir. Competing in the advanced category, they win golds at national choir competitions. In 2014, a group of our girls featured Johnny Clegg on Top Billing, having won a national song and dance competition. In 2015, Riebeek featured in the top 25 schools in South Africa in the Fairlady survey. Professor Jansen in the national press praised the school in June 2015 and followed this up later by identifying Riebeek as a top SA school in terms of combining character building and academic excellence. Many of the staff are Old Girls, proving the faith they have in the unique education offered by our Alma Mater. The school continues to offer future generations what is truly best about the past while adapting to changing times. The Riebeek ladies walk in integrity with an attitude of gratitude while displaying a passion for tolerance, mental and physical energy, and knowledge. Our buzzing calendar exudes passion for play, compassion for charity, a craze for cultural activities, and a love of learning. Founded in 1877, this progressive school provides a holistic education in a happy, safe, and stimulating environment to ensure that every learner is equipped to face the challenges of a changing world. The school has convenient, caring boarding and aftercare facilities. As the first public school in South Africa to vote to open its doors to all races, the school appreciates the diversity of the Riebeek family. Matriculants are perfectly prepared to enter tertiary institutions with the skills and work ethic to succeed. As an all-girls school with Grade 4 to 12 occupying the same building, we have the opportunity to mold, over a school career, ladies who can contribute positively to society: “To seek the good in others and always do our best”, as our school song indicates. The Consumer Studies Lab has new stoves and practicals are exciting for the Consumer Studies girls as it is a chance to be the first ones to use the new stoves new lighting system installed at Riebeek includes the replacement of all the on-stage lighting with led lighting and all the power supplies to the lights. Also, the installation of new DMX cables, dimmer packs, and 2 multibank lighting consoles in the lighting box to control everything. Rock the Hage donated some of the equipment with proceeds from the Rock the Hage show held at the school earlier this year. John V karaoke supplied the balance of equipment, with Craig Schady installing the cabling. The new lighting rig will certainly provide a suitable challenge to girls involved in technical aspects of staged events at school. We will certainly be able to enhance the visual aspects of all our stage productions at school tenfold. The Guitar and Singing workshops have proceeded very well this year with our newly equipped music room courtesy of the Kim Clement foundation.
  24. St Andrew’s is an independent girls' school in South Africa dedicated to the development of girls into grounded, accomplished, and confident young women who leave the school well and truly ‘Skilled for Life’ and ready to lead. Situated in Senderwood, Bedfordview, we offer a challenging yet imaginative education that extends well beyond the classroom. There are 4 schools on our beautiful campus including our Preschool (coeducational from 3 months to 5 years) Junior School Senior School and Saturday School, uBambsiwano. St Andrew’s School for Girls and its education are benchmarked globally and locally and as such, we believe that we can compete with the best in the world based on our quality of education, staffing, facilities, value-added offerings, independent networks, and good governance. Our girls write matric examinations set by the Independent Examinations Board (IEB), giving them a school-leaving qualification that is truly world-class. Through its assessments, the IEB aims to develop young people who are life-long learners, critical users of information, have good problem-solving skills, and are creative and reflective thinkers. The IEB philosophy has an impact on how children are taught in lower grades as they must be able to apply knowledge and not just repeat it. School-leavers who have gained an IEB matric are known to fare well at university, locally, and abroad. It is worth emphasizing that South African school-leaving examinations are benchmarked against the education systems in most foreign countries where young people wish to further their studies. Our Preschool provides a warm, caring, and happy environment in which girls and boys between the ages of 3 months and 5 years can learn and play. Our classrooms and expansive play areas are the ideal settings for a skills-based learning program that enables children to explore, develop and discover within the framework of structured yet flexible daily routines. Every staff member is a qualified professional with a passion for early childhood development. They also recognize the importance of adjusting their approach to meet each child’s specific needs. Our little ones are exposed to St Andrew’s values of accountability, balance, community, grace, integrity, and trust and are encouraged to recognize and display these in their daily interactions with others. Our Junior School provides an engaging space in which girls can develop both their known talents and discover some hidden ones during various stages of their development. Apart from our focus on the academic aspects of the curriculum, girls have an abundance of co-curricular activities from which to choose, helping them feel fulfilled, happy and successful in their education. Whole-girl development is important to us and we believe we provide the space and the opportunity for our girls to enjoy a happy, productive, and successful day at school. Our guiding values of balance, integrity, grace, community, accountability, and trust are core to each child’s journey with us as they build sound foundations that will enable them to thrive and reach their full potential. Our academic program is both outcomes and skills-based and nurtures problem-solving, critical, and creative-thinking skills. We believe in whole-girl development and know that core skills such as music, art, drama, and physical education are as important as academic skills and knowledge. As a school that wholeheartedly embraces technological advancement, girls are not only encouraged to become computer literate but to actively use the technology at their disposal to access, analyze and summarise information. Through our participation in the global Eco-Schools program, the curriculum incorporates environmental education with hands-on projects like a butterfly and bird garden, tree trail, and recycling initiatives being undertaken every year. Girls learn both isiZulu and Afrikaans until they complete Grade 5, before selecting one of these as a Senior School subject. St Andrew’s has a fully-equipped therapy center run by the school psychologists and a team of highly qualified therapists who form part of the staff body. They work alongside teachers and parents to enable each child to reach her full potential. Our academic program is both challenging and varied and lives up to our motto ‘Skilled for Life’. Girls write the Independent Examinations Board’s National Senior Certificate, which affords them excellent opportunities to study at the tertiary level, locally and abroad. Technology has become an indisputable part of modern-day life and we’ve embraced it in the classroom. Tablets used by Grade 8 and 9 girls provide a blended approach to teaching while at the same time maintaining the standards of academic excellence our school has come to be known for technology and multimedia – combined with small class sizes – provide the optimal environment for full engagement. Extra lessons and academic support are available to girls who require one-on-one support to help them along in their academic journey! View full school
  25. St Andrew’s is an independent girls' school in South Africa dedicated to the development of girls into grounded, accomplished, and confident young women who leave the school well and truly ‘Skilled for Life’ and ready to lead. Situated in Senderwood, Bedfordview, we offer a challenging yet imaginative education that extends well beyond the classroom. There are 4 schools on our beautiful campus including our Preschool (coeducational from 3 months to 5 years) Junior School Senior School and Saturday School, uBambsiwano. St Andrew’s School for Girls and its education are benchmarked globally and locally and as such, we believe that we can compete with the best in the world based on our quality of education, staffing, facilities, value-added offerings, independent networks, and good governance. Our girls write matric examinations set by the Independent Examinations Board (IEB), giving them a school-leaving qualification that is truly world-class. Through its assessments, the IEB aims to develop young people who are life-long learners, critical users of information, have good problem-solving skills, and are creative and reflective thinkers. The IEB philosophy has an impact on how children are taught in lower grades as they must be able to apply knowledge and not just repeat it. School-leavers who have gained an IEB matric are known to fare well at university, locally, and abroad. It is worth emphasizing that South African school-leaving examinations are benchmarked against the education systems in most foreign countries where young people wish to further their studies. Our Preschool provides a warm, caring, and happy environment in which girls and boys between the ages of 3 months and 5 years can learn and play. Our classrooms and expansive play areas are the ideal settings for a skills-based learning program that enables children to explore, develop and discover within the framework of structured yet flexible daily routines. Every staff member is a qualified professional with a passion for early childhood development. They also recognize the importance of adjusting their approach to meet each child’s specific needs. Our little ones are exposed to St Andrew’s values of accountability, balance, community, grace, integrity, and trust and are encouraged to recognize and display these in their daily interactions with others. Our Junior School provides an engaging space in which girls can develop both their known talents and discover some hidden ones during various stages of their development. Apart from our focus on the academic aspects of the curriculum, girls have an abundance of co-curricular activities from which to choose, helping them feel fulfilled, happy and successful in their education. Whole-girl development is important to us and we believe we provide the space and the opportunity for our girls to enjoy a happy, productive, and successful day at school. Our guiding values of balance, integrity, grace, community, accountability, and trust are core to each child’s journey with us as they build sound foundations that will enable them to thrive and reach their full potential. Our academic program is both outcomes and skills-based and nurtures problem-solving, critical, and creative-thinking skills. We believe in whole-girl development and know that core skills such as music, art, drama, and physical education are as important as academic skills and knowledge. As a school that wholeheartedly embraces technological advancement, girls are not only encouraged to become computer literate but to actively use the technology at their disposal to access, analyze and summarise information. Through our participation in the global Eco-Schools program, the curriculum incorporates environmental education with hands-on projects like a butterfly and bird garden, tree trail, and recycling initiatives being undertaken every year. Girls learn both isiZulu and Afrikaans until they complete Grade 5, before selecting one of these as a Senior School subject. St Andrew’s has a fully-equipped therapy center run by the school psychologists and a team of highly qualified therapists who form part of the staff body. They work alongside teachers and parents to enable each child to reach her full potential. Our academic program is both challenging and varied and lives up to our motto ‘Skilled for Life’. Girls write the Independent Examinations Board’s National Senior Certificate, which affords them excellent opportunities to study at the tertiary level, locally and abroad. Technology has become an indisputable part of modern-day life and we’ve embraced it in the classroom. Tablets used by Grade 8 and 9 girls provide a blended approach to teaching while at the same time maintaining the standards of academic excellence our school has come to be known for technology and multimedia – combined with small class sizes – provide the optimal environment for full engagement. Extra lessons and academic support are available to girls who require one-on-one support to help them along in their academic journey!
×
×
  • Create New...