Curriculum
The elementary curriculum is aligned with international standards and strives to prepare students for future success. By setting high and achievable expectations, students learn to take risks, explore, experiment, and solve problems with confidence and pride. Educational activities facilitate inquiry-based learning, cooperative groupings, self-directions, and developmentally appropriate practice. It is our belief that every child has inherent talents and the potential to succeed in a global society.
Language Arts
The curriculum at Rainbow Bridge International School is based on the assumption that language is essential for learning, thinking, and communicating. All subject areas are connected through the language strands of written and oral communication. Every teacher at RBIS is considered a teacher of language.
Written Communication: Reading and Writing
Reading is actively constructing meaning from text, and it is an absolutely essential skill in modern society. At RBIS students are taught to read and write for pleasure, instruction, and information. Students at each grade level read and write across the curriculum.
Every student has opportunities to explore a wide variety of literary styles and genres. Students read daily in small groups and individually. Students often choose their own texts or texts are selected by instructors. RBIS utilizes both Houghton/Mifflin basal reading books as well as other literature for small-group phonics and whole-language instruction focusing on comprehension and fluency.
Writing is practiced daily, and teachers use the Six Traits of Writing rubric as a guide for instruction, discussion, and practice. Throughout the school year, students have the opportunity to explore a variety of writing strategies and to write for a variety of purposes.
Oral Communication: Listening and Speaking
Oral communication is an essential component of intellectual and social life. Elementary classrooms provide students with the opportunities to hone the oral communication skills necessary for language development, learning, and building social relationships. In the classroom, students can participate in formal and informal discussions where they can listen to and respond to a wide range of information, including the opinions and ideas of others.
Oral Communication: Listening and Speaking (Continued)
Student presentations, which include visual media, are a regular occurrence. Emphasis on oral communication ensures all students improve in fluency and accuracy when speaking.
Mathematics
The RBIS mathematics curriculum is founded on the statement, “All students deserve to understand the power and beauty of mathematics” and based on the six math content standards identified by the NCTM (National Council of Teachers of Mathematics 2000). Standards include number sense; data analysis and probability, patterns, algebra and functions; geometry; measurement and discrete mathematics; and mathematical structure and logic. Problem solving is central to instruction, while basic skills are emphasized as the tools necessary for successful problem solvers.
Students have the opportunity to take part in whole class, individual, and small group learning activities. Teachers encourage students to communicate their understanding and reasoning using words, pictures, manipulatives, and charts and graphs. Teachers use the Houghton/Mifflin program textbook as the primary teaching source while integrating authentic learning opportunities relevant to each thematic unit. Mathematics is a natural and constructive part of each learning day.
Social Studies
The social studies curriculum aims to provide opportunities for students to learn about themselves, others, and the world around them, thus enabling them to be active participants in a changing society. Through thematic units students explore their personal and cultural identity, other cultures, community, geography, the environment, and significant people and moments in history. Students are given opportunities to develop greater intercultural understanding and respect for individuals.
Teachers plan authentic learning experiences that address the central idea of each thematic unit. Multiple resources, such as the Internet, books, field trips, and guest speakers are used throughout each unit. Teachers are encouraged to challenge student thinking and assumptions through discussions and investigation. Social studies is a vital and empowering part of RBIS’s multicultural campus.
Personal Development
Children learn best when they feel safe and secure. RBIS teachers and staff work to maintain an environment where students are free to make mistakes without fear of ridicule or embarrassment. While environment clearly plays an important role in success, self-knowledge is just as important. Therefore, health and personal issues are addressed authentically within the context of each theme.
Class Size
Elementary classrooms are limited to twenty students. Each classroom has a head teacher and an assistant teacher.
Discipline Policy
RBIS elementary classrooms use a discipline technique called Think Time to maintain a positive classroom environment even when a student exhibits a disruptive behavior. The technique emphasizes the seriousness of education, respectfulness of the classroom environment, and the importance of students taking responsibility for their own behavior. The first part of Think Time is designed to allow disruptive students to focus and gain self-control by asking them to either move to a designated space away from the group or move to another classroom. The second part involves providing the student with feedback about his/her behavior and an opportunity for him/her to plan for future success in the classroom. Parents or guardians will be notified by the classroom teacher if a student is directed to Think Time four or more times within a school week.
Chinese Lessons
Every day students attend a 45-minute Chinese lesson which focuses on basic vocabulary development, dialog, and culture. Chinese teachers instruct students through a variety of educational activities enhanced by songs, games, and visual supports.
Special Classes (Specials)
Students receive specialized instruction in a variety of subjects including art, computers, music, physical education, and science. Students attend each special class once a week for a 30-minute period. Specials are offered to all elementary students.
ESOL Program
Elementary students requiring additional studies of the English language participate in our ESOL program. ESOL classes are offered in a small group setting and are designed to increase students’ understanding of English grammar, vocabulary, and communication.
Students with limited English ability will be recommended for the program by their classroom teacher and will be assessed by the ESOL teacher. Classes are generally held for a 30-minute period, and the number of sessions each week depends on a student’s English ability.
Specialized Reading Program
Students requiring additional support in areas of reading fluency and comprehension will attend specialized reading classes. Reading classes are offered in a small group setting and are developed to strengthen students’ knowledge of reading and writing strategies, language structure, spelling, and phonetics.
Students participating in the program are recommended by the classroom teacher and are assessed by the school reading specialist. Classes are generally held for a 30-minute period, and the number of sessions each week depends on a student’s reading ability.
Homework Policy
Homework supports learning by providing students with opportunities to exercise newly-acquired skills and knowledge. Assignments should connect to concepts taught in class and take into account students’ learning ability and interest. On occasion, teachers may need to modify homework assignments to meet students’ needs and parent expectations.
The amount of time spent on homework will vary depending on the students’ age and understanding of concepts taught in class as well as the specific assignment. Parents are encouraged to inform teachers of their child’s homework habits and ability to complete assignments.
Homework may or may not account for grade credit, but will be explained and monitored by the teacher in an effort to encourage good study habits. Homework is never be used as a punishment.
Portfolio Assessments
A portfolio assessment is a living document used by teachers, students, and parents to help evaluate students’ progress over the course of the school year. Teachers will organize a portfolio for each student in the class and maintain it throughout the school year. Portfolios will contain items that provide evidence of student achievement and growth.
Report Cards, Progress Reports and Parent-Teacher Conferences
Report cards and progress reports are reflective of students' learning and social and academic growth. Progress reports are sent home mid semester and report cards are sent at the end of each semester during parent teacher conferences.
Parent-Teacher conferences are held once a semester and are scheduled over a week’s time. They are generally held near the end of the term. Conferences are an opportunity for teachers and parents to discuss a child’s progress in depth.