Please click on the subject heading to view the description.
The AusVELS English Curriculum is organised into three interrelated strands that support students' growing understanding and use of English.
The three strands are:
1. Language: knowing about the English language.
2. Literature: understanding, appreciating, responding to and analysing, and creating literature.
3. Literacy: expanding the repertoire of English usage.
Developmental Inquiry (Play Based Learning) is followed in KG and Foundation classes. This strategy enables our younger students to develop their understanding and use of language through 'real life' situations using learning centres within the classroom and explicitly taught skills in more formalised sessions.
Whole School Reading: We foster the love of reading, and develop and assess students' reading comprehension using various programs and assessments. Various skills, including identifying the main idea, deciphering figurative language and recognising inferred meanings, are taught. Reading and viewing sessions are based on good literature, songs, poetry and film, where students analyse the deeper meaning in storylines.
Writing: The Multinational School Bahrain Writing program aims to engage students through the use of cues, help identify text types and prepare them for writing through the identification of emotions, experiences and beliefs. Language, based on the program, is used commonly across all year levels. Through Writer's Workshops, the children are given time, each session, to plan and write using text types and topics of their choice using strategies taught in the teaching section of the lesson. All students are encouraged to write daily and to enter writing competitions when opportunities arise. To ensure consistency with assessment, year level teachers moderate all students' written tasks.
Spelling: A whole school approach is used with the teaching of spelling. The three strategies of Sound, Visual and Meaning are taught explicitly. Using various sources such as texts, dictionaries and words charts, students investigate word structure to broaden their written vocabulary. A large part of our spelling program is the use of Phonics.
Speaking and Listening: Students are taught listening and speaking strategies. Articulation and voice projection are developed through opportunities to speak before an audience. Younger students participate in classroom discussion, feedback to the class and 'Show and Tell'. Older students undertake debates, presentation of projects, plays and speeches at school assemblies
The Multinational School Bahrain Mathematics Program develops the competence, confidence, and interest needed to become lifelong learners of mathematics. The Mathematics Program caters for all students regardless of ability or cultural difference and communicates logical ideas that make good sense out of any given investigation. We promote the use of mathematical techniques with the use of daily life situations.
In order to learn and work in a range of mathematical experiences, students are given opportunities to complete tasks individually, in pairs and in co-operative groups. Tasks include problem solving, mental maths, outdoor maths, skills practice, games, the use of calculators and computers.
We recognise and value the importance of a positive and supportive home/school relationship where the school community works towards a shared mathematical vision for our students. The Multinational School Bahrain nurtures students as learners who use mathematics with purpose and enjoyment.
With the aid of the AusVELS Curriculum Mathematics, we aim to ensure that students:
Are confident, creative users and communicators of mathematics.
Develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems.
Recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.
The Mathematics Curriculum is organised around the interaction of three content strands and four proficiency strands. The content strands are Number and Algebra,Measurement and Geometry, and Statistics and Probability. They describe what is to be taught and learnt.
Number and Algebra are developed together with the application of number sense and strategies for counting and representing numbers in a variety of ways. Students use concrete examples in the early years through play based investigations. The movement to conceptual learning is gradually introduced over the course of the primary years. Students build on their understanding of the number system to describe relationships and formulate generalisations. They recognise equivalence and solve equations and inequalities, applying their number and algebra skills to conduct investigations, solve problems and communicate their reasoning.
Measurement and Geometry are presented together to develop an increasingly sophisticated understanding of size, shape, relative position properties and apply their understanding of them to define compare and construct figures and objects. Students make meaningful measurements of quantities in real life situations to build understanding of the connections between the units of measurements.
Statistics and Probability are linked to develop in students the capacity to represent, recognise and analyse data and draw inferences. Students interpret data from examples, and their own investigations, and assign the concepts of likelihood to make considered judgments of probability.
Science at the Multinational School Bahrain provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science's contribution to our culture and society, and its applications in our lives.
The AusVELS curriculum supports students to develop scientific knowledge. In addition to its theoretical applications, students experience the joy of scientific discovery and nurture their natural curiosity about the world around them in practical ways. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods that are relevant to their lives.
The Science Curriculum has three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills.
Science understanding is evident when students select and integrate appropriate science knowledge to explain and predict phenomena, and apply that knowledge to new situations.
Science knowledge refers to facts, concepts, principles, laws, theories and models that have been established by scientists over time.
Science as a human endeavour seeks to improve student understanding of the natural world based on evidence and science knowledge of key figures in history. This strand highlights the development of science as a unique way of knowing and doing, and the role of science in contemporary decision making and problem solving. This strand also recognises that science advances through the contributions of many different people from different cultures and that there are many rewarding science-based career paths.
Science inquiry involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting evidence; and communicating findings. Science investigations are activities in which ideas, predictions or hypotheses are tested and conclusions are drawn in response to a question or problem. Investigations involve a range of activities, including experimental testing, field work, locating and using information sources, conducting surveys, and using modeling and simulations.
The study of Humanities at the Multinational School Bahrain aims to improve understanding and appreciation of ways we relate to others in our community, in our country and the wider world. This area of the curriculum promotes knowledge, attitudes, values and skills that enable our students to participate as active and informed citizens in society. Our students deal with issues regarding social justice and ecological and sustainable development. They have active involvement in acquiring knowledge and making decisions and choices through inquiry based methodologies.
Humanities provides students with opportunities to develop key ideas and concepts that enable them to understand the way in which people and societies have organised their world under particular conditions.
Economics assists students to better understand how wealth is generated and distributed, and to understand:
- Microeconomic concepts that explain how individuals, businesses and markets operate.
- Macroeconomic concepts that help to explain how a nation's economy works.
Economics enables students to understand the importance of entrepreneurship and enterprise in generating a healthy economy.
History aims to ensure that students develop:
- Interest in, and enjoyment of, historical study for lifelong learning and work.
- Knowledge, understanding and appreciation of the past and the forces that shape societies.
- Understanding and use of historical concepts.
- Capacity to undertake historical inquiry and be able to place history in context.
Geography aims to ensure that students develop:
- A sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world.
- A deep geographical knowledge of their own locality, Bahrain, Australia, the Asia region and the world.
- The ability to think geographically and apply geographical concepts.
- The capacity to be competent, critical and creative users of geographical inquiry methods and skills.
- As informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable and socially just world.