Bus Rules

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1. The bus route is determined every year according to the shortest and quickest route for the whole tour. Under no circumstance does a parent have the right to interfere or make suggestions concerning the bus route. This is the responsibility of the school.

2. Students must wait for the bus in the same place every morning.

3. Students must be ready and waiting 5 minutes before the bus arrives. The student waits for the bus not the other way around. As for the afternoon drop, parents should wait for their children 5 minutes before the expected time of the bus. Concerning young children, parents are totally responsible for getting the child on and off the bus. The bus supervisor is not allowed to leave the bus for any reason.

4. Children are not allowed to change from bus to car unless they have a written permission from their parents, which must be forwarded to the school administration by the student or class teacher.

5. In case of misbehavior or disobeying bus rules, the school reserves the right to deprive the student from riding the bus.

6. Toys are not allowed in school or on the bus.

7. If any problem occurs on the bus between students, school administration is responsible for solving it. Parents report the incident to the school administration which will take the proper action.

Communication with parents is a vital part of the home-school link. Communication helps to establish the relationship that will result in better student achievement. Conferences with parents are considered an integral part of the school's system for reporting student progress to parents, both positive and negative.

The School schedules regular parental meetings to discuss their son / daughter progress with the teachers and the administration. From time to time, parents may be requested by the administration to attend one on one counseling session concerning their son / daughter. When this is required, parents will be informed by a written request as well as by a phone call.

Parents should feel free to call the school to arrange an appointment, whenever they that deem necessary to meet with the teachers.

 

High School students earn credits for graduation and complete the requisite courses for entry into university programs. They take courses in all core academic areas each year; though they are offered several choices in the courses they take.

courses in Grades 9 and 10 provide foundations for specialized courses in Grade 11 and 12. Egyptian students also follow a full course of Arabic, Religion and Arabic Social Studies in preparation for Eadadiya and Thanaweya Amma exams at the end of Grades 9 and 12 respectively. Foreign students take courses in Arabic as a Second Language.

A High School Diploma is awarded to students who successfully acquire the credits necessary to fulfil the school’s graduation requirements:

Subject	Minimum Graduation Requirement
English Language Art	6.5 Credits
Social Studies	3 - 4 Credits
Mathematics	4 Credits
Science	3- 4 Credits
French	2 - 3 Credits
Arabic Studies	3 - 4 Credits
Health/PD	1 - 2 Credits
ICT	1 Credits or Competency
Grade 12 Project	1 - 2 Credits
Learning to Lead	C1 Credits Class 2014
Elective	2 - 3 Credits
Total	27- 33.5

Courses are designed to meet leading US curriculum standards and lessons are taught using a variety of teaching and learning strategies which are research-based and proven to be effective with High School-age learners. Great care is taken to ensure that students develop the confidence, knowledge, and personal, critical thinking skills, and independent learning skills to be successful in higher education and professional life.

Students are assessed through a variety of interim, continuous and end of year assessments, and students in the High School are often required to undertake long-term research and/or problem-based projects. In Grade 12, students also complete an extensive, independent Senior Project on a topic of their choice.

Students take lessons in class or elective groups, and utilize the full range of specialist teaching areas including Science and ICT laboratories and Art and sports facilities.

In the fall of Grade 10 and 11, students take the Preliminary SAT, which is the best preparation for the SAT Reasoning (SAT I), which students take during the Spring of Grade 11. English and Math courses throughout Middle and High school provide students with the necessary skills, knowledge and strategies to prepare them for the SAT I. Selected Grade 11 and 12 Mathematics and Science courses cover the necessary topics and skills for SAT Subjects (SAT II) Subject Tests in Mathematics, Physics, Biology and Chemistry. Invited students are given the preparation to sit for Advanced Placement examinations.

Middle School Students study English Language Arts, Mathematics, Social Studies (Geography, Culture, History, Economics, Individuals in Society), ICT, Physical Education and Health, Art and French. Egyptian students also study Arabic, Religion and Arabic Social Studies in preparation for Egyptian Ministry of Education examinations. Foreign students study Arabic as a Second Language.

Lessons are taught using a variety of teaching and learning strategies which are research-based and proven to be effective with Middle School aged learners. Great care is taken to ensure students develop the confidence, knowledge, and the personal, critical thinking skills, and independent learning skills to be successful in High School. Students are assessed through a variety of interim, continuous and end-of-year assessments.

Students take lessons in class groups and utilize the full range of specialist teaching areas including Science and ICT laboratories and Art and sports facilities.

 

Dar El Tarbiah American Elementary School offers an English language based American program, which provides a firm foundation in the core curriculum areas of Language Arts, Math, Science and Social Studies.The core curriculum is administered using American textbooks and American resources, and is closely aligned to effect a smooth transition into the American Middle School.

The American Elementary School continually monitors student progress and adjusts teaching strategies and modifies curriculum in order for all students to achieve success.

Reading is an integral part of success in any language or curriculum. We are committed to encourage our students to develop and instill in them a love of reading, which will continue throughout their years at El Alsson and beyond. The American Elementary School provides each child with the tools required to reach their academic potential and be happy, considerate members of our learning community.

During their time in the Elementary School students study the following subjects::

In English:

• Language Arts
• Math
• Science
• Information and Communication Technology (ICT)
• Social Studies
• Art
• Music
• Physical Education (PE)
• French

In Arabic:

• Social Studies
• Arabic language
• Religion (Islam or Christianity)

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WHAT IS IGCSE?

Cambridge IGCSE (The International General Certificate of Secondary Education) is 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 25 years ago, it is tried, tested and trusted by schools worldwide.

IGCSE is an academically rigorous, internationally used, specialized, English language curriculum which is offered to students to prepare them for International Baccalaureate and CIE A-level (which is recommended for higher tier students). It is based on the GCE O-Level and is recognised as being equivalent to the GCSE. The IGCSE was developed by University of Cambridge International Examinations in 1985. The examination board Edexcel offers its own version, the Edexcel International GCSE. The term "IGCSE" is the registered trade mark of the University of Cambridge and is used under licence. Recently, Edexcel have renamed their IGCSE as the Edexcel International GCSE.

The IGCSE is an international alternative to many popular national curricula. However, unlike many school-leaving qualifications in many countries, the IGCSE is not a group award or "certificate of education". It is a qualification based on individual subjects of study, which means that one receives an "IGCSE" qualification for each subject one takes. For this reason, schools worldwide have different expectations about how many IGCSEs students should take. Typical "core" curricula for IGCSE candidates include a First Language, Second Language, Mathematics and one or more subjects in the Sciences. IGCSE candidates then choose a number of additional courses ranging from Social Sciences to Creative Arts.

The IGCSE is predominantly exam-based, meaning they are not actual certified "courses", but rather exams that test knowledge in individual subjects in the same way as Advanced Placement exams and SAT Subject Tests. For this reason, it is also a viable option for many home-schooling educators or in Adult education, when one is seeking a qualification but has no time to attend full-time school classes. The IGCSE prepares students for further academic study, including progression to AS Level and A Level study, Cambridge Pre-U, IB Diploma Programme and other equivalents. It is recognised by academic institutions and employers around the world and is considered by many institutions as equivalent to the standard GCSE.

Cambridge IGCSE provides a broad and flexible study program and covers subjects from a variety of areas: Languages, Humanities, Social Sciences, Mathematics, Creative, Technical and Vocational. Most IGCSE subjects offer a choice of tiered examinations: Core or Extended papers (in Cambridge), and Foundation or Higher papers (in Edexcel). This is designed to make IGCSE suitable for students with varying levels of ability. In some subjects, IGCSE can be taken with or without coursework. Cambridge IGCSE allows teaching to be placed in a localized context, making it relevant in different regions. It is intended to be suitable for students whose first language may not be English and this is acknowledged throughout the examination process.

features of the IGCSE Curriculum

• The development of oral, aural, written and practical skills in a range of subjects.
• An investigative approach.
• The use of initiative to solve problems.
• The application of skills, knowledge and understanding.
• The ability to undertake individual projects, and to work as part of a team.
• The IGCSE aims to provide a valuable educational experience for all students, and to reward them for positive
• Achievement – what they know, understand and can do -rather than penalise them for what they do not know or get wrong.

IGCSE subjects include:

• English
• Mathematics
• Chemistry
• Biology
• Physics
• ICT
• Accounting
• Art and Design
• Arabic
• History
• Geography
• Economics
• Business Studies

What are IGCSE Examinations?

IGCSE examinations are tests of academic attainment and are taken in individual subjects. Currently at Dar El Tarbiah there are around 20 subjects offered. Dar El Tarbiah requires that a student be successful in at least five IGCSEs to continue into the Sixth Form. In reality, most of our students take a greater number of subjects than this: indeed, in the 2011 examination session 34% of the Form Five candidates gained 9 IGCSEs and above.

Students at the end of Form Three select their IGCSE options and are helped to make their choices by their subject and form teachers, the Head of the Intermediate School and the IGCSE Coordinator. English Language, Spanish Language, Mathematics and Physical Education are compulsory subjects which all students take. Students then select five options from such areas of the curriculum as the Sciences, the Social Sciences and the Creative Arts. The aim is that students take a broad range of subjects which will intellectually test and develop them as fully as possible.

Students then follow a two-year course of study in Forms Four and Five based on the IGCSE syllabi which are determined by UCLES. At the end of the two year period students are entered for the relevant examinations.

These examinations are prepared, and marked by UCLES, who subsequently issue the grades. These, therefore, are external public examinations. Some Dar El Tarbiah students do take some subjects early, and not at the end of Form Five. At Dar El Tarbiah we have consistently enjoyed great success in Mathematics and Spanish as a Foreign Language achieving 100% pass-rates with students in Form Four and even Form Three.

 

The Format of IGCSE Examinations

The format of the examinations depends upon the subject. With the exception of Art and Design they all involve at least one written paper. Second Languages include a short oral examination that is recorded and sent to Cambridge. Language comprehension examinations involve questions on pre-recorded CDs that students listen to and answer. Biology, Chemistry and Physics require practical examinations. Various subjects include coursework written during the course and sent to Cambridge to be included in the final grade.

The emphasis in IGCSE examinations is on the ability to analyse and use factual material, to develop hypotheses and test ideas, rather than on simply recalling factual information. It is not necessarily what one knows that is considered important at IGCSE, but rather, how one uses acquired knowledge to achieve an analytical outcome.

Dressing Party.

Celebrating different countries, traditions and cultures across the world during the International Day will teach the students to respect and embrace international friends. Activities can be altered depending on the age group, as well as any specific needs .

Dar El Tarbiah IGCSE schools have children from other countries, we invite them to share and participate in these activities. The last International Day, all the students dressed up and brought snacks from the country/ countries they have focused on.

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Science Fairs

The science fair project is the culmination of hard work and persistent investigation. It affords a young scientist the opportunity to share their interests with parents, relatives, neighbors, and teachers as well as the chance to be interviewed by the judges who are scientists, engineers, doctors, and others with scientific interests.The opportunity significantly contributes to the education of students in the thinking process of formulating the project and actually making the experiments. It may mean the beginning of a life-long fascination with science.

Why make a Science Fair Project?

Making a science project provides an opportunity for students to:

• Learn and practice critical thinking, inquiry and investigative skills.
• Foster imagination and creative thought.
• Develop organizational skills.
• Work independently as well as in a group.
• Film club for Years 10 to 13.
• Enhance communication skills.
• Meet others interested in science study.
• Earn recognition for academic excellence.
• Win awards and special awards or earn an expense paid trip.

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Trips

Trips outside of school form an integral and influential part in the development of all our students. Even if the trip appears to be ‘just for fun’, most trips have a specific curricular purpose, such as learning the history of Ancient Egypt at the tombs and temples of Luxor or examining the tourism industry in El Gouna. Others develop individual skills and character, such as the Ski Trips, or combine theses with skills to support learning and further progress,such as preparing for university admissions during the Sixth Form trip to Europe.

Type of Trips

• Cultural Visits.
• Residential visits.
• Foreign Visits.
• Senior School Trips.
  • Trips to the various pyramid/tomb sites and complexes along the Guiza plateau.
  • trips to Old Cairo.
  • trips to Guiza Zoo.
  • visits to universities and university/careers fairs.
  • trips to Art galleries, museums and drama/music performances.

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Sports

We have also tried to make sports and activities an integral part of our school activities. We offer a wide range of choices and opportunities for both individual and group experiences. Our smartly charted sport activities can genuinely help a student to develop his or her personal skills and interests.

We facilitate opportunities for our student to choose the sport or game that suits him/her better according to their interests only. Programs may be added or canceled according to student interest and availability of staff and facilities. Our school seeks to cultivate a sense of National Responsibility to our students since they are going to be the rulers of the nation someday.

Thus to make our future secured we make our students smart enough and help them to develop physical strength through Physical Education. Our expertise has allowed us to provide our students with an array of sports like BasketBall, VolleyBall, Cricket, Football, Hockey and many more.





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Performing Arts & Drama

As for our most creative students, their passion extends far beyond the classroom. We provide clubs and activities to feed those creative minds.Our arts and drama clubs give students of all ages a place for expression and exploring creative pursuits. We have:

• Art clubs for Years 7-9 and 10 and 11.
• Primary and Secondary School drama clubs.
• Stage Crew Club.
• Life drawing classes (for our talented Post-16 art students).
• Film club for Years 10 to 13.

Performance Arts helps students to gain confidence in their abilities, to learn to work together or alone depending on the type of performance, to learn and develop new skills, and allows them to celebrate a talent or skill that they really enjoy.





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Community Services

Dar El Tarbiah IGCSE Schools students are the future leaders of their communities. By offering service to the cairo community, Dar El Tarbiah IGCSE Schools students have an opportunity to see aspects of their community that they might not normally appreciate. Community service offers students an opportunity for social, emotional and intellectual growth. Reaching out to the Cairo community creates goodwill, as well as benefits local charitable organizations. The Dar El Tarbiah IGCSE Schools community service club is an extra curricular student activity that has multiple aims, including:

• Engaging students in their community.
• Raising awareness of needs within the community.
• Acting to better the community.

Members of the Community Service Club were involved in several projects in the 2012-2013 academic year. Most importantly, they conducted a drive to fundraise money to pay for the tuition of students in neighboring Egyptian public schools. The project aimed at raising awareness of serious needs in the Egyptian society. Education is one of the sectors in need of major reform. An increasing number of families are unable to pay fees because of other school-related costs, such as shoes, books, uniforms, class material, etc. The media in Egypt also highlighted this crisis.