Curriculum
The SABIS® curriculum at Kalar International School has been developed and refined over the past 130 years. Each course is researched and structured and is described in syllabi containing hundreds of clearly stated objectives called “points.”
The syllabus for each course is specifically designed to provide students with the knowledge and skills needed to develop solid academic skills. Every stage of the syllabus prepares students for the following one, ensuring that nothing essential to further learning is omitted and enabling a smooth and successful transition from one year to the next.
The foundation set through the SABIS® curriculum and syllabi helps prepare students for success in college and fosters a lifelong interest in learning.
Class Teaching
In all grades, starting from Kindergarten, courses are clearly structured so that Kalar International School students and teachers alike know precisely what should be learned. Teachers teach a point at a time, the SABIS Point System® of teaching, so that each lesson alternates frequently between oral work, individual work, and group work in such a way that it is difficult for students to “switch off”. The administration tests the children regularly using exams that teachers do not see beforehand. Everyone in the school is accountable. Consequently, students learn more in class and have more time for relaxation and fun after school.
Student Follow-up
Through regular testing, the progress of each student at Kalar International School is carefully monitored and any necessary follow-up is undertaken on a timely basis. In addition to praise and encouragement, all available means are used to help those students who may fall behind for one reason or another. Students are advised in study techniques motivated by the academic staff and encouraged by peer-tutors. In the SABIS® Network, no one is left to fail in peace.
Learning Process
All courses at Kalar International School are structured. A system of academic tracking — the SABIS® AMS (a computerized method of detecting gaps in knowledge) — allows the administration to follow closely the progress of each individual. Gaps are pinpointed as soon as they form and students’ efforts are focused on eliminating them. Valuable time is saved and a gap-free cohesive structure of knowledge is built in students’ minds.
