NYIS Brochures

General Information

Welcome The New York International School aims to provide worldclass education from PreNursery to Grade 8 (ages 2 to 13). The campus is situated in a historic landmark site by Central Park and 5th Avenue’s Museum Mile, on New York’s Upper East Side. NYIS is an independent, co-educational, and non-denominational school.

At NYIS, we combine high academic standards, a Spanish or Chinese language immersion program, and a warm and nurturing environment. Our curriculum is rigorous, stimulating, and challenging so that students excel in English and math, speak Spanish or Chinese fluently, and become true global citizens. It is an American and international curriculum designed to maximize students’ potential and enable them to progress to competitive schools and universities in the US and anywhere in the world.

NYIS is established by one of the leading international school networks, with ten schools in the Americas, Europe and Asia, and a tradition of excellent academic results and prestigious college placements.

I look forward to meeting you and to sharing my enthusiasm for our school’s community.

Shelley Borror Jackson Head of School Shelley Borror Jackson, B.A., M.A. and C.A.S. in English and Literacy, was awarded the Klingenstein Fellowship at the Teachers College of Columbia University in NYC. She has been the Head of School for The Bement School in Deerfield, Massachusetts, since 1999 and accumulates more than 30 years of school administration and teaching experience in competitive American schools.

Teaching and Learning NYIS combines current and innovative child-friendly pedagogy with traditional values and high standards. The school balances a nurturing environment that fosters understanding, critical thinking, and enthusiasm with a stimulating curriculum.

NYIS recruits and employs highly qualified teachers with a genuine passion for their profession. Small class sizes help ensure our mission of providing personalized learning and student success.

Teaching and learning at our school are based on three fundamental principles: •

Stimulating curiosity and nurturing an interest in learning

•

Thinking critically and taking a structured approach to understanding and solving problems

•

Having an open mind and respect for other people and new ideas

These principles are supported by lessons that are delivered in an interactive and thought-provoking manner through a wide variety of teaching styles. Lessons are planned to suit a range of abilities, allowing students to benefit and improve their skills and knowledge. Cooperative learning is frequently utilized, and student participation and teamwork are continuously encouraged in class.

Curriculum Overview The notion that learning a second language improves your first, that playing the violin deepens your reasoning skills, or that a game of tennis might even boost your mathematical ability is not naturally intuitive. Yet these ideas are at the very heart of our curriculum. As children, learning capacity is extremely heightened. During childhood we can pick up a second language, learn to play an instrument, or develop our athletic ability with an ease that is difficult to match later in life. Our curriculum aims high and relies on exceptional teachers to motivate and inspire students to maximize potential during these young and unique years.

Child-Centered

Rigorous

Teaching is aimed at making the most of

Students who complete their elementary

children’s natural curiosity and eagerness

education at NYIS will attain a high level of

to learn. In Preschool, learning takes place

competency across all subjects. In addition,

principally through guided play. Children will

and based on our belief in helping children

typically find a range of activities from which

develop a global perspective, they will acquire

to choose during their lessons. As work

a command of a second language, Spanish or

gradually becomes more structured in Lower

Mandarin Chinese. Learning is largely inquiry-

School, lessons are planned with a view to

based, with an emphasis on problem solving,

making them interesting and engaging. Great

reasoning, and independent thought. Although

emphasis is placed on creating a stimulating

each subject has its own key objectives,

and caring environment in which students are

teachers will often deliver lessons as part of a

happy and at ease and in which learning is fun

more thematic and cross-curricular approach.

and enjoyable.

International Personalized

An international vision is embedded throughout

Teachers plan lessons with differentiated

the entire curriculum. Our established network

outcomes, allowing for a range of

of schools in America, Europe, and Asia allows

achievements. This enables teachers to

our older students to develop international

match each lesson as closely as possible to

experiences through cross-cultural programs

individual needs while providing enough scope

and exchanges between campuses in order

for students to be stretched academically.

to develop their own view of the world. Our

Each child’s progress is recorded and tracked

youngest students benefit too through the

individually and forms the basis for the

BSF Peer Program, which will allow children

planning of lessons, ensuring that students

to develop relationships with students at our

learn at a pace that adjusts to their needs.

sister schools in Spain and China.

Language Immersion We live in a world without borders. In the 21st century, greater opportunities will be available to those that are fluent in a second language. In addition, learning a second language during early childhood has social, cultural and cognitive benefits, and facilitates learning later in life.

Helping students to become truly fluent in a second language by the time they graduate is therefore a cornerstone of our curriculum and the objective of the NYIS Language Immersion Program.

Students at NYIS spend approximately 70% of their time learning in English, and 30% in the second language of their choice. Parents will be able to choose between Spanish or Mandarin Chinese.

Language immersion begins at Preschool, led by two teachers: an English-speaking head-teacher and a native Spanish or Chinese teacher. In Lower School, children will receive up to two hours per day of instruction in either Spanish or Mandarin Chinese.

Core subjects (English Language, Mathematics, Science and Humanities) are taught in English. Spanish or Chinese, Music, Art and Technology are taught in the chosen second language. In addition, students benefit from additional opportunities to practice their second language: recess, field trips, the BSF Peer Program, the BSF International Exchange Program, etc.

At NYIS, students are placed in leveled language classes according to their proficiency, enabling new students with differing knowledge of Spanish or Chinese to enroll at any grade.

Preschool Pre-Nursery to Pre-Kindergarten (ages 2 to 4) At NYIS we provide children in Preschool with educational experiences which will help them develop a positive approach to learning. By creating a learning environment where children feel comfortable and cared for, they will be more willing to explore new concepts and ideas.

Learning at this early stage is planned around seven areas of learning and development: communication & language; literacy; numeracy; personal, social & emotional development; physical development; understanding the world; and expressive arts & design. These skills are provided for and developed through conversation, discussion, questioning, reasoning, stories, rhymes, literature, social play, games, and outdoor activities.

The Language Immersion program exposes children to either Spanish or Chinese throughout the course of their daily activities in these areas of learning. The program provides children with opportunities to discover an additional language in an easy, natural way, to develop a basic understanding of its sounds and words, to develop their confidence and skills in expressing themselves, and to speak and listen in a range of situations.

Lower School Kindergarten to Grade 5 (ages 5 to 10) At the NYIS Lower School, our aim is for children to enjoy their time at school while developing knowledge, skills, understanding, and strengthening character. We help them fulfill their potential in all academic and social areas of school life. Upon completing their elementary education at NYIS, our students are expected to excel in reading, writing, and mathematics, as well as acquiring a strong command of a second language. Teachers provide activities to build students’ confidence and harness their natural curiosity.

From Kindergarten through Grade 3, a cross-curricular, topicbased approach is adopted at NYIS for the teaching of science and humanities. This integrated curriculum enables students to understand the links between subjects and enjoy their learning in a context that makes sense to them. Topics are structured to ensure continuity and progression as students build on their knowledge of science, history, and geography.

The topics recognize the cultural context of the school and incorporate elements of learning connected to the US and to the rest of the world. They are organized to ensure that a balance between the subject areas is achieved within and across the different grades. In addition, the school has meaningful partnerships with its neighboring museums, and Central Park is a frequent extension of the school’s campus.

The British Schools Foundation NYIS is established by The British Schools Foundation, one of the leading international school networks, with over 4,000 students and schools in Sao Paulo (Brazil), Nanjing (China), Moscow (Russia), Kuala Lumpur (Malaysia), Marbella and Pamplona (Spain), Manila (Philippines), Yangon (Myanmar), Tashkent (Uzbekistan) and New York.

The British Schools Foundation (BSF) is

Our global network of schools enables BSF

a registered, non-profit organization that

schools to exchange students, teachers and

promotes quality international education

best practices world-wide, as well as benefit

worldwide. BSF has a history of delivering

from the BSF Peer Program for our youngest

world-class education in an international

students.

setting. As a result, the Foundation has established a reputation for high academic

The Foundation has established a reputation

standards, top college placements and an

for high academic, managerial, and

exceptional faculty across the globe.

employment standards.

BSF schools are accredited or affiliated by many councils and federations that monitor international schools. These include the Independent Schools Inspectorate (ISI), the Council of British International Schools (COBIS), Federation of British International Schools in Asia (FOBISIA), and the British Council. All BSF schools are also fully licensed by local and national educational authorities.

Admissions Admission to NYIS is selective. We are committed to achieving the highest levels of academic and personal attainment, seeking students who thrive in this rigorous and challenging learning environment. We look for students who are well-rounded with strong academic potential, a positive attitude, and an interest in extra-curricular activities. We seek a predominance of American and native English-speaking students, while providing a balanced and rich cross-section of nationalities.

NYIS hosts open houses throughout the year for parents to visit our campus and learn more about our curriculum, and offers individual tours after an application has been received.

NYIS accepts applications for admission to both Preschool and Lower School year-round. The school follows a rolling admissions process and an expeditious response policy to alleviate families from the stress of NY school admissions. Applications can be sent at any time of the year, up to two years in advance. Due to limited places, early applicants are given priority, so we strongly recommend applying as early as possible. Most applications are received one year in advance, due to the admissions timelines of the Independent Schools Admissions Association of Greater New York (ISAAGNY).

Applications for enrollment must be submitted through our online application form at www.nyis.org/online-application. Parents unable to complete an application online can call the admissions office for assistance or complete the online application form at NYIS. Together with the application form, parents will have to submit: • • •

Application Fee School report* (Pre-Nursery to Pre-K: Only if available) Teacher recommendation* (Pre-Nursery to Grade 1: Only if available)

* NYIS accepts both ISAAGNY and official school reports and recommendations.

Once the application is submitted, a parent interview and child assessment will be scheduled shortly thereafter. The school aims to communicate the outcome of applications for the following year within a few days of the assessment date.

For more information, see www.nyis.org/admissions or call our admissions office at +1 212 641 0920.

4 East 90th Street, New York NY 10128 USA Tel. (Main): +1 212 641 0260 Tel. (Admissions): +1 212 641 0920 info@nyis.org www.nyis.org

Preschool Program

Introduction Children develop quickly in the Preschool years, and a child’s development between birth and age five is unlike few other stages in human development. At The New York International School (NYIS), we feel that during these vital years of development, a secure, safe, and happy childhood is of paramount importance. This is achieved through a parent/teacher partnership that provides the foundation children need to truly flourish in later years.

NYIS provides our Preschool students with an educational experience that will help them develop a positive approach to learning. Our class sizes are limited to 12 in Pre-Nursery and to 16 in Nursery and PreKindergarten with 2 teachers per class, allowing us to focus on the well-being of our youngest students. By creating an environment where our children feel nurtured and cared for, they are at ease and receptive to learning.

We understand that play underpins learning at this stage of development. With this as our basis, our students learn through activities that are structured and purposeful. Through our Language Immersion Program, which begins in Pre-Nursery, our very youngest are exposed to two languages in an environment that is stimulating and exciting.

NYIS offers well-balanced, carefully planned activities that enable each child to develop the crucial foundation needed to build upon in future years.

At this stage the curriculum is planned around seven areas of learning and development. Language, literacy, numeracy, physical development, social & emotional development, understanding the world, and art & design are provided for and developed through conversation, discussion, questioning, reasoning, stories, rhymes, music, art, books, social play, games, and outdoor activities.

Guide to Grades at NYIS Preschool:

AGE *

GRADE

2

Pre-Nursery

3

Nursery

4

Pre-Kindergarten

*Age as of September 1st

Language Immersion Program Mandarin Chinese / Spanish Language Immersion Language acquisition is crucial to learning and communicating and crosses all areas of our curriculum. Learning a second language can greatly enhance all subject areas and the social/ emotional development of students, while instilling a greater cultural understanding and broader outlook on the world.

At NYIS, we expect our students to be fluent in either Mandarin Chinese or Spanish by graduation. To achieve this, language learning starts from age 2 and permeates the curriculum and daily class activities.

Every Preschool class has two teachers: a class teacher and a native Mandarin Chinese or Spanish speaking language teacher. With this, our students can develop accurate pronunciation, intonation, and fluency.

Throughout the day, English and the second chosen language are used in all areas. Activities are created in the classroom aimed to stimulate the different interests and modalities. Both the English language and the second language teacher encourage the students to speak with them in their corresponding language while the children perform the planned activities and complete tasks.

This dual language approach helps children become accustomed to using both languages interchangeably in all subject areas from a very young age. Students explore both English and their second chosen language through art, songs, rhymes, games, stories, literature, and music so that they may ultimately engage in conversations in their second language, ask and answer questions, and express their opinions in a very natural way.

Seven Areas of Learning The curriculum at NYIS ensures that children are ready for Lower School by providing them a range of knowledge and skills to build the right foundation for future progress. These skills are broken down into the following seven areas of learning:

1. Communication & Language Listening & Attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions, or actions. They give their attention to what others say and respond appropriately.

Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present, and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

2. Physical Development Moving & Handling: Children show increasing control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health & Self-Care: Children know the importance of physical exercise and a healthy diet and talk about ways to keep healthy and safe. They manage their own basic hygiene and needs successfully, including dressing and going to the bathroom independently.

3. Personal, Social & Emotional Development Self-Confidence & Self-Awareness: Children are confident to try new activities and say why they like some activities more than others.

They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing Feelings & Behavior: Children talk about how they and others show feelings, talk about their own and others’ behavior and its consequences, and know that some behavior is unacceptable.

They work as part of a group or class and understand and follow the rules. They adjust their behavior to different situations and take changes of routine in stride.

Making Relationships: Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and feelings and form positive relationships with adults and other children.

4. Literacy Reading: During Pre-School years, children will learn the conventions of text and begin to read and understand words and simple sentences. They use phonetic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate comprehension when reading or hearing text, and the ability to predict and retell is nurtured.

Writing: Children use their phonetic knowledge to write words in ways that match their spoken sounds. They also write some irregular common words. They may write simple sentences, which can be read by themselves and others. Some words are spelled correctly and others are phonetically plausible.

5. Mathematics Numbers: Children develop and improve counting skills. The use of numerals and the understanding of what they represent begins, They calculate age-appropriate addition and subtraction problems.

Shape, Space & Measures: Children use everyday language to talk about size, weight, capacity, position, distance, time, and money to compare quantities and objects and to solve problems. They recognize, create, and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

6. Understanding The World People & Communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others and among families, communities, and traditions.

The World: Children know about similarities and differences in relation to places, objects, materials, and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations, hypothesize about why some things occur, and talk about changes.

Technology: Children recognize that a range of technology is used in places such as homes and schools. Teachers make wise choices about the places in which technology may be appropriate for our Preschool students.

7. Expressive Arts & Design Exploring and using media and materials: Children sing songs, make music, and dance. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design, texture, form, and function.

Being imaginative: Children use what they have learned about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts, and feelings through design and technology, art, music, dance, role-play, and stories.

Additional Curriculum Information Field Trips Students enjoy learning outside the classroom through field trips, enhanced by the school’s priviledged location. Often the trips are linked to the topic being taught in school. The visits generally rely on the support from parents who can accompany the class on these days.

A Thematic Approach Our teachers adopt a thematic approach to teaching and learning in Preschool. Children learn by participating in a variety of carefully planned and structured play-based activities for each theme, with more formal activities beginning in the later years of Preschool.

International Awareness International awareness permeates every corner of the school. The cultures within the school community are explored and celebrated, instilling pride in each child’s heritage. Art and music classes broaden children’s global perspectives, and literature chosen in the classroom and for the library represents a range of cultural experiences. Special international events in which students and their families share meaningful traditions are enjoyed throughout the year.

Assessments and Reporting Procedures Assessments are continually made throughout Preschool to ensure that the children are meeting the appropriate benchmarks. Work samples are collected to help document each child’s progress and to celebrate achievement.

At the beginning of each term, a curriculum overview will be sent to all parents. It will offer topics, issues, concepts, and themes which will be covered within that term.

We assess students’ mastery of skills and content both formally and informally throughout the year. We track students’ individual progress continually to ensure they are progressing at expected levels and are suitably challenged and supported. Work samples are collected to help document each child’s progress.

All parents will receive three narrative reports at the end of each term. These will include a summary of progress in all areas of the curriculum, as well as in citizenship and contributions to the school community.

At mid-term, parents are invited to meet with any of the teachers.

Teachers will share examples of the students’ work, will discuss areas of individualized growth, and will set goals for the remainder of the term.

4 East 90th Street, New York NY 10128 USA Tel. (Main): +1 212 641 0260 Tel. (Admissions): +1 212 641 0920 info@nyis.org www.nyis.org

Lower School

Introduction At The New York International School (NYIS), we recognize that a broad and vibrant curriculum creates the enthusiasm for learning that will lead to school success. Our teachers aim to create an atmosphere in which rigorous intellectual activity, independent thinking, and meaningful relationships are equally encouraged.

Our curriculum has been developed for more than a decade through our global network of schools. It is tailored to the needs of American and international families in New York, to guarantee a broad, indepth, and truly international education that is both engaging and meaningful. Placing a significant amount of importance on learning a second language, the curriculum at NYIS provides an outline of core knowledge that teachers develop into lessons to promote students’ knowledge, understanding, and skills.

The curriculum identifies the stages and core subjects children will be taught throughout their school life. It is a framework used in our global network of schools to ensure that teaching and learning are balanced, consistent, and internationally relevant.

At NYIS we set high expectations for every one of our students. Our class sizes are limited to between 16 and 18 students per class with a head-teacher and a teacher assistant. As a result, low studentteacher ratios are obtained, allowing us to give our students more personalized attention. Teachers have outstanding professional credentials as well as relevant advanced degrees. By providing worldclass education to all students, we inspire the personal development of students with qualities of creativity, ingenuity, cooperation, and leadership. The curriculum enables students to matriculate to top schools and universities in the US and anywhere in the world.

Guide to Grades at NYIS Lower School:

AGE *

GRADE

5

Kindergarten

6

Grade 1

7

Grade 2

8

Grade 3

9

Grade 4

10

Grade 5

Guided Group Reading - Small group reading is led by the teacher and allows focused instruction on a shared issue or challenge.

Whole Class Reading - Children read and discuss texts with the teacher and each other as a stimulus for writing and drama activities and to strengthen reading comprehension.

Library Book Reading - All students visit the library every week and choose a book that they wish to borrow, thus inspiring a love for literature.

*Age as of September 1st

Subjects English Language Speaking & Listening Discussion and oral presentations are core aspects of many lessons and play a crucial part in vocabulary development. Lessons are designed to encourage speaking and listening for all students and often incorporate presentations or performances using oral skills.

Reading Reading is a crucial skill that supports learning across the curriculum. We foster a love of books and literature among our students. Children are taught to read, initially through the development of phonetic knowledge and the sharing and discussion of books. We read in different ways at NYIS to ensure that students develop reading habits which will remain with them throughout their school life and beyond.

Individual Leveled Reading - Children read books at an age-appropriate level, working their way through progressively more difficult texts until they become independent readers. Children bring books home regularly, and parents are asked to support their reading as part of weekly home learning.

Writing English Language lessons encourage students to express themselves creatively and imaginatively and to communicate effectively with others in a range of genres.

Students become enthusiastic and critical readers of stories, poetry, and plays as well as non-fiction and media texts.

The structure of language is explored through lessons on grammar, punctuation, spelling, and handwriting.

Attention to these important areas ensures that creative and imaginative ideas are presented in an organized, eloquent manner.

Regular writing assignments encourage students to utilize their writing skills in extended pieces of work.

Selected pieces will be identified for editing and final presentation for display or for their writing folders.

Drama Drama provides excellent opportunities for creative exploration, expression, and performance, as well as for the exploration of contemporary and historical issues in an imaginative way.

Drama is an integral part of the English curriculum. It includes dramatic play, story enactment, theatre games, music, and dance. Through play and performance, students develop a sense of ease in public situations.

Students will perform in at least one production per year.

and knowledge. In writing, students are able to compose individual sentences, spelling many words correctly, and writing with ease.

By Grades 2 and 3 students are expected to read ageappropriate books accurately and at a speed which allows them to focus on understanding what they have read rather than on decoding individual words. Towards the end of Grade 3, students are able to justify their views about what they have read. Students are able to express their ideas accurately and with sentence punctuation. Spelling is expected to be correct in final drafts. Throughout Grades 2 and 3, students become familiar with using language in a number of situations and for a variety of audiences and purposes including drama, presentations, and debates.

During Grades 4 and 5, our students are able to read a wide range of books, plays, and poetry of an ageappropriate level with accuracy and appropriate pace.

Reading most words is effortless as students are able to read silently, widely, and frequently both inside and outside of school. Students are able to express their ideas quickly, with accurate grammar, punctuation, and spelling of most words. Students’ increasing mastery of language at this level is extended through numerous opportunities for public speaking, performance, and debate.

Mathematics Mathematics is a key part of the curriculum. We separate Mathematics into seven different strands: • • • • • • •

Learning Objectives During Kindergarten, students develop the skill of blending sounds into words for reading. They develop their phonetic knowledge and skill by hearing, sharing, and discussing a wide range of books to create a love of reading and to broaden their vocabulary. They develop the physical skill needed for handwriting and learn to organize their ideas in writing.

In Grade 1 our students are able to read unfamiliar words more accurately and with less hesitation. Students listen to and discuss a wide range of stories, poems, and plays, thereby widening their vocabulary, comprehension,

Using and applying mathematics Counting and understanding numbers Knowing and using number facts Calculating Understanding shape Measuring Handling data

Mathematics is taught daily from Kindergarten to Grade 5 in a way that encourages confidence and accuracy when using numbers in increasingly complex activities.

An understanding of the wider associated topics within algebra, measurement, geometry, and statistics is introduced.

Students are offered challenges and problem-solving activities related to real life wherever possible so that their understanding is applied to practical situations.

In Grades 4 and 5, students extend their understanding of the number system to include larger integers.

They develop the connections they make between multiplication and division with fractions, decimals, percentages, and ratios. Students increasingly solve complex problems of numbers and arithmetic using efficient written and mental methods of calculation.

By the end of Grade 5, students are fluent in written methods for all four operations including long multiplication and division, fractions, decimals, and percentages.

Language Immersion Students at NYIS are expected to reach fluency in either Mandarin Chinese or Spanish. To achieve this, language learning permeates the curriculum and the child’s daily class activities.

Learning Objectives In Kindergarten and Grade 1, children learn to count, read, write, and order numbers as well as develop a range of mental calculation skills that they apply in different settings.

Children are taught to use number lines, cubes, and other practical materials as well as a range of informal written methods to demonstrate understanding. An awareness of shape and space is developed through practical activities which build on understanding their immediate environment. The children begin to grasp mathematical language, using it to talk about their methods and to explain their reasoning when solving problems.

In Grades 2 and 3, the main focus of mathematics is to ensure that students become increasingly fluent with whole numbers and the four operations. Students are expected to perform calculations accurately with increasingly large whole numbers, using both written and mental arithmetic. Students develop the ability to solve a range of problems including those with simple fractions and decimal place value. Increasingly, students are able to draw with accuracy and develop mathematical reasoning so they can analyze shapes and their properties. They can confidently use measuring instruments and make connections between measure and number. By the end of Grade 3, students know their multiplication tables up to and including 12. They read and spell mathematical vocabulary correctly.

The school places great importance on learning a second language from an early age. In Lower School, children will receive between one and two hours per day of instruction in either Mandarin Chinese or Spanish. This will include specific language lessons as well as usage in different areas of the curriculum. Various levels of language instruction will be offered to cater to all levels of language proficiency.

Language Immersion allows students to explore their second chosen language through songs, lessons, rhymes, art, literature, and music so that they may ultimately engage in conversations, ask and answer questions, and express their opinions. Our students develop accurate pronunciation and intonation, guided by native teachers.

Our language curriculum draws from the organization’s vast international experience and not only covers core language skills, but also exposes the child to aspects of Chinese or Spanish culture which are critical to achieving a complete command of the language.

Cultural awareness is further enhanced by the British Schools Foundation Peer Program which will allow children to develop relationships with students at our sister schools in Spain and China.

Science and Humanities Curriculum From Kindergarten through Grade 3, a cross-curricular, theme-based approach is adopted at NYIS to the teaching of science, history, and geography (what we call the “Integrated Curriculum”). This Integrated Curriculum enables students to understand the links between

subjects, relate their work to everyday life, and enjoy their learning in a context that makes sense to them.

Important skills and knowledge are developed within each theme, ensuring that progress is made in science, history, and geography in each grade.

The topics recognize the cultural context of the school and incorporate elements of learning connected to the US and the rest of the world. They are organized to ensure that a balance between the subject areas is achieved within and across the different grades. The use of various museums and Central Park enriches the learning experience of the Integrated Curriculum.

matter, light, sound, forces, magnets, electricity.

Students are taught to work scientifically by asking simple questions; performing tests; making observations; classifying and presenting data; analyzing functions, relationships, and interactions; using evidence; reporting findings; and drawing conclusions.

History History encourages students to consider how the past influences the present, what past societies were like, how these societies organized their politics, and what beliefs and cultures influenced people’s actions. History supports not only the gathering of knowledge, but also develops important skills. Students find evidence, evaluate, and reach their own conclusions. To do this, they research, sift through evidence, argue and defend their point of view - skills that are prized in adult life.

A range of topics is studied relating to NY, US, and world history, and may include: The Aztecs, Ancient Greece, the Roman Empire, the Egyptians, Ancient China, Archeology, Inventions, Christianity, Judaism, Islam, Buddhism, Hinduism, Native American Indians, the Age of Exploration, and the American Colonial Period.

Geography Geography develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem-solving skills both inside and outside the classroom.

Topics include NY, US, and world geography, which encompasses major cities, states, countries and continents, their human and physical characteristics, cultural diversity, weather, seasons, rivers, oceans, mountains, volcanoes, earthquakes, water cycle, changes in the earth, the equator, the hemispheres, and the tropics.

In Grades 4 and 5, we introduce subject-specific lessons in history, geography, and science in preparation for Middle School.

There is also strong emphasis on the development of mapping and Atlas skills, latitude and longitude, as well as compass use, graphs, and digital technology.

Through this Integrated Curriculum and in older Lower School classes, students cover the following subjects:

Science Through science, students understand how major scientific ideas contribute to technological change, thus impacting industry, business, and medicine, and improving quality of life.

Scientific knowledge and understanding are developed through the study of the following likely topics: the human body, the Earth, the universe, seasonal changes, life cycles, animals, plants, habitats, materials, states of

Technology Students use technology tools to find, explore, analyze, exchange, and present information responsibly and creatively. They learn how to employ technology to enable rapid access to ideas and experiences from a wide range of people, communities, and cultures. They discover many different uses of technology in a wide range of areas and situations. Laptops and iPads will be regularly used in classrooms across the curriculum.

Increased capability in the use of technology promotes initiative and independent learning. Students are able to make informed judgments about when and where to use it most effectively, and to consider its applications for home and work, both now and in the future.

in almost every music lesson. Lower School children sing in assemblies and often perform a song, if not a full performance, for their parents as part of their class assembly.

Art & Design Art and Design at NYIS stimulates creativity and imagination. Lessons provide visual, tactile, and sensory experiences and a unique way of understanding and responding to the world.

Students learn to use color, form, texture, pattern, different materials (e.g. pencil, charcoal, paint, clay, etc.), and processes to communicate what they see, feel, and think. They develop a mastery of art and design techniques, including drawing, painting, and sculpture, through creativity, experimentation, and increasing awareness.

They explore ideas and meaning in the work of artists, craftspeople, and designers. They learn about the diverse roles and functions of art, craft, and design in contemporary life and in different times and cultures.

Music Musical education begins in Preschool and continues every year, allowing students to develop a love for music while honing their musical skills. Throughout the year a schedule of concerts and musical workshops provides students with the opportunities to showcase their work and talent, both in school and in the wider community.

Lower School Instrumental Program This program is designed to develop each student’s understanding and appreciation of music. Students learn to play a range of musical instruments at a basic level until they are able to commit to an instrument for focused instruction.

Instrumental Scheme Students with a greater interest in music are encouraged to join the Instrumental Music Program (IMPs) in which they receive individual music lessons in their chosen instrument(s) by a specialist teacher. Opportunities for ensembles and soloists to perform occur regularly throughout the year.

Singing From Preschool through Grade 5, singing takes place

Physical Education The physical education curriculum offers a range of opportunities and outdoor-based activities including soccer, basketball, baseball, badminton, athletics, gymnastics, and swimming using the school’s gym, Central Park, and nearby sport facilities. Students learn how to plan, perform, and evaluate actions, improving the quality and effectiveness of those actions.

Through this process, students discover their aptitudes, abilities, and preferences, and make choices about how to get involved in lifelong physical activity. Interscholastic, competitive play will begin in Grade 6, by which time the school plans to offer regular opportunities to compete in inter-house competitions, sports days, and/or swimming events.

Health & Life Skills Health & Life Skills is an essential element in our curriculum at NYIS. It encourages students to reflect on their well-being and that of others and becomes integrated in as many lessons as possible.

• Students are encouraged to understand and develop healthy lifestyles, including physical and emotional health. They learn that their actions have consequences for themselves and for others, and they learn how to develop positive relationships with the community around them.

Student-organized parent teacher conference: Trust is placed in our students to work independently every year, as they lead parent-teacher conferences.

Teamwork & Leadership •

Inter-House competitions: On entry to NYIS, each student will be assigned to a “house.” Throughout the year, fun interhouse competitions in sports and throughout the curriculum are held.

•

Learning Buddies: During the academic year, a class of older children will be paired with a class of younger children and become their Learning Buddies.

Self-discipline •

House point system for rewarding effort: During the year, students will be awarded house points for excellent work, effort, progress, and citizenship.

Presence

Personal Development The personal development of our students is as important as their academic success. The following are the seven attributes that NYIS fosters in our students.

They have been utilized and improved through our network of schools, ensuring that all children are able to adopt these attributes through different programs and initiatives. The personal growth of our students in these areas is carefully observed and reported over the years as they make their way through Lower School, and students are given many opportunities to cultivate and improve in these key areas:

Independence •

Student organized assembly: Marking their transition through Lower School at NYIS, students organize and participate in special assemblies to mark certain events.

•

Confidence in speaking: Teaching children to use their voice with conviction and strength permeates all activities at NYIS. Students will be expected to participate fully in all classes, and they will have multiple opportunities to develop the skill of speaking comfortably in front of a larger audience at school assemblies.

•

Formal weekly assembly: Each child attending NYIS is required to wear a school uniform. We expect our students to wear full school uniform to all formal events including the weekly assembly.

Awareness •

Assembly core themes: Assemblies throughout the term are designed to broaden students’ cultural awareness and understanding.

Decency •

Developing good behaviour: The development of character is paramount at NYIS. Teachers and administrators will vigilantly notice students behaving in ways that strengthen our community, and commendations for helpful, compassionate acts will be recognized.

Courage •

Developing courage: The school teaches students to overcome their fears and make well-considered and calculated risks in a healthy, constructive way.

Additional Curriculum Information Field Trips Field trips are crucial opportunities to learn outside of the classroom. In Kindergarten through Grade 3, field trips are organized in relation to the topics and themes being taught in class. Trips may be to NY museums, cultural sites and events, or activity centers, and are designed to support the learning in the classroom.

In the upper grades of the Lower School, we offer the opportunity to enjoy an annual residential trip. The trip typically takes place within the state of New York for a period of three or four nights. This opportunity is of great benefit in supporting independence, leadership, teamwork, maturity, and self-esteem.

Community Service NYIS aims to help children experience the sense of pride and accomplishment that comes from contributing to their community. At the earliest age, this may be learning how to help within the classroom, while older students will participate in more formal service learning beyond the school’s campus. Through these opportunities, our students are ingrained with a strong sense of consideration for those less fortunate and with the need to do all they can to help where help is needed.

School Events The school has a varied program of events that helps to build a sense of community within the school, enhances the education of students, and promotes the achievements of students and the school as a whole.

The school aims to ensure every student is involved in multiple events throughout the school year.

Assessment & Reporting Procedure At the beginning of each term, a curriculum overview will be sent to all parents. It will offer topics, issues, concepts, and themes which will be covered within that term.

We assess students’ mastery of skills and content both formally and informally throughout the year. We track students’ individual progress continually to ensure that they are progressing at expected levels and are suitably challenged and supported. Work samples are collected to help document each child’s progress.

All parents will receive three narrative reports at the end of each term. These will include a summary of progress in all areas of the curriculum, as well as in citizenship and contributions to the school community.

At mid-term, parents are invited to meet with any of the teachers. Teachers will share examples of the students’ work, will discuss areas of individualized growth, and will set goals for the remainder of the term.

4 East 90th Street, New York NY 10128 USA Tel. (Main): +1 212 641 0260 Tel. (Admissions): +1 212 641 0920 info@nyis.org www.nyis.org

School Charter

The Foundation The New York International School (NYIS) is a member of the British Schools Foundation (BSF), a registered, non-profit organization established for the purpose of promoting quality international education worldwide. Its principal function is the governance of its member schools.

The Board of Governors of the Foundation acts as the Board of each member school and is charged with ensuring the highest standards in all aspects of school life, from academic performance, to employment practices, quality of facilities, and the promotion of the general good within the school community.

The Foundation sets school policies and approves school budgets and in turn delegates the day-to-day management to the Head of School. Decisions within the organization are thus academically driven and place the well-being of students and staff above any other considerations.

While the Foundation is non-profit in nature, each individual school has been established with the support of private investors. Investor returns are only provided subject to the approval of the Board of the Foundation, and only when it is considered it will not adversely affect the quality of education provided and the financial stability of the school.

School Charter In accordance with BSF’s governance responsibilities, the Board of Governors has resolved on the following charter that sets out the objectives, principles, and guidelines to be followed by member schools.

The Head of School will ensure that the school follows these guidelines and that school policies and procedures are derived from and are consistent with this charter.

Mission & Principles School Mission •

To provide world class education.

Core Principles •

Motivate students to explore and achieve the extent of their intellectual and physical abilities.

•

Uphold the values of honesty, integrity and respect for others.

•

Provide a vibrant, happy and secure environment.

•

Recruit, retain and develop high caliber staff.

•

Promote the general good within our community.

•

Safeguard the long-term development and reputation of the school

Educational Objectives Personal Development The school’s priority is the personal development of its students. The study of academic subjects is as much a means for developing life skills as it is for acquiring subject-specific knowledge. The following are key attributes that students should develop at the school and the learning of which must be integrated into classroom work and school life.

Independence: Students must be taught and encouraged to think independently and to become self-reliant.

Teamwork & Leadership: The school views teamwork and leadership as interdependent and complementary skills. Students must become used to working in teams and groups. They should learn to appreciate helpful leadership and should be provided with opportunities to develop their own leadership skills.

Self-discipline: Self-discipline stems from the benefits and satisfaction of hard work. The school develops students’ capacity for purposeful effort by focusing on and rewarding effort over achievement.

Presence: Presence refers to the positive presentation to others of one’s self and one’s work. Students must be encouraged at all times to develop and refine the oral, written, and visual presentation of themselves and their work.

Awareness: Personal success and well-being correlates strongly with self-awareness. Students should be taught and encouraged to reflect on and appropriately express their emotions. The school provides opportunities for quiet thought and reflection.

Decency: Behaving decently towards others is everyone’s unquestionable responsibility. The school must ensure that the promotion of kindness, honesty, and integrity is a daily part of school life and that all poor conduct is quickly addressed.

Courage: Courage empowers people to do well for themselves and for others. The school must teach students to overcome their fears and make well considered and calculated risks in a healthy, constructive way.

Academic Development Although students are expected to excel academically, it is not the philosophy of the school to focus on academic achievement alone.

Academic achievement is a result of ability, effort, and practice.

Academic goals should be linked to the fulfillment of individual potential and empowering students to continue learning after they leave the school.

The curriculum: The school follows a curriculum which emphasizes the learning of reading, writing, mathematics, and a second language in the primary ages, providing the breadth and depth necessary to meet the charter’s personal and academic development goals.

Curriculum standards: The school is sufficiently selective to expect that all students reach, as a minimum, the academic standards corresponding to their age for all core subjects.

Maximizing potential: The school utilizes an on-going process of identifying each individual’s academic potential and devising a plan for reaching it.

Independent learning: Students develop the ability to learn independently and acquire the ability eventually to be in charge of their learning, including deciding what to learn, setting goals, producing an effective learning plan, and devising an appropriate form of evaluation.

Standards Conduct & Behavior The conduct and behavior of every member of the school is important both for the good of the school community and as part of individual development and should be guided by the following: Positive Disposition: The school upholds the belief that a friendly and positive disposition leads to a better community and an environment that is more conducive to success.

Personal Conduct: Every member of the school, students and staff alike, is responsible for creating a kind and friendly environment

within the school. Members of the school should treat each other as they would have others treat them. Staff and older students should be aware of the extra responsibility they have of setting a positive example.

Dress Code: The school’s dress code is based on the principle that it helps everyone focus on schoolwork and activities, it enhances a sense of community, and it projects a positive image of the school.

Whether uniform or dress code, students and staff alike are expected to adhere to guidelines with care and attention when in school or out representing the school.

Punctuality & Attendance: Punctuality is a sign of courtesy towards others. All members of the school are therefore expected to be punctual and adhere to school dates and their commitments at all times. Anyone unable to do so at any time, for any reason, must notify the school in reasonable time.

Discipline: The school operates a proactive and positive approach to discipline and rewards good conduct and behavior. Poor conduct is addressed in a measured and incremental way with a focus on the benefits of positive behavior. Neither physical punishment nor any form of abuse between anyone is permitted under any circumstances.

In the Community: Members of the school should be aware that their conduct outsidMembers of the school should be aware that their conduct outside of school still reflects on the school. Any conduct that brings the school into disrepute will be treated as misconduct within school.

Teaching Practice Ambition: The school believes that high expectations contribute significantly to higher standards. Teachers are encouraged to have high aspirations for their own teaching practice and for every pupil’s attainment. Students should often encounter challenges.

Planning and Differentiation: Lessons and students’ work should be planned in advance and should recognize the full range of abilities in the class. Lessons should include material that can be understood by all and also aim to include work that challenges every student.

Teachers should endeavor to understand students’ learning styles and, in so far as is possible, support them in lessons.

Assessment: Students’ assessment should be based primarily on evidence. Students should understand clearly what they are supposed to be learning and should participate as much as is reasonably possible in the goal setting and evaluation process. Achievement should be individually tracked and readily available.

Uniformity: Uniformity is valued where it does not significantly affect teachers’ individual teaching styles or students’ individual needs.

Standard formats should be used for lesson plans, schemes of work, marking, and performance tracking.

Child-centered Learning: The school expects a child-centered approach to teaching. Teachers must acknowledge each child’s individual strengths, weaknesses, needs, interests, and their relative stage of development and use them as a basis for their teaching practice.

Physical Environment: The school favors a purposeful physical environment. Teaching areas should be interesting and stimulating.

The school in general and classrooms in particular should be aesthetically pleasing and well organized. Everything should be left tidy at the end of each day. Displays should be interesting and attractive and should be used primarily to display exemplary work.

Technology: Technology now permeates almost every aspect of practical and professional life. For this reason, the use of technology needs to be extensive, taught mainly in context, and integrated within other areas of the curriculum in a useful, practical way. Teachers themselves are expected to be proficient in the use of computers and confident in acquiring new IT skills.

4 East 90th Street, New York NY 10128 USA Tel. (Main): +1 212 641 0260 Tel. (Admissions): +1 212 641 0920 info@nyis.org www.nyis.org