Cardiff International School Dhaka

Best faculties from all over the countries for senior sections and foreign teachers in Leadership position and Language teaching

One of the barriers of Bangladeshi International school is the challenge of English Language teaching and learning specially for the speaking and listening skills. The Native teachers can help us in this respect. Students' language ability will be improved like the natives if the language teachers come from English speaking countries.
 

However, it has been observed that local teachers can produce better results in senior classes when exam results are counted. Keeping that in mind, our school has appointed English speaking teachers in junior level and local experts in senior level. Most of the local teachers teaching in CISD have been qualified in Cambridge International curriculum. Some of them have been qualified in CELTA (ESOL) University of Cambridge (UK).
CISD attracts the best teachers from renowned schools.

School with Digital Facilities

• School campus with buildings having Artistic Green Exterior, convenient, multi functional and aesthetic Interior and sophisticated customer designed school furniture.
• School with Proper ECA Facilities
• School to Learn Multiple Languages
• School for NRB students
• School for Divisional students
• School for Foreign Missions in Bangladesh
• School for foreign Nationals and Multinationals or Internationals organizations
• School with Native English Teacher for ESL
• School of multiple curriculum
• Students do not need to attend any private Tuition
• School for Exchange Education
   

Campus House: 11, Road-28 (Old) 15 (New), Dhanmondi, Dhaka 1209.

Academic Programme

Cardiff International School Dhaka is a co-educational school from Playgroup to A Level. The school is divided into five sections:

•    Early Year Section (Playgroup-KG, International Pre-School Curriculum, USA)
•    Primary Year Section (Class 1- Class 5, Cambridge International Primary programme, CIPP + International . Primary School Curriculum, UK, Cambridge Primary Check Point)
•    Middle School Section (Class 6- Class 7, Cambridge Secondary 1 Stage, Check Point Examinations)
•    Secondary School Section (Class 9-Class 10, Cambridge Secondary 2 Stage, GCE O Level Examinations)
•    Higher Secondary School (Class 11- Class 12, Cambridge Advanced Stage, GCE A Level Examinations)

All the sections are committed to helping students become independent learners and international citizens by offering a challenging and age appropriate curriculum grounded in the elements of best practice from around the world.

The School is following International Pre-school Curriculum (IPC), USA for Early School Programme, International Primary Curriculum, UK for Primary Year Programme. The school is affiliated with the University of Cambridge International Examinations (CAIE) from Primary to GCE A Level. Cambridge International Education for 5-19 year old is divided into four stages: Cambridge Primary, Cambridge Secondary 1, Cambridge Secondary 2, and Cambridge Advanced. CISD offers the full Cambridge Education for learners aged 5-19 years.

Human Resources

Faculty Resources
 

All the faculties are coming from the renowned international schools of the Dhaka city. Faculties are chosen for their higher education from reputed universities from home and abroad, in depth understanding of modern international school culture, expertise in the subject area, updated knowledge and efficiency in modern teaching-learning practice, approach and methodologies, passion for teaching, years of experience in famous international schools in Dhaka.

Continuous Professional Development Unit (CPD)
We are fortunate that, because of the commitment and effort of service for children's education, our teachers receive the highest quality in-service training. This is provided by our Continuous Professional Development (CPD) and Training and Development Units. In the CPD and T & D Units, we have a pool of resource persons coming from home and abroad. Professional development training is provided in the school, outside the school - in the home country and even in abroad. All the new and experienced teachers are receiving fixed hours of training each year.

A consequence of this provision is that there are occasions when your child's teacher will be absent from school to attend a training session. His/her place will be filled by one of our quality supply teachers who will liaise closely with the class teacher (before the day of the in-service session) to ensure that there is a continuity of teaching and learning.

The staff who are working in teaching management are also provided training on education leadership, curriculum matters and other administrative and management matters.

Staff Support Systems
Staff are supported through a buddy system for new staff, an induction program, staff wellness working party, performance management/mentoring, and through Occupational Health Safety and Welfare processes such as the Training Needs Analysis and Psychological Health surveys. Staff are also supported through the work of the School Support Staff. SSO's are deployed in Science, Art, Tech, Home Ec., Special Ed., IT, Finance and general administration.

Middle School (Cambridge Secondary 1 Stage)

Class 6-Class 7

The motto of the middle school is "Together, we are the best that we can be"
Our Middle School Mission:
Cardiff International School Dhaka is committed to:
* Challenging each student academically
* Fostering a love of learning
* Enhancing a feeling of self-worth

CISD Middle School believes learning is a process in which each student discovers and constructs meaning from information and experience. The individual needs, background, and development level of each student serve as the starting point for all middle school learning activities. In the classroom, the teacher functions more in a guiding, supportive role than in the role of the disseminator of information. Opportunities for student choice, self-direction, and responsibility are plentiful. Students learn interpersonal skills and the importance of community; they are valued and accepted, and, in return, learn to value and accept others. Assessment is formative, and, along with appraisal by the teacher, includes self and peer evaluation. Positive feedback and encouragement are essential components of all Middle School assessment. We believe that this student-centered approach is the best way to fulfill the mission of CISD Middle School.

CISD Middle School has high academic standards. The faculty members of CISD Middle School believe learning to be a process in which each student discovers and constructs meaning from information and experience. The individual needs, background, and development level of each student serve as the starting point for all middle school learning activities. 

    
The Middle school programme is concerned with providing more for students. Students will demonstrate increased skill and understanding of the core literacy areas of the Cambridge Lower Secondary Curriculum, and more - and through their increasingly sophisticated inquiry and study skills, they are also encouraged to see the relationships between their studies. They are expected to develop a genuine understanding of their own history and culture, and more - they are also encouraged to appreciate the traditions of other people and other places. Students are expected to have a firm command of language as a means of communication, and more - they are encouraged to develop respect for the elegance and richness of other languages and forms of communication. Above all, we expect our students to acquire a genuine love of learning and the skills and discipline to support their education through the rest of their lives.

Our middle school programme embraces and transcends the goals of traditional educational models. Although students have opportunities to work with a greater number of specialist teachers they are encouraged to  explore various disciplines and their interrelatedness and interdependence. This interdisciplinary perspective asks students to consider issues in their widest scope and realize that solutions may be acquired from many different sources.

 Secondary School Section (Cambridge Secondary 2 Stage)

Class 8- Class 10

The students are given a solid foundation for GCE O Level syllabi in class 8. Learners and teachers deal with the curriculum basics at the first year of their Secondary school. Students need to sit for the Check Point test 18 months before the GCE O level examinations to check their preparation to go ahead with the GCE O level curriculum.

In Class 9, the entire GCE O level syllabi are taught and learnt through activity.

Early Year Section

Playgroup, Nursery and Kindergarten (Age 3-5)
 

Children are eligible to attend the Cardiff pre-school Programme if they are 2.5 years old by December and 3 years old by July. Playgroup and Nursery programme is conducted twice in a year: January and August based on the students' age.

The goals of elementary school program are
- to build healthy and positive self concepts.
- to provide opportunities to enhance social skills.
- to encourage children to think, reason, question and experiment.
- to promote language development.
- to encourage and demonstrate sound health, safety and nutrition habits.
- to respect cultural diversity.
- to develop initiative and decision-making skills.
- to provide opportunities for physical development.

     Our Pre-School is dedicated to providing a challenging learning environment which is child-centered, well-balanced and aims to develop the whole child. Our elementary staff- from our teachers, to our instructional assistants, to our principals- all share a common bond. We care deeply about each of the children that we work with, and it is that bond that drives us to do everything we can to ensure that each child obtains a life-long love for learning.

We believe that life-long learning begins with questions and wonders. We believe that authentic learning situations allow children to construct their learning while feeling secure to take chances and discover. Our Pre-School provides the tools for learning including flexible learning spaces, state of the art technology, access to information, and thinking skills.

When children are challenged on a daily basis, they learn how to solve problems, communicate their thinking, collaborate with others and develop as a whole child. Our Pre-School provides the challenging and nurturing environment that children thrive in and set sound educational foundations on which to build their futures.
 

Here the infants are encouraged to enjoy, achieve and develop their academic and social skills in a happy, caring, family environment. Children achieve social and communication skills through play and fun. During playtime pupils are encouraged to play together with balls, hoops and skipping ropes or to use the climbing apparatus and swings (weather permitting), in a fully supervised, secure environment. A trained first-aid officer is on duty.

Playgroup and Nursery are managed by qualified, caring and experienced staff. They ensure that young children feel safe and happy in our secure and caring environment. Playgroup and Nursery sessions are structured and timetabled with a good balance of child-initiated play and child directed play, alongside the literacy and Numeracy hours and daily outside classroom activities. For Playgroup and Nursery children, we have six early learning goals:
 
•    Personal, social & emotional development
•    Knowledge and understanding of the world
•    Communication, language and literacy
•    Physical development
•    Mathematical development
•    Creative development

Pupils are also benefitted from lessons with the school's PE and Music, Singing and ICT teachers. We strive to bring out a child's true potential and want school to be a place where children feel confident and happy and progress at their own stage of development. We foster a sense of achievement in pupils as they learn the social and academic life-skills in an environment that promotes the ideals of sharing, caring, politeness and consideration for others giving the children the confidence to communicate with adults and other children in standard play. Our basic premise is that learning is an active process shared by students and staff. This process takes many different forms with teachers serving as models. Content is important, but emphasis will also be put on the process.
 

In Kindergarten, skill development, critical thinking, and problem solving will be actively taught and will include a variety of approaches. Students will be viewed developmentally, and instructional expectations will be based accordingly. Staff endeavor to create an atmosphere of mutual respect where students feel comfortable developing responsibility as an active participant in the learning process. The majority of the time, students of varying abilities will be working together in a supportive, cooperative environment. Students will respect others' opinions and share ideas, and each student will be a valuable, contributing member of the group. There will be maximum inclusion in the least restrictive setting. Examples of the students' work will be displayed throughout the school, and building-wide themes and projects will be in evidence.     

Children entering Kindergarten are screened for special needs. This involves evaluation of speech and language as well as academic and motor skills. The child's vision and hearing are also checked. Parents will receive a report of the screening results.
 

The overall goal of the Pre-School Program is to support all students in becoming successful and independent learners. The Elementary Program is student-centered and inquiry-based, in that it addresses young people's real interests over unrelated or arbitrarily selected content. It is also experiential, providing concrete and active experiences for students.

Learning is socially constructed. Students are taught to be reflective, helping them to identify learning strengths and challenges and to set some of their own learning goals. The CISD elementary program creates an environment where students feel secure, independent, responsible and valued. Our international setting fosters a unique understanding and sensitivity to the cultural and linguistic diversity of the students and the community. Our program includes partnerships with parents which support student learning. Each child comes with a wealth of knowledge, information and inspiration. We strive to instill a love of learning, through a rich variety of developmentally appropriate educational experiences. We immerse the children in learning that is active and relevant, creating an environment that is child-directed, where both the child and the teacher are active learners.

The Pre-School class schedule is set in such a manner so as to give the children ample time to play and explore, to discover and make connections with friends and peers. Centers are designed and planned by the teachers with care in a thoughtful and imaginative way. The dramatic play areas are set up and changed according to themes; block areas are supplied with intelligent constructive toys. Puzzles, math manipulatives, and computer centers enhance their analytical minds. A well-equipped indoor playground adds to developing the children's large motor skills where they also learn to play in large groups.

The Excellence and Enjoyment in teaching 'real life' topic work where learning is more meaningful. The learning in school reflects this with an emphasis on cross-curricular topic work; first hand experience i.e. visits, speaking and listening, drama and role play and Information and Communication Technology (ICT) as a tool for learning.

Our vision is to create a multicultural environment in which joyful learning will flourish. Children will possess the curiosity and confidence to explore, question, evaluate, create, and communicate. A partnership among parents, children and teachers will cultivate growth and provide the foundation for the children to become empathetic, and responsible global citizens.

     The Early Childhood Education Program at Cardiff International School Dhaka is tailored to honor our beliefs about how young children develop cognitively, emotionally, socially, and physically. These beliefs are based upon current educational research and the vast professional experience of our teachers. Our goal is to develop in children a sense of excitement, curiosity and wonder about how our world works in the 21st century. Adaptability and a sense of empowerment are essential to impact our ever changing world.

Children thrive in a safe and nurturing environment which offers a balance of structure and freedom. Choices in learning experiences offer sufficient challenge, and a low degree of frustration. A multi-sensory environment appeals to varied learning styles and stimulates the multiple connections vital for deep understanding.

Young children learn best in a state of relaxed, yet alert mental and physical environment provided through playful exploration. This allows children the opportunity to explore and feel safe in taking risks, while connecting what is possible to the real world. Guided discovery inside the classroom and unstructured play outside the classroom provide children the freedom to creatively choose with whom they learn as well as what and how they learn.

An interdisciplinary approach to learning connects children's learning with many facets of the world through every aspect of the curriculum at CISD. The process of learning is valued as children make their thinking visible. Children learn best by constructing their own understanding through inquiry, exploration and hands-on experiences that are relevant and connected to prior knowledge. To help children know themselves as learners, we provide time for frequent reflection, choice, and feedback.

Children flourish in a supportive environment in which the child, parent, and teacher create a partnership for learning. When parents and teachers cultivate the joy and excitement of learning in children, they are preparing them to be curious, confident, and self motivated learners. Educating parents to understand our early childhood philosophy creates a strong partnership for learning between home and school.

To this end, our young children will receive the transportable gifts of joyful learning and cross cultural understanding.

Primary Year Section (Class 1- Class 5)

We follow Cambridge International Primary Programme (CIPP) for Class 1 to Class 5. Our Primary programme is designed to foster the development of the whole child, not just in the classroom but also through other means of learning. The primary programme focuses on the total growth of the developing child, touching hearts as well as minds and encompassing social, physical, emotional and cultural needs in addition to academic welfare.

In the Elementary School, students explore many different subject areas, often in ways that transcend conventional subject boundaries. Throughout the syllabi, teachers and students generate questions with which to conduct inquiry into significant content. Through this inquiry process, students gain essential knowledge and skills and are encouraged to engage in responsible actions. Students don't just acquire knowledge, but they examine larger concepts and begin to make meaningful connections in their world. They do all of this in a climate which fosters positive attitudes and develops a concept of internationalism.

    The Elementary curriculum is divided into seven areas of learning, all of which are important for the children's all round development. All learning experiences should be seen as contributing to whole child development. Young children's learning should be holistic, using every experience, linking them together to produce new skills or concepts. Well-structured and purposeful play activities enhance and extend children's learning.

Language and Literacy and Communication skills

Language and Literacy is divided into four specific areas of activity: speaking and listening, reading and writing. These areas all combine and interact to develop the child's ability in language and literacy.
A competent use of language is the most fundamental of human skills and is decisive in making progress in other areas of learning. If a child is given a wide range of language experiences, the child's intellectual, emotional and social learning will also be enhanced.

Personal and Social Development, well being and cultural diversity

Children learn about themselves and about relationships with other children and adults. They learn about the world outside the family and about how people live and work. They are also encouraged to become more independent.

Bangla Language Development
Physical Development
Creative Development
Mathematical Development

Children learn best through developing their problem-solving skills. Developing mathematical language is crucial to helping children develop their understanding about mathematical ideas. Beginning to understand mathematical processes and concepts is the foundation of numeracy. In order for mathematical ideas to be meaningful, they must first be understood in the context of an activity.

Knowledge and Understanding of the World

Knowledge and Understanding of the World is probably the most all-encompassing of the seven areas of learning. Children will have experience of other cultures, of past events, of the work people do, of the use of money, of the environment, of animals and other living things.

By exploring their environment and the world around them, children will develop ideas that will form the basis of future learning in history, geography, design, technology and I.C.T.

Higher Secondary Section (Cambridge Advanced Stage)

Class 11 – Class 12

At the end of Class 11, students sit for AS level exams. During this time, they also sit for IBT and SAT-1 exams. They apply for university admission when they get their AS exams results in hand. Students are offered professional help from the school's Career Counseling Department for university admission, scholarship search and visa application processing.

In Class 12, students take preparation for A2 Level examinations. They also take SAT-2 exam during this time. After finishing the exams, students go to foreign universities or take preparation for admission in BUET, IBA, Dhaka Medical or any other universities of their choice. The school's Career Counseling Department helps the students for admission in local universities as well.