Academics

Academics

The outstanding academic performances of our students bring to light that the systems and processes we have built. Even though we have modelled our curriculum according to the Pearson Edexcel Curriculum system of education, we have always had an open mind to embrace good practices from any part of the world, including Sri Lanka. We constantly revise and review our systems to suit our students and our country.
Phoenix International School believes that Parents should play an important role in the child’s academic progress and strongly considers them as their Partners in Progress. In this respect, the school expects the parents to participate in the regular Parent-Teacher interactions and monitor the child’s performance at home.

WHAT WE DO

The mission and curriculum that we aspire at Phoenix International School is that which is founded on the understanding that value-based education paves the path to spreading goodness to humanity. Central to the success of this goal is the commitment to an outstanding program that teaches our students

  •  A strong value system
  •  To think critically
  •  To communicate clearly
  •  To collaborate effectively
  •  To contribute meaningfully as students and citizens

INTEGRATION

An integrated approach allows students to engage in purposeful, relevant learning.

LEARNING CENTERS

Learning centers are usually designed to offer a variety of materials, designs, and media through which students can work by themselves or with others to operationalize the information learned in the classroom.

Kindergarten Section

The Kindergarten Section is a stimulating environment designed to provide our children with a balanced and well-rounded education that enables them to develop to their full potential.
PIS is aware that the foundation laid in these early years is the bedrock on which all future academic success is based. Children learn most effectively through a well-planned and challenging curriculum. Moreover, young children possess a natural curiosity and eagerness to learn through a planned and structured activity-based programme. Therefore, the Infant School curriculum, which incorporates a blend of oral, practical and written work, is one that aims to fulfil the individual needs of each child.
At Foundation level, Toddler, Nursery and Reception, students are given the opportunity to engage in independent learning experiences, as well as relating and collaborating positively and constructively with others.
The Toddler class offers a quality development programme in a nurturing environment. It includes children as young as 2 ½ years and encourages them to explore, discover and create. They are introduced to sensory activities, exercises of practical life, Mathematics and Language with the use of apparatus.
They also participate in extracurricular activities such as Dancing, Drama, Art, PE, Karate and Swimming.

Junior School

Year 1 and 2 students closely follow the Key Stage 1 components of the Pearson Curriculum. Carefully prepared cross-curricular activities promote areas of learning such as social, personal and emotional development as well as communication, literacy and Mathematics.
In addition, all year groups are provided with a healthy balance of extra-curricular activities, Sport and Physical Education to ensure development in leadership and teamwork, while dance and drama encourage the growth of self-confidence.
The Junior school consists of highly qualified and experienced members of staff dedicated to fostering the development of each and every child. Each class has two or three full time teachers as well as teaching assistants to support students who require additional attention. All classes within the year group follow the same weekly plan of work which is continually revised and updated using a variety of educational resources.
Great attention is paid to each classroom, in order to create an optimal learning environment. Individual and group projects, educational posters and other intellectually stimulating materials are displayed on classroom walls to cultivate a cheerful and engaging atmosphere and to encourage students to aim high. Children are not only expected to work in a positive, enthusiastic and disciplined manner, they are encouraged to be active learners who aspire to be the best they can.
Apart from lessons in Reading, Writing and Mathematics and Science, students are given an opportunity to participate in Topic themed activities. Students from all year groups participate in special events such as Book Week, Sports Day, The Art and Craft exhibition. Children also participate in assemblies and class activities which foster understanding of the community.
Pupils are regularly assessed throughout the year against UK standards and we track our children closely using a sophisticated advanced system.
The school aims for all its pupils to make the progress that would normally be expected to be seen in a UK school. Many Phoenix International School pupils achieve above and beyond these standards and the school aims to continue to challenge such pupils with extension activities that will ultimately enable them to meet their potential in their gifted academic areas. At the same time, the school also provides a certain level of support for those pupils who may find some aspects of their learning more challenging.

Learning Support

The Junior School uses the Pearson Curriculum as a starting point for providing a broad and balanced curriculum for all of its pupils.
Through ongoing formative assessment, regular summative assessment of the core subjects and tracking of pupils’ progress, teachers differentiate provision to meet individual needs and current levels of attainment within the class. Where strengths and weaknesses are identified, lessons are planned accordingly to provide support or extension.
Where children need significant additional support, parents are informed and programmes of study are devised to fit the needs of the child and support the ongoing classwork. These programmes are delivered primarily by our class teachers supplemented by our dedicated support staff. Work may be carried out with specific groups of children who have similar needs or at other times focus on individual children. This support can take place in the classroom or sometimes outside of the classroom.
Throughout this process, effective communication between the teacher and the learning support teacher or the teaching assistant is very important, with plans shared and feedback given to parents. When necessary, our Sectional Head, Ms Sarjunas, will be involved in the process with some children requiring an IEP (Individual Education Plan).

HOMEWORK

Homework can consolidate and practice learning taking place at school. All pupils are encouraged to read every night. In addition, KS1 pupils have a weekly homework and spellings to learn. In KS2 a moderate amount of homework is encouraged each night to enable pupils to consolidate work they have studied in class or to work on a project or other creative work that may require a little more time. Tutoring is strongly discouraged as it is often counter-productive; if parents have concerns regarding their child’s learning they are encouraged to speak to the sectional head.

Senior School

The school aims for all its pupils to make the progress that would normally be expected to be seen in a UK school. Many Phoenix International School pupils achieve above and beyond these standards and the school aims to continue to challenge such pupils with extension activities that will ultimately enable them to meet their potential in their gifted academic areas. At the same time, the school also provides a certain level of support for those pupils who may find some aspects of their learning more challenging.

Learning Support

The Junior School uses the Pearson Curriculum as a starting point for providing a broad and balanced curriculum for all of its pupils.
The Senior Section is where all the hard work that has been undertaken earlier in a student's educational journey comes to fruition, with the attainment of excellent grades in the UK-based IGCSE and Advanced Level examination.
Success in these examinations will enable students to enter top universities in Britain, America, Australia, India, Singapore or elsewhere in the world.
Throughout a child's time in the Senior Section, parents are kept fully appraised of their academic progress and potential. There are both mid-term and end of term reports, regular parent/teacher meetings and direct individual contact between the school and parents. PIS aims to facilitate open communication in order to fully support student achievement.
PIS has a strong culture of student support, with teachers frequently working with small groups, or individual students outside of timetabled lessons. This is facilitated by generous staffing where the school takes pride in a staff to student ratio of approximately 1:9. The school also has a strong pastoral system, with each student receiving support, both academic and personal, from their class teacher during daily tutoring sessions.
Through ongoing formative assessment, regular summative assessment of the core subjects and tracking of pupils’ progress, teachers differentiate provision to meet individual needs and current levels of attainment within the class. Where strengths and weaknesses are identified, lessons are planned accordingly to provide support or extension.
Pupils are regularly assessed throughout the year against UK standards and we track our children closely using a sophisticated advanced UK system.
Where children need significant additional support, parents are informed and programmes of study are devised to fit the needs of the child and support the ongoing classwork. These programmes are delivered primarily by our class teachers supplemented by our dedicated support staff. Work may be carried out with specific groups of children who have similar needs or at other times focus on individual children. This support can take place in the classroom or sometimes outside of the classroom.
Throughout this process, effective communication between the teacher and the learning support teacher or the teaching assistant is very important, with plans shared and feedback given to parents. When necessary, our Sectional Head, Ms Husna, will be involved in the process with some children requiring an IEP (Individual Education Plan).

HOMEWORK

At the Phoenix International School, we believe that homework is an integral part of the learning process for each student and is therefore an important part of every learner’s daily routine.
Homework tasks vary and may be designed to consolidate learning that has taken place in a lesson or it may be set in to prepare a student for a new topic. Homework will vary and could include project work that could last for a few weeks or they could include research.
In KS3 (Years 7-9), homework is normally set according to a routine. In students are expected to be more flexible and able to manage their time more independently.