The Curriculum of Hope School Siem Reap
Hope offers an international core curriculum compatible with the Australian, New Zealand, North American and United Kingdom Education systems. The curriculum is objective led, being based upon clearly defined, progressive learning objectives. Such objectives have been developed using the expertise and experience of teachers from a range of educational backgrounds, in a range of English speaking countries. All disciplines are taught with a biblical worldview.
Hope School is accredited an University of Cambridge International Examination Centre and offer the International General Certificate of Secondary Education (IGCSE), Advanced Subsidiary Level Qualifications (AS Level) and the International Baccalaureate - Diploma Programme to our senior students at our Phnom Penh campus.
Hope International School is also accredited with the Association of Christian Schools International (ACSI).
The Primary and Middle School curriculum has been recently reviewed and the Interact Curriculum was adopted from August 2010. This is a biblically based integrated curriculum which develops thinking skills, faith and character.
The curriculum includes:
- Social Studies
- Physical Education
- Art and Design
- Christian Perspectives
Quality teaching instruction is delivered by Christians from a variety of nations, all of whom have a home country professional teaching qualification. Quality instruction includes planning, delivering, and assessing learning opportunities which will help to scaffold the next steps of learning for each child. It means addressing the needs of the whole child; academically, socially, physically, emotionally and spiritually. Academic success is valued, but only alongside the goal of developing well rounded social beings. Students should experience a rich and varied learning environment as they move through the school.
Assessment is closely linked to the learning objectives, and clear criteria are given to make accurate judgments of ability. This is done in a way which can be interpreted by professionals from different countries making transfer from Hope School easier.
Biblical integration happens in two main ways, planned and unplanned integrative experiences. Teachers aim to reflect the love of God in their relationships with the students, and try to incorporate a biblical worldview into their teaching where appropriate. Students are encouraged to explore their faith and develop their personal worldview from a biblical perspective.
English and ESL at Hope School
Students who attend Hope School represent a number of different nationalities. Despite the number of children from non English speaking homes, 75% of all children have a level of fluency in English such that ESL is not an issue for their learning.
Hope tries to protect this ratio as it impacts everyone, English speakers as well as English Language learners. The policy in school is to encourage English as the language of communication, so students are expected to speak English in class and in the playground.
Targets are set for English learning, and regular assessments are made of progress.
Catering for individual needs at Hope School
At Hope we believe that:
- all children are created equal by God.
- God has given us all different strengths and weaknesses which can be used by Him equally for his will.
- all children should be provided with the opportunity to reach their potential academically, socially and spiritually.
- children with Special Educational needs should be included within a mainstream setting wherever possible.
- all the people working at Hope International School have a part to play in the education of the children.
Evaluating students needs:
- Needs of the individual child are assessed using a variety of different tools after the teacher has voiced a cause for concern.
- The content of the curriculum can either then be modified or supported by extra resource and documented in an Individual Education Plan (IEP) for that area.
- The IEP is revisited every semester and targets will be added or changed depending on the child successfully achieving those set previously by the teacher or special education coordinator.