Set your child on life’s learning path
SMMIS seeks to inculcate not just the knowledge that your child will need but also the learning habits, values and attitudes that will guide them as they journey towards becoming responsible young men and women with something to give back to our world.
We offer a learning experience for students, delivered by internationally trained staff, that is rigorous, broad and relevant. In Primary School, we blend British National Curriculum Literacy and Singapore Maths with the enquiry based International Primary Curriculum (IPC). In Secondary School, we follow the International Middle Years Programme (IMYC) and the Cambridge IGCSE qualifications.
Our internationally trained staff emphasises academic rigour across a comprehensive number of teaching subjects, balanced by thoughtful and empathetic instruction that values character-building, emotional growth and creative collaboration.
Fieldwork Education has been improving learning in schools across South East Asia, for over 25 years. They are recognised globally for their International Primary Curriculum (IPC), now used by schools in over 75 countries where more than 250,000 children experience great learning, great teaching and great fun. Their International Middle Years Curriculum (IMYC) responds to the needs of 11-14 year olds, encouraging learning that helps them make connections relevant to their own lives.
The International Primary Curriculum (IPC) and International Middle Years Curriculum (IMYC) are both designed for a new world of opportunity. Your child will embrace big themes that will help them to develop subject knowledge and a deeper sense and understanding of the world around them.
These strong and adaptable curricula set students personal and subject goals, combining subject teaching with a focus on values and resilience. Children also explore traits and important global dispositions including morality, communication, enquiry and respect.
International Primary Curriculum (Ages 5-11)
The IPC takes a holistic approach to learning, developing knowledge and awareness by exploring overarching themes. Students are assessed at the end of each milepost at 7, 9 and 11 years old.
They are formatively tested on their knowledge of: Language arts, Mathematics, Science, Art, Society, Geography, History, Technology, Music and Physical Education.
Teachers also nurture qualities that will be essential for tomorrow’s leaders, such as: Enquiry, Morality, Resilience, Communication, Thoughtfulness, Cooperation, Respect and Adaptability.
Students are given international learning goals to foster a global mindset. An international aspect is included in each themed IPC unit, and guides students toward a sophisticated multicultural perspective.
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International Middle Years Curriculum (Ages 11-14)
The IMYC focuses on building skills that students will need as they move toward adulthood. This curriculum enables them to make sense of what they are learning, as well as to connect and collaborate with others.
Each unit has a theme, which helps students to engage with subjects from adaptability to identity, curiosity, tradition and discovery. These Big Idea challenges push students to think broader and to connect subjects and themes together in new ways.
The IMYC is based on neuroscientific research of what the adolescent brain requires by following a specific process of learning that helps your child to become a better organiser and planner.
Your child will be set learning goals that will develop knowledge, skills and understanding, personal goals that help them connect and grow, and international learning goals that give students a clearer sense of their place in a global community.
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International General Certificate of Secondary Education (Ages 14-16)
SMMIS proudly delivers the Cambridge iGCSE, the world’s most popular international qualification for 14 to 16 year olds. It is recognised by leading universities and employers worldwide, and is an international passport to progression and success. Developed over 30 years ago, it is tried, tested and trusted by schools worldwide.
Individualised learning is at the heart of the education that we provide at SMMIS. Our commitment to ensuring the holistic development of every student, to guarantee their well-being, creates a secure and healthy environment in which to tackle the academic rigour of the iGCSE exams. Our enthusiastic subject specialists create dynamic learning environments which inspire students’ curiosity about the world, allowing them to flourish academically. The iGCSE pathway will facilitate and enable the next steps of our students’ education, wherever life may lead them.
Click here to find out more about this year’s courses.
As SMMIS is a growing school we will be offering a wider variety of iGCSE’s in 2020-21. For more information about courses on offer next year please contact admissions.
British National Curriculum: Literacy
At SMMIS, we believe that all education is underpinned by strong Literacy skills. As such, Literacy is at the very core of our curriculum.
We follow the British National Curriculum which has the following overarching aims:
Students study Literacy every day. Through a range of engaging texts, students follow a weekly cycle of Literacy lessons that develop the central skills of reading, writing and spoken language.
Singapore Maths Curriculum
Kindergarten 1 and Kindergarten 2 follows the comprehensive ‘Growing with Mathematics’ programme, which incorporates a balanced approach to learning mathematical concepts and problem solving skills. The programme reflects the philosophy that all children can learn mathematics when they are provided with:
Grades 1-5 follow the ‘My Pals Are Here’ programme – a spiral curriculum which allows students to build outward on prior knowledge and develop their understanding of each concept in depth, and learn the content well for application at advanced levels. Students will be able to hone their problem-solving and critical thinking skills through individual and collaborative processes. The concepts are arranged and unfolded systematically using a structured approach that progresses with students’ cognitive levels.
In today’s world it is critical for all citizens to be scientifically literate. They should be able to make thoughtful, informed decisions on topics that will affect not only their lives, but the lives of generations to come. SMMIS Science curriculum, taught through the IMYC framework, is informed by FOSS. FOSS (Full Option Science System), is a research-based science curriculum for grades K2-G8 developed at the Lawrence Hall of Science, University of California, Berkeley. FOSS has evolved from a philosophy of teaching and learning that has guided the development of successful active-learning science curricula for more than 40 years. The FOSS Programme bridges research and practice by providing tools and strategies to engage students and teachers in enduring experiences that lead to deeper understanding of the natural and designed worlds.
At SMMIS we promote STEAM education which embraces the studies of science, technologies (digital and design), art, engineering and mathematics.
STEAM gives students a real advantage in the employment market, worldwide. STEAM gives students the knowledge and skills to become part of a scientific and technology-based society.
We work directly with World Ort the world’s largest Jewish education and vocational training non-governmental organisation.
Jewish Education & World Religions
At SMMIS, students in Primary school are given a choice to study either Jewish Education: TalAm, taught in Hebrew, or Jewish Education: Culture combined with World Religions, which is conducted in English.
In Secondary school, all students follow a Jewish Education curriculum which is taught in English and covers: Jewish Values; Jewish History; Zionism and Holocaust Studies.
World Religions at SMMIS
World Religions at SMMIS provides students with opportunities to learn about and learn from the world’s major religions: Hinduism, Buddhism, Christianity, Islam and Sikhism. Various aspects of these religions are discussed, with knowledge and understanding being built up over the years. We encourage personal responses and focus on the importance of respecting each other’s beliefs. As well as key beliefs, stories, leaders and sacred texts, students are taught about key religious festivals that occur throughout the year.
Prayer and Mindfulness
In the mornings all students choose between traditional morning prayers or a mindfulness session, which sets them on the right path for their daily learning journeys.
Youth Chinese Curriculum
At SMMIS Mandarin is taught as a foreign language with the aim of developing students’ abilities to use Mandarin in their daily and academic lives through nurturing the 4 essential skills of listening, speaking, reading and writing. We follow the Youth Chinese Test (YCT) curriculum established by Hanban, an agency of the Ministry of Education of the People’s Republic of China. Students at SMMIS take part in the YCT exam from Grade 2 onwards.
MFL: Ivrit/ Hebrew Language
At SMMIS we teach Hebrew as a foreign modern language based on student ability.
Students either follow the Talam programme; the Israeli National Curriculum or, students that are new to the Hebrew language or that do not have enough prior language acquisition are placed in our Ulpan programme for beginners.
Students placed in the Ulpan programme have an opportunity to move up to the next level once a set of goals are acquired. This helps them develop a solid foundation before entering the mainstream classroom.
All tracks of Hebrew instruction focus on reading; writing; listening and speaking.
English as a Second Language (ESL)
At SMMIS, we delight and encourage the enrolment of Non-English speaking students. We aim to provide them with the support they need to develop their English and gain fluency.
We follow the ‘Teaching English as an Additional Language 5-11’ curriculum by Caroline Scott. We use the curriculum as the basis for developing basic and advanced language. All students are assessed and this determines a start point for their English language classes.
As well as the curriculum and classes with the ESL teacher, we also promote the importance of inclusion. As such, students spend lessons also within the mainstream classes. They are given support in these classes by their homeroom teacher, and where possible, the ESL teacher. Through inclusion, they are given greater exposure to the English language which will ultimately assist them with acquiring language at a faster rate.
We very much believe in ensuring that they are supported at all levels. The ESL teacher is involved to ensure that they are coping in their classes academically, as well as ensuring that they are supported and succeeding socially.
Special Education Needs (SEN)
At SMMIS we have a small learning support department that is able to support the learning of students with low level learning differences.
We take an inclusive approach to students with special educational needs – every child is respected and valued as an individual. Our small class sizes enable students to be supported in the general classroom setting, or they may receive individual or group support from the SEN teacher.
SMMIS is unable to support the learning of students with severe learning differences.
At SMMIS the curriculum for music aims to ensure that all students perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions. We encourage students to understand and explore how music is created, produced and communicated, including through the interrelated dimensions of pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notation. Students learn to sing and to use their voices, to create and to compose music on their own and with others and have the opportunity to learn a musical instrument.
SMMIS has a fully equipped soundproofed music room with sprung floor to facilitate music and movement classes.
Our Drama curriculum focuses on providing an appreciation of the arts and developing the key dramatic skills of:
- Making (exploring, devising, shaping, interpreting)
- Performing (presenting and producing)
- Responding (evaluating and applying knowledge and understanding).
Students learn through drama games, movement exercises, acting and stagecraft skills. Drama provides students with communication skills, self-confidence, cooperation imagination and empathy.
The Reuben Manasseh Meyer Auditorium seats up to 450 and the Communal Banquet & Events Hall seats up to 400.
SMMIS promotes the holistic development of its students and seeks to inculcate the importance of leading a physical and active lifestyle. Primary students are given opportunities to learn the skills of a variety of sports with a focus on enhancing their gross motor skills such as coordination, agility, balance, throwing, running and jumping through a variety of games. Secondary students are provided with opportunities to acquire advanced sports skills (attacking, dribbling, teamwork) and strategies for effective performance through a broad range of physical activities including ball games, striking games, athletics, dance and yoga.
The swimming curriculum ranges from ‘learn to swim’ classes, to competitive programmes. It includes pool safety rules, water confidence, developing appropriate technique in the four competitive swimming strokes and, for older students, basic water rescue techniques.
SMMIS has a 25m swimming pool, an astroturf pitch and an air-conditioned indoor basketball court/gym with sprung floor.
Experiential learning away from the classroom in the natural environment is another aspect of SMMIS’ holistic development of the whole child. Primary students have the opportunity to tackle a high ropes course at Forest Adventure. In G3 students camp overnight at the Singapore Zoo. In G4 and G5 students participate in a 3-day 2-night Camp Challenge in Sembawang.
Secondary Students have the opportunity to take part in an overseas Cultural Experience & Services Trip. An example of this is our trip to Chiang Mai, Thailand with World Volunteer. Students learned the craft of adobe mud building, helping the village community to build a Community Library. We stayed in adobe mud huts in the beautiful ‘Earth Home’, surrounded by nature, and learned about Permaculture. Students also had the opportunity to go shopping in the Night Market, and go on a walking tour of the city.
Closer to home, Secondary Students participate in at least one outward bound trip per semester in Singapore. In the past, this has included hiking trips and kayaking around the river mangroves of the north.