As the ISG District Counseling and Guidance curriculum states, we believe our core mission is to promote student learning and empower self-directed life long learners. In order to achieve this, we further believe that we need to create and maintain a safe and supportive environment. Education is not the responsibility of the school alone, but rather the best education takes place in an environment in which the responsibility for learning is shared in partnership with parents, teachers and the students themselves.
Adolescence is a special time in a child’s life and we strive to provide a stimulating and nurturing environment for our students during this time. Our school wide values of C2R2: Consideration, Courtesy, Respect and Responsibility are imbued in all aspects of students’ school day.
Our students enjoy a comfortable class ratio. Most core classes are kept well under 25 students, with the exception of PE and music. This intimate setting allows our teachers to fully engage their students in a more dynamic environment.
With the transient nature of an international school like ours, it is safe to say that every student has experienced being the "new kid" at some point in their schooling. This enables our students to empathize with new classmates and welcome them warmly. We are proud at how much our students bring new classmates into the fold quickly, and we ensure that new students will find a spot here at ISG Jubail. Many of our alumni speak fondly of the "family" they made here and express their wish that their own children could experience such an environment. We are humbled by their kind words and strive to continue the excellent reputation that was established years ago.
We at ISG Jubail understand that a student's learning is about more than just mastering curriculum and passing exams. It involves a student's development in multiple ways including intellectual, emotional and physical. We have designed our "Graduate Profile" as a benchmark against which we gauge how well we are serving our students' needs. This "Graduate Profile" describes our goals for each graduate of ISG Jubail - the characteristics that we value and strive to produce and encourage in each student so that when they walk out of our doors, they walk out as a living embodiment of our mission statement: "The ISG Jubail student is inspired to strive for academic excellence, a balanced life and service to others."
Our Graduate Profile focuses on four areas: Thinking, Understanding, Communicating, and Striving for Excellence. Read more about our Graduate Profile.
Our middle school students follow an American curriculum approved and reviewed routinely by the ISG District.
Our teachers and administration strive to provide a well-rounded course offering for our students. A sample of our elective offerings is below. Electives are offered based on student interest and instructor availability.
Grades 6-8 Elective Selection
Fine Arts: Art, Band, Choir, and Drama
Global Language: French, Spanish or Arabic
Physical Fitness and Health
In addition to in-class exercises and learning, our students participate in extra-curricular experiences to enhance their learning of in-class material. Most notable are the annual Science Fair and twice-annual Music & Fine Artsconcerts and exhibitions. Additionally, our theatre productions enable our students to participate in the multi-faceted art of the stage.
Another unique experience for our students is Learning and Reading Buddies - our middle school students are paired with younger aged students in specific subjects - science, reading, etc. - and help to teach them specific topics with teacher oversight. For example, our 8th grade science class led small groups of 1st grade students through their science exploration on "Air".
At ISG Jubail School, all our classes are conducted in English. Consequently, there are English language proficiency requirements that differ as grades progress. Once students reach Grade 9, they are expected to be able to function in mainstream classrooms without any English language support. For more information, please refer to English language requirements in 2014-2015 EAL Department Handbook.
It really depends on the student’s needs. We utilize both a “push-in” and a “pull-out” model and EAL teachers work with homeroom teachers to provide opportunities for students to acquire English language skills for social as well as academic success. For more information, please refer to EAL Support at ISG Jubail in 2014-2015 EAL Department Handbook.
Most children are capable of improving their English language skills by immersion in the regular classroom with a limited amount of direct EAL instruction daily. Research on Second Language Learning has shown that younger children can benefit greatly from the “push-in” model as the EAL teachers can provide differentiated instruction during class time.
The length of time varies depending on the age of the child, the level of English skills when the child entered school etc. Research has shown that children take five to seven years to achieve native-like proficiency in academic English. Our experience shows that most children are ready to leave the EAL program within two years. However, they may continue to require additional support to reach their full potential.
You can set aside a certain time each day when English is spoken at home. Use the house as a starting point in the teaching of vocabulary: Talk about the different objects in the kitchen, bedroom, playroom, garden, and sitting room. Teach single words at first. Later you may move into questions and answers: “What do you use a saucepan for?” “Where is your doll?”
Home learning should be pleasant. If a child makes a mistake, do not become angry, but calmly encourage him or her to try again.
You may take advantage of books that are sent home as readers, or library books. Before your child reads a book, there are activities you can do to make this experience more fun and more beneficial. First, look at the pictures and discuss them in English. Next, try to guess what the story is about. Then read the story, perhaps as a pair. If your child is a good reader, he or she might like to read it alone. Then review the story: talk about the best parts, the scariest parts, the characters, and the setting. If you can set aside 15 minutes a day for reading with your child you will see enormous progress.
English-speaking playmates are good teachers. Invite your child’s friends to your home to play. Let your child watch English-language children’s programs on television. Use this as an opportunity to ask questions and encourage active practice. Review your child’s schoolwork.
Support the class and EAL teacher if homework is sent home. Visit the school on Parent Nights: both the regular class and the EAL class.
We encourage parents to continue to foster the child’s communication in his or her home language. Many researches in second language acquisition have proven that there are many benefits of maintaining the children’s home languages. Please refer to Understanding the Bilingual Advantage in 2014-2015 EAL Department Handbook for more information.
It is important to be patient with your child’s learning progress. Students, who have been successful at school in their home country, may take several years to achieve similar success in English language schooling. Your children are undertaking a very difficult task and need time to play and make friends. If you decide to hire a tutor, please be sure that there is steady communication between the tutor, the regular classroom teacher, and the EAL teacher. This will make a tutor much more effective, and you will receive better value for your investment. You may be able to support your child in his/her studies by providing textbooks in your own language about the content being studied, or explaining lessons in your own language.
If at any time you have a question about EAL services, please feel free to contact your child’s EAL teachers through the school office. They will be glad to talk with you on the telephone, exchange emails, or will arrange to meet you personally to discuss any concerns.