Structure and Aims

1. Help pupils to develop lively and enquiring minds, the ability to question and argue rationally and to apply themselves to tasks and physical skills.
2. Help pupils use language and numbers effectively.
3. Help pupils understand the world in which they live, and the interdependence of individuals, groups and nations.
4. Help pupils appreciate human achievements and aspirations.

Many areas of work are integrated in such a way that they overlap logically and effectively. Below, we aim to present our approach and philosophy in teaching the academic subjects, and not to detail the syllabus for each subject.

English
The English Language is thoroughly integrated in the pupils' total learning and most subjects are presented in English. Speaking and Listening, Reading and Writing are considered as inextricably interwoven. The pupils pursue topics and project work and make use of such materials as graded reading schemes and workbooks to stimulate all sorts of writing and reading for pleasure and information.

Mathematics
We aim to teach pupils that mathematics is not a subject to be afraid of. Play is an essential part of the pupils’ early mathematical experience. Pupils are given opportunities to develop and apply their early mathematical skills and understanding in the context of directed and structured play. During these play activities they should grasp the beginnings of basic mathematical concepts such as sorting, constructing, measuring, counting, comparing, matching, and number work. Each pupil is first allowed to develop confidence before introducing more abstract pencil-and-paper work. Teachers ensure that all mathematical activities are enjoyable and related to real life situations.

Science
Pupils are involved in a structured teaching programme to develop awareness of themselves and the world in which they live. They are taught basic scientific process skills such as observation, exploration, discovery and investigation in a stimulating environment. Teachers ensure that Science themes selected are interesting, relevant, enjoyable and promote curiosity.

In order to promote the development of useful scientific concepts, pupils have access to their immediate physical world so that they may gradually increase their skills of touching, exploring, smelling, tasting, looking, and manipulating.

Science is pursued through active investigation of scientific concepts and the development of simple scientific skills along the lines recommended under the British National Curriculum. Environmental studies and field trips conducted regularly as part of the outdoor education programme are a stimulating feature of our Science syllabus.

Arabic & Religious Studies
Arabic is taught by specialist teachers and meets the requirements of the Egyptian Ministry of Education for each year group. Islamic studies and Christian religious studies are also taught as applicable.

Social Studies
Social Studies normally form the basis of class and group project work. A wide range of books, schemes, maps, atlases, history and geography packs and a large selection of teachers’ resources are used to supplement the texts.

History
Pupils are given opportunities to develop an awareness of the past and the ways in which it was different from, yet relates to, the present. They are helped to set their studies of the past in a chronological framework and to understand some of the ways in which we find out about the past. Pupils will also learn about the everyday life, work, leisure and culture of men, women and children in the past. In progressing from familiar situations to those more distant in time and place, pupils are given opportunities to investigate:

• Changes in their own lives and those of their family and friends around them.
• Aspects of the way of life of people in the past.

Pupils are also taught about the lives of some famous men and women and past events of different types from various parts of the world including Egypt.

Geography
Pupils are introduced to the physical and human features of their surroundings and undertake studies that focus on geographical questions that are based on direct experience, practical activities and field work in the locality of the school.

Studies involve the development of skills, knowledge and understanding about places and themes. The initial aim is to make pupils aware that the world extends beyond their own locality both within and outside Egypt, and that the places they will study later exist within this broader geographical context, e.g. within a town, a region, a country and the world.

In investigating places and themes, pupils are given opportunities to observe, question, record and communicate ideas and information. They are taught to recognise and use geographical terms. They undertake fieldwork activities and learn to follow directions. Pupils also learn to make maps, use globes, maps, and plans to identify major geographical features such as seas, rivers, and cities; to follow a route and locate a country. They also learn the effect of weather and environmental changes. Later on they learn to use reference materials to obtain information.

French
The French language is taught as a second foreign language to all pupils starting from the Junior School.

Art and Craft

Art and Craft is taught both independently and as a subject to be integrated with other work of a topical or seasonal nature. The aim is to give pupils experience in exploring many different media and tools during the course of their study. Throughout their work, pupils are introduced to patterns, lines, shapes, shades, colour matching and how colour is mixed from primary colours, textures, and different materials. They are also helped to acquire and develop skills in drawing, colouring, cutting, pasting, collage making, assembling, and producing pottery work. Pupils are given opportunities in the art room to experience different approaches, including those that involve working individually, in groups and as a whole class.

Physical Education Physical education is fun and it should have something to offer for every child. Pupils learn a lot from physical activity, and junior age is the best time for learning about movement and developing certain skills. Younger pupils use physical education for discovery and creativity; gradually they have practice and refinement which leads to more specific skills.

Physical Education aims to promote physical activities and a healthy life style, therefore, pupils are taught to be active physically, to adopt the best possible posture, the appropriate use of the body and to engage in activities that develop cardiovascular health, flexibility, muscular strength and endurance.

Physical Education is further used as a way to develop a positive attitude and therefore pupils are taught the concept of fair play, honest competition, good sporting behaviour, and team spirit. In order to ensure safe practice, pupils are taught to respond readily to instructions, recognise and follow relevant rules, and to wear appropriate clothing and footwear during physical education activities.

Computer Studies

The computer department at the Continental school is particularly strong which reflects the importance we place on Information Technology. The computer room is large and spacious and equipped with powerful and modern PC’s with all the necessary accessories and printers. All PC’s’ are equipped with the latest in multimedia and have internet access. Each student uses his / her own terminal under the guidance of a specialist teacher. A large selection of educational and stimulating software that suits all levels is available and the selection is updated regularly.

Outdoor Education

Outdoor education is not a subject as such, but an approach to education which is concerned with the overall development of our pupils.

Pupils who participate in outdoor education find that there are challenges to be met, skills to be mastered and concepts and knowledge to be assimilated. Many pupils find a more positive outlook on life itself through participation in outdoor pursuits and for some, the feeling of growth, maturity and self-confidence resulting can lead to radically changed attitude.

Outdoor Education takes the form of field trips and whole day outings. Outdoor Education is an integral part of the school curriculum in which all pupils are expected to participate.