Learning and Lessons

Education offered at Eerde 

At Eerde IBS, personalised learning is key. We selected different educational programmes carefully to devise a coherent curriculum that has both cumulative and stand-alone learning objectives. This section addresses the underlying logic of each program and how they relate to each other.

In primary, students start with the International Primary Curriculum (IPC). Through topic-based  learning students’ approach and investigate one theme from different perspectives.

Assessment focuses on continuous improvement. Through a system known as “positive marking”, students receive feedback in their portfolios, which gives them insight into their learning progress. Skills are categorised as being at beginning, developing, mastering and innovating level. All students work on the same objectives, but perform level-appropriate tasks, always with the aim of improving.

The IPC program follows a rigorous assessment for improving learning approach, measured against international benchmarks. To evaluate numeracy and literacy skills, we have added the Cambridge International Assessment & Education programs for our key subjects Mathematics and English. At the end of each year, parents receive a detailed report on their child’s progress in these two subjects. At the end of primary students will sit a checkpoint exam for Math and English.

The same learning curve applies in Lower Secondary. The equivalent for IPC is now called International Middle Years Curriculum (IMYC) but falls under the same educational umbrella. IMYC follows a concept-based approach.

Mathematics and English remain part of the Cambridge Exam Board and assessment and reporting principles remain the same.

In Upper Secondary we complete the shift towards Cambridge programs, but continue to use the concept-based learning to which international students are accustomed. We developed the compulsory subject Global Perspectives for two reasons:

• To offer concept-based learning.

• To bridge the gap between IGCSE (Upper Secondary) and the IB Diploma Program.

In Global Perspectives students focus on themes that are addressed in other subjects. Global Perspectives brings together all the knowledge they are acquiring and functions as a unifying thread that helps students weave together the knowledge acquired in each class. The IGCSE program closes with formal assessment.

In the International Baccalaureate Diploma Program (IBDP), students receive further preparation for the next educational step, which is generally to university. We do this by building on previously acquired skills. The IBDP is distinguished by three core elements:

• Theory of Knowledge (TOK)

• Extended Essay and

• Creativity, Activity and Service (CAS)

Global Perspectives prepares students for the IBDP core. Our IGCSE program provides a foundation for both the skills and content of the IBDP.

Specialisation

As students’ education advances, specialisation becomes more important. The first step towards choosing a specialisation is taken in IGCSE, when students may select subjects rather than following a mandatory curriculum. In IGCSE we advise a maximum of 9 subjects. Specialisation continues in the IBDP and students will sit examinations in 6 subjects. They will still have an equal amount of total instruction time, but with more time per subject to achieve a more immersive learning experience and cover more ground with specific disciplines.

Assessment 

Assessment and reporting are integral to all teaching and learning at Eerde IBS. The assessment process is key to our goal of thoughtfully and effectively guiding students through the key elements of the learning process. They require teachers to identify, gather and interpret information about student achievement to provide feedback on the learning process.

All students across the school are assessed for learning using a variety of assessment strategies and tools that include both summative and formative approaches. Diagnostic assessment tools are also used to determine the particular needs of students.

Over the course of an academic year students in the Upper School can expect to receive a number of summative assessments during allocated assessment weeks in class time and at the end of every term a test week is held which replicates exam conditions, thus preparing students for the formal examinations at the end of IGCSE and IBDP.  

Assessment and reporting form one element of the school strategic plan and are subject to annual review. They are monitored by the appropriate program coordinators to ensure that they are responsive to external and internal requirements. Parents/guardians can closely follow the progress of their child in their personal domain of Managebac. We invite parents/guardians to a reflective talk about the development, progress and behaviour of their child 3 times a year during “Parents/Teachers” meetings.

These meetings can be held by “Google Meet” if parents/guardians are unable to attend in person.

Homework 

At Eerde IBS we provide homework that reinforces the learning process. Teachers at Eerde IBS assign homework that is relevant, exciting and directly connected to learning goals and assessment outcomes.

Students can expect homework every night. The amount of homework depends on the student’s grade level. The table below outlines the amount of time students in each grade level can expect to spend on homework each night.

NOTE: Homework assignments can be found on ManageBac.

Approximate amount of Homework by grade:

Extracurricular Activities and Field-Trips 

Extracurricular activities - After School Activities (ASA)

We have a program of extracurricular activities every afternoon from 15:00-17:00 on Monday to Thursday. These extracurricular activities are offered by teachers, by boarding staff or by external experts. The activities are hugely diverse but fit within one or more of the categories Creativity, Activity and Service.

Day students are expected to participate in at least one activity per week; Boarding students in at least two activities per week.