SECONDARY SCHOOL ACADEMICS

Educating for Life...

SECONDARY SCHOOL ACADEMICS

KEY STAGE 3, 4 and 5

ACADEMIC OVERVIEW

At ISWB we believe in “Educating for Life“. We do indeed believe that we prepare students for life and ensure they find themselves able to cope when they go on to further study. Although excellence can mostly be measured by results and qualifications, there is more to it than that: this kind of success is an inevitable by-product of good teaching and of good education.

Key Stage 3 (year 7 and 8)

 

In all our Grades our academic programme accords with CIE Cambridge International Examinations requirements. In years 7 and 8, therefore, all students cover the same 11 subjects:

  • English First Language
  • Afrikaans Second Language
  • Mathematics
  • Science — Biology and Physical Science
  • History
  • Geography
  • ICT
  • Design and Technology
  • Accounting
  • Integrated Performing Arts

Optional Subjects:

  • Arts and Design
  • German
  • Portuguese
  • Music

Controlled Assessment tasks replace the traditional ‘Examinations’ of previous years and these assessments are sat in classrooms under examination conditions Whilst this may sound a little daunting, students will be fully prepared for these important units of assessment. End of trimester reports will reflect marks achieved during the period of assessment.

Key Stage 4 – IGCSE (year 9,10 and 11)

 

IGCSE Years 1, 2 and 3 and AS, A Levels run in accord with CIE Cambridge International Examinations requirements. In year 1 of IGCSE we offer two different steams of study stating at the beginning of Year 9 and continuing throughout Years 10 and 11. All streams comprise of core and extended subjects, optional IGCSE subjects, non IGCSE subjects and electives. Which stream is most applicable to any individual student depends upon their academic ability, motivation and personal interests and will be determined by the teachers in collaboration with the parent. ONLY the extended stream allows the students to continue on to Advanced level – Cambridge A Level studies. The benchmark of entry into A Level studies is a minimum of 70% (in other words an A or a B) in the subjects of study.

 

The subjects offered throughout Years 9, 10 and 11 are:
IGCSE

  • English First language
  • Afrikaans Second language
  • Mathematics
  • Physics
  • Chemistry
  • Geography
  • History
  • Accounting
  • Business Studies
  • Travel and Tourism
  • Design and Technology

Optional/Additional Subjects on offer are:

  • Music
  • Portuguese
  • German
  • Art & Design

This course is very expensive in terms of time. It requires strong levels of planning, organization and commitment, which are not typical for most IGCSE courses. Students need to understand subjects like Art and Music are not recreational nor leisure and, although it may be an enjoyable subject most students do find the pace of work and subject demands quite challenging.

 

All students must take a minimum of 7 subject at IGCSE level.

The school may be unable to offer a subject with less than 10 students in a class, however, should this be the case other choices will be discussed in consultation with the student and parent.

Key Stage 5 (A Level – year 12 and 13)

Curriculum:

 

Thousands of learners worldwide gain places at leading universities every year with Cambridge International AS & A Levels. The syllabuses develop a deep understanding of subjects and independent thinking skills.

 

We offer a Cambridge Advanced curriculum that brings success for learners. The syllabuses prepare learners for university study, which is why universities worldwide value and recognise Cambridge International AS and A Level qualifications. Cambridge International AS and A Level develops learners’ knowledge, understanding and skills in:

  • In-depth subject content
  • Independent thinking
  • Applying knowledge and understanding to new as well as familiar situations
  • Handling and evaluating different types of information source
  • Thinking logically and presenting ordered and coherent arguments
  • Making judgements, recommendations and decisions
  • Presenting reasoned explanations, understanding implications and communicating them logically and clearly Working and communicating in English.

Cambridge International A Level is typically a two-year course, and Cambridge International AS Level is typically one year. Some subjects can be started as a Cambridge International AS Level and extended to a Cambridge International A Level. Find out more about the different assessment options.

 

Assessment Options

Your learners can choose from a range of assessment options to gain Cambridge International AS and A Level qualifications:

  • Take the Cambridge International AS Level only. The syllabus content is half a Cambridge International A Level.
  • Take a ‘staged’ assessment route – take the Cambridge International AS Level in one examination series and complete the final Cambridge International A Level at a subsequent series.*
  • Take all papers of the Cambridge International A Level course in the same examination session, usually at the end of the course.

We hold Cambridge International AS and A Level examination series twice a year, in June and November. Results are issued in August and January.

 

* The staged assessment route is not possible in all subjects. The outcomes awarded for Cambridge International AS Level language syllabuses cannot be carried forward to Cambridge International A Level.

 

Reporting Achievement

Each subject that a learner takes receives a separate grade.
Grades are benchmarked using internationally recognised grades, which have clear guidelines to explain the standards of achievement.
The Cambridge International A Level is reported on a grade scale from A* (highest) to E (minimum required performance). There is no A* grade for Cambridge International AS Levels, which run from grade A to E.

CIE also provides worldwide results statistics for Cambridge International AS and A Level qualifications.

 

Performance Feedback

Many schools use Cambridge International AS Level to give learners valuable feedback on their performance, identifying strengths and weaknesses before they complete their full Cambridge International A Level.

 

Admission to Institutions Worldwide

Learners use Cambridge International AS and A Levels to gain places at leading universities worldwide including the UK, Ireland, USA, Canada, Australia, New Zealand, India, Singapore, Egypt, Jordan, South Africa, the Netherlands, Germany and Spain.
The Lisbon Convention (an international agreement signed by 50 countries and international organisations, including the European Union, USA, Australia, Canada, Israel and New Zealand) facilitates the recognition of foreign studies among the signatory countries.
Unless a substantial difference is observed, a qualification issued by one of the signatory parties is recognised by the others. In terms of access to higher education studies, the Lisbon Convention guarantees that holders of an upper secondary school or high school qualification that grants access to tertiary education in their home countries will also meet the general requirements to apply for higher education in the rest of the signatory countries.

 

Admission to North American Institutions

In countries such as the United States and Canada, good grades in carefully chosen Cambridge International A Level subjects can result in up to one year of university course credit. Over 500 US universities accept Cambridge International AS and A levels, including all Ivy League universities.

Research has been carried out to explore whether Cambridge International AS and A Levels predict readiness for and continued academic success at US universities. Findings from a number of research studies suggest that the Cambridge programme compares favourably with other, more established, acceleration programmes in the US including Advanced Placement (AP) and the International Baccalaureate (IB).

Controlled Assessment tasks replace the traditional ‘Examinations’ of previous years and these are sat in classrooms under examination conditions Whilst this may sound a little daunting, students will be fully prepared for these important units of assessment. End of trimester reports will reflect marks achieved during the period of assessment.

At the core of ISWB’s academic system are two fundamental notions: first, class size is restricted to 22 except in special cases; second, staff are engaged in order to contribute to the teaching in just one or two subjects, which means that they are able to devote their energies in just these two directions and become even greater experts in their field. Where possible each staff member has his or her own dedicated classroom, fully equipped as the needs of the subject dictate, and serving not just as a teaching venue but as a subject-specific environment. This also means that members of staff are easy to find in the event of queries or a need for clarification or extra help.

The school day normally has eight teaching periods, each of 35 minutes; the first class starts at 7.30 a.m., and the last formal class finishes at 13.15 p.m. Between those periods are two significant breaks or an interval of 5 minutes to allow students ample time to move from one classroom to another while also clearing their minds in readiness for the next lesson. The timetable ensures that all students are engaged in a class for all periods, and in many cases all the students of a Grade are taking lessons in the same subject at the same time.

In some subjects (notably English, Mathematics) students are assigned to groups according to their ability and choice of subject (for example we teach English First Language and Literature as well as Mathematics Core and Extended). In the initial stages a student might be misjudged, but then the grouping would be adjusted: the aim is that each student should be in a stream which is stretching and yet within his or her reach. There are frequent tests and assignments which all students in a Grade do and which provide an objective framework on which to judge each one’s ability relative to the others.

Of course, what really matters is whether a student is doing as well as he or she can, not whether he or she is doing better than others; many subjects, either for pedagogical or for timetabling reasons, do not have streaming.

Homework is an essential part of schooling, and all students are expected to do homework daily during school terms. The purposes of homework include follow-up from the day’s lesson; exercises designed for practice; preparation for the next lesson; working on projects and assignment scheduled in the term planner. Homework also encourages self-study practices, and allows for development of self-discipline and time-management skills. The expectation is that students should be doing about two hours of homework each night.

The school runs a homework centre under supervision of two qualified teachers from Monday to Thursday during the afternoons from 14.30 to 16.00.

The school’s computer laboratory is a sophisticated one allowing for many administrative tasks and advantages; it is also the hub of the computer-based teaching and learning that happens during ICT lessons taught throughout Primary and Secondary School. In Year 10, 11 and 12 all students should acquire a laptop. A good deal of teaching is done via the laptop; where material has been prepared beforehand, this would be available for students at this level through intranet. The intranet also allows for work to be delivered to students electronically, and handed back by them on-line, and of course it gives students easy access to an extensive array of learning programmes, resources, planning materials and storage capacity. The school has four qualified teachers to assist when computers give trouble, and if a machine has to be sent away for repair then a student may use computers from the laboratory, so that a student’s ability to work is not interrupted. It goes without saying that using ICT for teaching and learning the subjects in the curriculum also teaches the skills relating to ICT that all students need to acquire to be successful in the world at large.

Academic

 

A student is awarded Merit Achievement Awards throughout the year. The system is based on points and different levels of points achieved can result in a Gold, Silver or Bronze Award. Full colours are awarded for consistently achieving 80% plus throughout the year.

At the end of the year, in each Grade and for each subject, a Prize is awarded to the student with the best performance calculated from his June and November overall percentage (the two results contribute equally). These prizes are book tokens, money and or other appropriate gifts.

The Bastos Foundation Prizes are different, since each one represents a sizeable rebate on fees for the following year. One is awarded at the end of IGCSE Year 1 and 1 for those who will continue with their AS/A Level studies.

Sport and Cultural awards are rewarded with Certificate, Medals, Cups, Full colours and Half colours.

 

Prizes

 

At the end of the year, in each Grade and for each subject, a Prize is awarded to the student with the best performance calculated from his June and November overall percentage (the two results contribute equally). These prizes are book tokens.

Certain other prizes, like Performance Certificates and others, that have been donated over the years and have more particular criteria are also awarded.

The Bastos Foundation Prizes are different, since each one represents a sizeable rebate off fees for the following year. One is awarded at the end of IGCSE Year 1 and 2 for those who will continue with their AS Level studies, to the students who have the best average in the two exam results (overall, not just written exam) for the year in Maths, in English and in Physical Science or Biology.

“Young people’s emotional experiences of their world, how they feel about themselves and the people and world around them have a tremendous impact on their growth and development. This is the foundation of which all learning, memory, health and well-being is based. When the emotional structure is not stable and positive for a child, no other developmental process within them will function fully – further development will simply be compensating for any deficiencies.” (Adapted from a lecture by Chilton Pearce, (a fiery, focused, and impassioned advocate for the protection of childhood.)

 

How do we aim to accomplish this mission? We envisage a school that:

 

  • Empowers students by:
    o  Building emotional intelligence which is vital for academic learning
    o  Establishing boundaries
    o  Instilling exploring attitudes
    o  Reinforcing values of honesty integrity, diligence and respect for others and the ability to uphold them
    o  Ability to take responsibility for their decisions
    o  Promoting resilience and mindfulness of their social responsibilities
    o  Instilling good communication skills
    o  Instilling co-operative attitudes
    o  Empowering them in conflict resolution
    o  Providing opportunities to broaden creativity and self-worth
    o  Nurturing sound caring relationships
  • A caring school that is:
    o  Happy
    o  Safe
    o  Exciting
    o  Full of opportunities
  • Encourage the best use of talents and life-long learning
  • Offers a world-class standard of education
  • We aim to deliver an exciting and relevant curriculum through:
    o  Excellent and enthusiastic teaching
    o  Innovation
    o  Encouraging reflection and thinking skills
  • Will be challenged to achieve high standards through the innovative and unique international syllabus and enriched curriculum
  • Promoting excellence in education through:
    o  A stimulating and well resourced environment
    o  Enthusiastic and energised staff
    o  The development and encouragement of everyone at ISWB
    o  Raising self esteem and awareness of others
    o  Encouraging respect
  • Strives for excellence in all activities according to each individual’s unique ability
  • Provide an educational asset which serves the wider community
  • All members of the school community have equal access to learning opportunities and enjoy growing and learning together.
  • Provide a broad and balanced programme that enhances the acquisition of life-skills
  • Encourages students to address the needs of the wider community in a responsive way
  • Maintain a balanced approach to academic, cultural and sporting activities
  • Celebrating achievements with each member of the school community each step of the way
  • The school is managed on sound business principals

At ISWB we offer the following sport for High School students;

  • Athletics – in-house and Regional and National
  • Soccer
  • Netball
  • Cricket and Hockey (starting in 2014)
  • Tennis (excluded from the school fees – payable extra)
  • Squash (excluded from the school fees – payable extra)
  • Kick-Boxing (excluded from the school fees – payable extra)
  • Horse riding (excluded from the school fees – payable extra)
  • Ballet (excluded from the school fees – payable extra)
  • Gymnastics
  • Sailing (excluded from the school fees – payable extra)

SECONDARY TEACHERS

KEY STAGE 3

YEAR 7 TO 8 | IGCSE Years 9 TO 11 | AS LEVELS

Mrs Linda Le Roux

English, History, Geography

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Mrs Irna Viviers

Mathematics, Business Studies, Accounting

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Mrs Amanda Gibson

Afrikaans, History, Geography

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Mrs Janine Kotchebei

English, Mathematics

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Mrs Marlene Coulson

Mathematics

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Ms Ute Gephardt

Science, Sport

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Mrs Hildegaard Jensen

Consultant for German

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Mr Vesilin Kostin

Sport Consultant

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Ms Wilna Liebenberg

Music Consultant

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Mr Andrew Ratcliffe

Design and Technology, ICT, Mathematics

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Mrs Elizabeth Bergheim

Accounting, Travel and Tourism

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Mrs Anne-Marie Etsebet

Afrikaans

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Mrs Barbara de Jager

Word Processing, Geography, Afrikaans

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Mrs Vanessa van Rensburg

Physical Science Consultant

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Mrs Michelle Brink

Biology

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Mrs Sanri Maritz

Mathematics

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Miss Sylvia Fernandez

Consultant for Portuguese

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Teacher 1

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CONTACT US

86 Hage Geingob Street, Walvis Bay, Namibia
Office Number: +264 64 204789  
Mobile Phone Number: +264 81 306 4557
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