The SABIS^® Educational System

The SABIS^® Educational System is distinguished by the philosophy upon which it is based, the goals that it sets, and the approaches and methods that it employs to accomplish these goals. It provides a sound, thorough and high-level education.

Other Distinguishing Features

Value Added

SABIS^® defines a good school as one that adds value to each and every student, i.e. the growth in each student, both academically and personally, from the time of admission to the time of graduation. The easy way to achieve good results is by being selective in the admission and retention of students. SABIS^® has opted against this approach. Without selection, SABIS^® achieves outstanding results.

The SABIS^® International Curriculum

The curriculum offered is dynamic. It is special because:

• It is designed to meet the requirements of the most demanding universities around the world
• It is comprehensive in that it gives students the opportunity to sit for a variety of external university recognized exams allowing them to join British, American and other universities worldwide
• It facilitates the transfer of students into different educational systems in different countries as well as into tertiary education and makes it possible for them to continue their studies successfully

The SABIS^® Academic Development Department

The SABIS^® Academic Development Department is responsible for reviewing, updating and developing the curriculum to ensure that it remains dynamic and comprehensive. A critical review of the curriculum is on-going in order that SABIS^® may continue to offer a high-level education, appropriate to the needs of a rapidly changing, global society.

The SABIS^® Educational Book Series includes the material for most of the disciplines studied. There are on-going projects in various areas of academic endeavor.

Academic Support

Academic support for existing and for new students is available in a variety of ways. The AMS (introduced in Testing and Monitoring), allows student progress to be monitored closely and continuously and remedial action, if and when needed, to be tailored to the specific needs of individual students. The textbooks and workbooks in the SABIS^® Educational Book Series also contribute to student support.

New students who do not meet the academic standards required for entry into regular classes are offered one of several possible solutions. Students who begin to slip back for one reason or another, may also benefit from one of the same support programs, which include:

Summer School: Summer courses are offered during the months of July and August. Students who are below the required academic standard may attend summer school in an effort to catch up before the beginning of the academic year. Summer school courses take place during the morning hours only.

(An "Educational Summer Camp" is also available each summer at our school. Students enjoy numerous cultural and sports activities).

Special Lessons: A student who is found to be weak in one subject may be asked to attend extra periods in that subject until he/she reaches the required level.

Full Special Classes: Students whose attainment levels in the core subjects indicate fundamental 'gaps' in knowledge, are classified into groups and given accelerated courses, intended to prepare them to join a regular class as quickly as possible. In many cases, students in full special classes cover the work of two or more years in one school year.

The Prefects of the Student Life Organization also provide support on an on-going basis through peer-tutoring and study group sessions.

Efficiency

At SABIS^®, there is a great awareness of the value of time, and efficiency is defined as accomplishment per unit of time. We believe that being efficient means that more can be done in a shorter period of time, i.e. 'smart work' as opposed to 'busy work'.

Students are guided in the proper use of their time and they are taught how to organize themselves and how to develop disciplined study habits. By being efficient, students have more time to participate in other pursuits that help to satisfy their social, physical and aesthetic as well as their intellectual needs.

Accountability

Efficiency and high standards cannot be achieved or maintained if people are not held accountable for their actions and decisions. Hence, every individual in the SABIS^® School Network is held accountable. Administrators bear the responsibility for setting, meeting and maintaining high standards and both teachers and students are held accountable for achieving the objectives laid down in the syllabi.

Well-defined networks of support are in place to help each individual to meet the demands of accountability. Students are given both the tools and the support that assist them to realize their full potential.

Class size

We believe in larger classes.

Larger classes develop students' talents and offer an enriching diversity of ideas and approaches that contribute to raising academic standards. They also train students to work in large groups, thus preparing them better for the future.

At SABIS^®, we can teach larger classes successfully because of the way we form our classes, our classroom management techniques, our code of discipline, our teaching methods and our ongoing monitoring of students' learning and progress.

Frequent testing

Our students are tested frequently.

Frequent testing allows the academic controllers to monitor students' performance and pinpoint gaps that need to be filled to secure a solid foundation on which to build further knowledge.

Testing trains students in sustained mental effort for long periods of time, a training that is essential for future success. Testing also reinforces knowledge and prepares students to successfully face and tackle difficult situations under pressure.

Length of day

We have a longer day.

In order that students may benefit fully from classes, no matter at what time of day they are given, we need to rebuild their attention span during the day. Our long experience has shown that this requires regular breaks that inevitably increase the length of the day.

Furthermore, school should also be a community where students build and develop their social skills and make lifetime friends; and to achieve that, they need to spend time together outside the classroom.

Parent-teacher relations

We have a different approach.

When parents have a concern, a problem or seek information about their child, they meet with the person designated by the administration for that purpose. This person has a complete overall picture of the child's academic and non-academic record and will give the parents the information needed. If there is a problem, this is investigated thoroughly and objectively and a solution is proposed and followed up until the problem has been solved. This approach is more efficient and effective and avoids the possibility of confrontation and aggravation. Experience has shown that it is by far, in the best interest of the child.