Date:December 18, 2013

“Moving International & Khmer Education towards Global Competence”

CIA FIRST International School’s curricular program emphasizes the development of long-term transferable understandings rather than purely acquisition of knowledge and skills. The curricula are embedded with authentic
performance tasks which assess the students’ abilities to apply their understandings to real-world situations in addition to more traditional assessment methods. Through the use of overarching enduring understandings and essential questions, teaching and learning always focuses on the ‘big ideas’ and long-term transfer goals. The school aims to equip its students with the tools necessary for them to succeed in further education and beyond, both in the local and international contexts.

  • Study Modes

    Full-time:
    International curriculum +
    co-curricular enrichment courses8.00am to 4.15pm,
    Monday to Friday8.00am to 4.15pm,
    Monday to Friday8.00am to 4.15pm,
    Monday to Friday8.00am to 4.15pm,
    Monday to Friday

    K3 – K5 Kindergarten G1 to G5 Elementary G6 to G8 Middle G9 to G12 High
    Full-time:
    International curriculum +
    Khmer curriculum elective
    8.00am to 5.00pm,
    Monday to Friday
    (only K4 and K5)
    8.00am to 5.00pm,
    Monday to Friday
    8.00am to 5.15pm,
    Monday to Friday
    8.00am to 5.15pm,
    Monday to Friday &
    Saturdays from
    8.00am to 11.30am
    Part-time:
    International curriculum
    Morning schedule:
    8.00am to 11.30am
    Afternoon schedule:
    12.30pm to 4.00pm
    Morning schedule:
    8.00am to 11.30am
    Afternoon schedule:
    12.30pm to 4.00pm
    N/A N/A
  • American Education Reaches Out (AERO) Curriculum Standards

    AEROlogo
    AERO is a project supported by the U.S. State Department’s Office of Overseas Schools (A/OPR/OS) and the Overseas Schools Advisory Council to assist schools in developing and implementing standards-based curricula. Project faculty use the AERO standards as the basis of the professional development they provide.

    AERO provides a framework for curriculum consistency across grades K-12 and for stability of curriculum in overseas schools, which typically have a high rate of teacher turnover. AERO’s resources, workshops, and professional consultation services help overseas schools implement and sustain standards-based curricula. This effort is in alignment with research-based trends in the development of curriculum worldwide, and particularly with the Common Core initiative in the U.S.

    More information: www.projectaero.org

  • Khmer Curriculum Elective

    Moeys-logo
    Our successful and motivational Khmer language programme is fully accredited with the Ministry of Youth and Sport.

    All of our teaching staff are caring, qualified and dedicated to ensuring your child learns to their best ability as well as embracing Khmer culture, traditions and morality. The programme encapsulates a kindergarten and grade curriculum where all activities and exercises are child centered, fun, innovative and well resourced.

    Our Testing schedule ensures all students reach age appropriate national benchmarks.

  • Sample Schedules

    Kindergarten K3 to K5
    Part-time
    Full-time
    Download Kindergarten Schedule

    Elementary School G1 to G5
    Part-time
    Full-time
    Download Grade 1 Schedule
    Download Grade 2 Schedule
    Download Grade 3 Schedule
    Download Grade 4 Schedule
    Download Grade 5 Schedule

    Middle School G6 to G8 and High School G9 to G12
    Full-time

  • Assessment Policy

    CIA FIRST International School’s assessment criteria are based on what the school values most highly in student learning, supported by academic research and thinking. Although there are slight differences in each subject discipline, the guidelines for each unit of study are:

    Performance Tasks – 50%
    CIA FIRST International School believes that the true purpose of K-12 education is for students to be able to transfer their understandings to real-world situations, whether that be in a later grade or school-level, in further education, in the workforce or in life in general. As the authors of the Understanding by Design framework assert (Wiggins and McTighe, 2005) there is a huge difference between students being able to respond to a question or exercise which is looking for the ‘right response’ versus being able to solve problems in authentic situations which requires them to first decide on which knowledge, skills, and understandings they need to draw upon to successfully complete the task. CIA FIRST International School uses the GRASPS template (Goal, Role, Audience, Situation, Product& Specifications) to allow students to show their transferable understandings through authentic performance tasks.These tasks are aligned to the school’s chosen standards and Expected School-wide Learning Results (ESLRS), and are correspondingly weighted the highest among assessment types.

    Knowledge & Skills Quizzes – 20%
    Learning for deep understanding and transfer cannot occur in a vacuum. There are simply facts that need to be learned, and skills which need to be acquired and practiced. CIA FIRST International School recognizes this, and does not neglect the more traditional forms of assessment such as quizzes and tests. These are not weighted as highly as the performance tasks as they are seen as the pathnot the goal of K-12 education.

    Critical Thinking, Creativity & Collaboration – 15%
    In recent years, there has been an increasing amount of literature describing what constitutes 21st Century Skills (Voogt and Roblin, 2010); (Donovan et al., 2014); (Kereluik et al., 2013). Overall the studies are in agreement that the Meta Knowledge of “Creativity & Innovation, Problem Solving & Critical Thinking, and Communication & Collaboration”(Kereluik et al., 2013: 130) are essential to succeed in the modern world. Therefore, CIA FIRST International School places high value upon these and weights them in the assessment structure accordingly. They are either assessed independently as part of the students’ overall performance in the unit, or alternatively as part of an authentic performance task or project.

    Self-knowledge and Reflection – 15%
    Metacognition, or the process of being aware of and understanding one’s own mental processes and learning styles is thought to be of great benefit to the learning process. Pritchard (2009: 27) maintains that “An individual’s awareness of their ownthought processes […] islikely, with encouragement, to lead to recognition of the ways in which they might learn mosteffectively.” CIA FIRST International School students are encouraged to self-reflect on their own learning in forms such as journals and blogs so they can become aware of how they learn different types of content best. These self-knowledge journals are also of high practical value to teachers as they enable them to find out which activities are effective in the classroom for different student groups, and also to identify gaps or misconceptions in student understandings. Furthermore they allow students to be more involved in their own learning by giving them the opportunity to direct instruction to areas in which they have a high interest level.

    References
    Donovan, L., Green, T.D., Mason, C., 2014. Examining the 21st Century Classroom: Developing an Innovation Configuration Map. J. Educ. Comput. Res. 50, 161–178. doi:10.2190/EC.50.2.a

    Kereluik, K., Mishra, P., Fahnoe, C., Terry, L., 2013. What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning. J. Digit. Learn. Teach. Educ. Int. Soc. Technol. Educ. 29, 127–140.

    Pritchard, A., 2009. Ways of learning: learning theories and learning styles in the classroom. Routledge, Abingdon, Oxon; New York, NY.

    Voogt, J., Roblin, N.P., 2010. 21st century skills. Discuss. Zoetermeer Neth. Kennisnet.

    Wiggins, G.P., McTighe, J., 2005. Understanding by design. Ascd.

  • Curriculum Improvements and Investments

    • Ongoing implementation of Understanding by Design school-wide.
    • Ongoing alignment to AERO (American Education Reaches Out), CCSS (Common Core State Standards), ISTE (International Society for Technology in Education) and CSTA (Computer Science Teachers Association) academic standards for social studies, English Language Arts & Mathematics, and Information and Communication Technology respectively.
    • Recent adoption of NGSS (Next Generation Science Standards) and NCCAS (National Coalition for Core Arts Standards) academic standards for science and visual and performing arts including new modern, fully equipped science labs to promote inquiry-based learning and the introduction of a new music department with a growing selection of musical instruments and recording equipment.
    • Transition to a Data Driven Improvement Planning (DDIP) culture in-line with educational best practices.
    • Purchase and implementation of the EduTect Unit Planner for curriculum mapping and reporting.
    • Increased English as a Foreign Language (EFL) support for English Language Learners (ELLs).
    • Implementation of a revised school-wide assessment policy aligned with the latest research-based practices to promote deep understanding, application to real-word situations and attainment of 21st century skills.
    • Availability of College Board Advanced Placement (AP) courses for high-school students including on-line preparation courses.
    • Development of a modern library stocked with a blend of electronic and physical books to aid literacy and support research projects.
    • Implementation of an individualised data-driven professional development programme for faculty members.