Set your child on life’s learning path
SMMIS seeks to inculcate not just the knowledge that your child will need but also the learning habits, values and attitudes that will guide them as they journey towards becoming responsible young men and women with something to give back to our world. This begins with our progressive IPC/ IMYC based curriculum, which emphasises academic rigour across a comprehensive number of teaching subjects, balanced by thoughtful and empathetic instruction that values character-building, emotional growth and creative collaboration.
Fieldwork Education has been improving learning in schools across South East Asia, for over 25 years. They are recognised globally for their International Primary Curriculum (IPC), now used by schools in over 75 countries where more than 250,000 children experience great learning, great teaching and great fun. Their International Middle Years Curriculum (IMYC) responds to the needs of 11-14 year olds, encouraging learning that helps them make connections relevant to their own lives.
The International Primary Curriculum (IPC) and International Middle Years Curriculum (IMYC) are both designed for a new world of opportunity. Your child will embrace big themes that will help them to develop subject knowledge and a deeper sense and understanding of the world around them.
These strong and adaptable curricula set students personal and subject goals, combining subject teaching with a focus on values and resilience. Children also explore traits and important global dispositions including morality, communication, enquiry and respect.
International Primary Curriculum (Ages 5-11)
The IPC takes a holistic approach to learning, developing knowledge and awareness by exploring overarching themes. Students are assessed at the end of each milepost at 7, 9 and 11 years old.
They are formatively tested on their knowledge of: Language arts, Mathematics, Science, Art, Society, Geography, History, Technology, Music and Physical Education.
Teachers also nurture qualities that will be essential for tomorrow’s leaders, such as: Enquiry, Morality, Resilience, Communication, Thoughtfulness, Cooperation, Respect and Adaptability.
Students are given international learning goals to foster a global mindset. An international aspect is included in each themed IPC unit, and guides students toward a sophisticated multicultural perspective.
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International Middle Years Curriculum (Ages 11-14)
The IMYC focuses on building skills that students will need as they move toward adulthood. This curriculum enables them to make sense of what they are learning, as well as to connect and collaborate with others.
Each unit has a theme, which helps students to engage with subjects from adaptability to identity, curiosity, tradition and discovery. These Big Idea challenges push students to think broader and to connect subjects and themes together in new ways.
The IMYC is based on neuroscientific research of what the adolescent brain requires by following a specific process of learning that helps your child to become a better organiser and planner.
Your child will be set learning goals that will develop knowledge, skills and understanding, personal goals that help them connect and grow, and international learning goals that give students a clearer sense of their place in a global community.
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International General Certificate of Secondary Education (Ages 14-16)
SMMIS proudly delivers the Cambridge iGCSE, the world’s most popular international qualification for 14 to 16 year olds. It is recognised by leading universities and employers worldwide, and is an international passport to progression and success. Developed over 30 years ago, it is tried, tested and trusted by schools worldwide.
Individualised learning is at the heart of the education that we provide at SMMIS. Our commitment to ensuring the holistic development of every student, to guarantee their well-being, creates a secure and healthy environment in which to tackle the academic rigour of the iGCSE exams. Our enthusiastic subject specialists create dynamic learning environments which inspire students’ curiosity about the world, allowing them to flourish academically. The iGCSE pathway will facilitate and enable the next steps of our students’ education, wherever life may lead them.
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British National Literacy Curriculum
At SMMIS, we believe that all education is underpinned by strong Literacy skills. As such, Literacy is at the very core of our curriculum.
We follow the British National Curriculum which has the following overarching aims:
- To promote high standards of language and literacy
- To equip pupils with a strong command of the spoken and written language
- To develop a love of literature through widespread reading for enjoyment.
Students study Literacy every day. Through a range of engaging texts, students follow a weekly cycle of Literacy lessons that develop the central skills of reading, writing and spoken language.
Singapore Maths Curriculum
Kindergarten 1 and Kindergarten 2 follows the comprehensive ‘Growing with Mathematics’ programme, which incorporates a balanced approach to learning mathematical concepts and problem solving skills. The programme reflects the philosophy that all children can learn mathematics when they are provided with:
- A wide range of learning experiences
- High expectations
- Ability to use prior experience
- Conceptual understanding
Grades 1-5 follow the ‘My Pals Are Here’ programme – a spiral curriculum which allows students to build outward on prior knowledge and develop their understanding of each concept in depth, and learn the content well for application at advanced levels. Students will be able to hone their problem-solving and critical thinking skills through individual and collaborative processes. The concepts are arranged and unfolded systematically using a structured approach that progresses with students’ cognitive levels.
In today’s world it is critical for all citizens to be scientifically literate. They should be able to make thoughtful, informed decisions on topics that will affect not only their lives, but the lives of generations to come. SMMIS Science curriculum, taught through the IMYC framework, is informed by FOSS. FOSS (Full Option Science System), is a research-based science curriculum for grades K2-G8 developed at the Lawrence Hall of Science, University of California, Berkeley. FOSS has evolved from a philosophy of teaching and learning that has guided the development of successful active-learning science curricula for more than 40 years. The FOSS Programme bridges research and practice by providing tools and strategies to engage students and teachers in enduring experiences that lead to deeper understanding of the natural and designed worlds.
At SMMIS we promote STEAM education which embraces the studies of science, technologies (digital and design), art, engineering and mathematics.
STEAM gives students a real advantage in the employment market, worldwide. STEAM gives students the knowledge and skills to become part of a scientific and technology-based society.
We work directly with World Ort the world’s largest Jewish education and vocational training non-governmental organisation.
Jewish Education & World Religions
Jewish Education & World Religions
At SMMIS students are given a choice to study either Jewish Education: Heritage, conducted in Hebrew, or Jewish Education: Culture conducted in English and combined with a course on World Religions. Additionally children can choose between traditional morning prayers or a meditation session.
Youth Chinese Curriculum
At SMMIS Mandarin is taught as a foreign language with the aim of developing students’ abilities to use Mandarin in their daily and academic lives through nurturing the 4 essential skills of listening, speaking, reading and writing. We follow the Youth Chinese Test (YCT) curriculum established by Hanban, an agency of the Ministry of Education of the People’s Republic of China. Students at SMMIS take part in the YCT exam from Grade 2 onwards.
Ivrit/ Hebrew Language
At SMMIS we teach Hebrew as a foreign modern language based on student ability.
Students either follow the Talam programme; the Israeli National Curriculum or, students that are new to the Hebrew language or that do not have enough prior language acquisition are placed in our Ulpan programme for beginners.
Students placed in the Ulpan programme have an opportunity to move up to the next level once a set of goals are acquired. This helps them develop a solid foundation before entering the mainstream classroom.
All tracks of Hebrew instruction focus on reading; writing; listening and speaking.
English as a Second Language (ESL)
At SMMIS, we delight and encourage the enrolment of Non-English speaking students. We aim to provide them with the support they need to develop their English and gain fluency.
We follow the ‘Teaching English as an Additional Language 5-11’ curriculum by Caroline Scott. We use the curriculum as the basis for developing basic and advanced language. All students are assessed and this determines a start point for their English language classes.
As well as the curriculum and classes with the ESL teacher, we also promote the importance of inclusion. As such, students spend lessons also within the mainstream classes. They are given support in these classes by their homeroom teacher, and where possible, the ESL teacher. Through inclusion, they are given greater exposure to the English language which will ultimately assist them with acquiring language at a faster rate.
We very much believe in ensuring that they are supported at all levels. The ESL teacher is involved to ensure that they are coping in their classes academically, as well as ensuring that they are supported and succeeding socially.
Special Education Needs (SEN)
SMMIS has an inclusive approach to students with special needs; every child is respected and valued as an individual. Wherever possible students are included in lessons, activities, sports and trips. All students have access to high quality teachers and a curriculum that challenges them but where they can ultimately succeed.
Where necessary students have an individual education plan put in place to support their learning and guide the teachers to the individual needs of that student. Students with special needs may have access to small groups or individual classes with the SEN teacher. All students are assessed and their progress is tracked, students whose progress is not at grade level may be assessed with the in-school SEN assessment toolkit, depending on the conclusion, further push-in or pull-out support may be offered.
Students with identified learning, behavioural, emotional or social needs are supported by our highly qualified teachers and specialist staff members. With our high teacher to student ratio, students are supported in the general classroom setting, or they may receive individual or group support by the SEN teacher.
Students with learning differences will have an Individual Education Plan (IEP) written by the SENCO and implemented in the classroom, the IEP is tailored for each student’s specific needs with appropriate teaching strategies. Students that are identified by teachers or parents as having difficulties but have no formal diagnosis may be assessed and tracked with the in-house SEN assessment toolkit.
The learning support staff communicate regularly with teachers, families, external providers and the student themselves, to ensure the student is empowered, challenged and able to succeed.