At Quality Education School, we follow the British Curriculum accredited to International General Certificate of Secondary Education (IGCSE); simultaneously incorporating Bahrain National Curriculum for Arabic Language, Citizenship, Bahrain History & Geography as well as Islamic Studies.
The academic year is divided into three terms. The first, second and third terms commences in September, January and April respectively.
0-6 years of age comprises of 50% of brain development of the child. These are very crucial years for the child. We, at QES, strong believe in providing a systematic and wholesome curriculum to meet the varying needs of our children.
In association with British Orchard Center and Nursery, UAE, our Kindergarten curriculum is a 3 - year comprehensive programme comprising of 680 goals that encapsulate the different learning and developmental needs of our children between ages 3 - 5.
There are 7 areas that EYFS focuses on:
All seven areas are connected to each other and all are equally important. Together, the child will amass the skills, knowledge and experiences appropriate for their development needs.
The curriculum for learners aged 6 - 12 years (Grade 1 - 6) focuses on enabling students to become more confident, responsible, reflective and innovative through rigorous problem solving and engagement.
The significant areas of academics include - English, Mathematics, Science, Social Studies, Information & Communication Technology, Arabic, Islamic Studies, Bahrain History & Geography, Citizenship, Life skills, Music, Arts & Physical Education.
For learners aged 12 - 14 years (Grade 7 - 8), the curriculum is designed to encompass in- depth understanding of core subjects such as English, Mathematics, science and Arabic.
The significant areas of academics include History, Geography, Economics, Information & Communication Technology, Computer Science, Islamic Studies, Bahrain History & Geography and Citizenship.
Learning will be assessed each year via monthly tests, projects / assignments, classroom activities and term-end examination. Evaluators will compare the strengths and weaknesses of individual learners and groups; and provide a constructive feedback to learners and parents.
The curriculum from Grade 9 - 12 is more academically rigorous with primary focus on specific subject training and advancement. Our young scholars have an opportunity to choose subjects and further their knowledge through independent thinking and intellectual enquiry.
Cambridge IGCSE English as a Second Language is designed for learners who already have a working knowledge of the language and who want to consolidate their understanding in order to progress in their education or career. Through their studies, learners will improve their ability to understand and use English in a range of situations.
The aim is to achieve a level of practical communication ideal for everyday use, which can also form the basis for further, more in-depth language study.
The Cambridge IGCSE Physics, Chemistry & biology syllabus helps learners to understand the technological world in which they live, and take an informed interest in science and scientific developments. They learn about the basic principles of Physics through a mix of theoretical and practical studies. Learners also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, skills which are useful in everyday life.
As they progress, learners gain an understanding of how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.
This syllabus is designed for learners who are learning French as a foreign language. The aim is to develop an ability to use the language effectively for purposes of practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.
The syllabus also aims to offer insights into the culture and civilisation of countries where French is spoken, thus encouraging positive attitudes towards language learning and towards speakers of foreign languages.
The Cambridge IGCSE Business Studies syllabus develops learners' understanding of business activity in the public and private sectors, and the importance of innovation and change. Learners find out how the major types of business organisation are established, financed and run, and how their activities are regulated. Factors influencing business decision-making are also considered, as are the essential values of cooperation and interdependence.
Learners not only study business concepts and techniques but also enhance related skills such as numeracy and enquiry. The syllabus provides both a foundation for further study at Cambridge International A Level and an ideal preparation for the world of work.
The Cambridge IGCSE Accounting syllabus introduces learners to the theory and concepts of accounting and the ways in which accounting is used in a variety of modern economic and business contexts. Learners focus on the skills of recording, reporting, presenting and interpreting financial information and build an ideal foundation both for further study and for a future career within the profession.
The Cambridge IGCSE Economics syllabus develops an understanding of economic theory, terminology and principles. Learners study the economics of different countries and how these interrelate. They also learn to work with simple economics data and to use the tools of economic analysis. Learners apply understanding of economics to current economic issues.
The Cambridge IGCSE Economics syllabus provides a foundation for further study, including Cambridge International AS & A Level Economics, or the equivalent.
An essential subject for all learners, Cambridge IGCSE Mathematics encourages the development of mathematical knowledge as a key life skill, and as a strong basis for more advanced study. The syllabus aims to build learners' confidence by helping them develop competence and fluency with mathematical concepts, methods and skills, as well as a feel for numbers, patterns and relationships. The syllabus also places a strong emphasis on solving problems and presenting and interpreting results. Learners also gain an understanding of how to communicate and reason using mathematical concepts.
The Information Communication Technology syllabus encourages learners to develop lifelong skills, which will be useful to them in their work across the curriculum and prepare them for future employment. They will develop understanding of the implications of technology in society, including social, economic and ethical uses and awareness of the ways ICT can help in home, learning and work environments.
The syllabus combines theoretical and practical studies focusing on the ability to use common software applications to solve problems, including word processors, spreadsheets, databases, interactive presentation software, web browsers and website design. Learners analyse, design, implement, test and evaluate ICT systems, ensuring that they are fit for purpose.
Assessment of the practical tests is hardware and software independent. Any hardware platform, operating system, and applications packages can be used, providing that learners have the opportunity to demonstrate the full range of skills in the syllabus.
To take account of differing abilities, there is a choice between Core and Extended papers in some IGCSE subjects. This allows teachers to decide on the most appropriate level of papers for their students.
The Core curriculum in each subject is within the ability range of a large majority of students. It provides a full overview of the subject and is targeted at students expected to achieve grades C to G.
The Extended curriculum, made up of the Core curriculum and the Supplement, has been designed for the more academically able and leads naturally into higher education or professional training. It is targeted at those expected to achieve grades A* to E. The Supplement describes the extra topics or depth which must be added to the Core curriculum to produce the Extended curriculum.
Students do not need to enter for the same level of curriculum in all subjects.
|Target Grades||Grade Available|
|Core Curriculum||C D E F G|
|Extended Curriculum||A* A B C D E|
The overlap of three grades (C, D and E) is designed to accommodate students who perform either better or worse than their teachers expect. Students who fail to meet the minimum satisfactory standard for either the Core curriculum (Grade G) or the Extended curriculum (Grade E) will be ungraded.
In some subjects, the exam covers the complete ability range and there is no choice of Core and Extended papers. For these subjects, the full range of grades is available. It is important to remember that Core covers grades C to G and Extended covers grades A* to E. If a student is securely in the ‘middle’ of the range, only the extended tier will offer the grades the student may be capable of achieving. Students are not able to achieve above a C for their syllabus grade if they are entered for the Core curriculum.
Cambridge International AS and A Level English Language provides learners with the opportunity to study English language and its use in communication. Learners will be encouraged to respond critically to a wide variety of texts in a range of forms, styles and contexts, and to promote skills of communication, reading, research and analysis.
Through their study, learners will develop an ability to read and analyse material, gaining further knowledge and understanding of English language features and issues. Learners will also develop the skills of writing clearly, accurately, creatively and effectively for different purposes and audiences.
Cambridge International A Level Mathematics develops a set of transferable skills. These include the skill of working with mathematical information, as well as the ability to think logically and independently, consider accuracy, model situations mathematically, analyse results and reflect on findings.
Learners can apply these skills across a wide range of subjects and these skills equip them well for progression to higher education or directly into employment.
At AS level, teachers can choose from three different routes to Cambridge International AS Level Mathematics: Pure Mathematics only, Pure Mathematics and Mechanics, or Pure Mathematics and Probability & Statistics.
At A Level, teachers can also choose from different routes to Cambridge International A Level Mathematics depending on the choice of applied mathematics (Mechanics and/or Probability and Statistics).
Cambridge International AS and A Level Physics builds on the skills acquired at Cambridge IGCSE (or equivalent) level. The syllabus includes the main theoretical concepts which are fundamental to the subject, a section on some current applications of physics, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination.
The emphasis throughout is on the understanding of concepts and the application of physics ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS and A Level Physics is ideal for learners who want to study physics or a wide variety of related subjects at university or to follow a career in science.
Cambridge International AS and A Level Chemistry builds on the skills acquired at Cambridge IGCSE (or equivalent) level. The syllabus includes the main theoretical concepts which are fundamental to the subject, a section on some current applications of chemistry, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination.
The emphasis throughout is on the understanding of concepts and the application of chemistry ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS and A Level Chemistry is ideal for learners who want to study chemistry or a wide variety of related subjects at university or to follow a career in science.
Cambridge International AS and A Level Biology builds on the skills acquired at Cambridge IGCSE (or equivalent) level. The syllabus includes the main theoretical concepts which are fundamental to the subject, a section on some current applications of biology, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination.
The emphasis throughout is on the understanding of concepts and the application of biology ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS and A Level Biology is ideal for learners who want to study biology or a wide variety of related subjects at university or to follow a career in science.
This syllabus encourages learners to become effective and discerning users of IT. It helps them to develop a broad range of IT skills, knowledge and understanding. Learners study the structure and use of IT systems within a wide range of organisations, including the use of a variety of computer networks. As a result, learners gain an understanding of IT system life cycles, and how these affect the workplace. They also learn about the wider impact of IT on society in general. At A Level, learners also study simple programming for the web relevant to their own use of IT.
Continuous and Comprehensive Evaluation (CCE) refers to a system of school based evaluation of a student that covers all aspects of student development. CCE emphasises two fold objectives – continuity in evaluation and assessment of board based learning and behavioural outcomes. The term ‘continuous’ is meant to emphasise that evaluation of identified aspects of students’ growth and development is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session.
The third term ‘comprehensive’ means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the students’ growth and development.