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International School Ikast-Brande
Curriculum evaluation

To ensure that students at ISIB have the best possible chance of success, we use a number of evaluative measures to ensure student progress takes place throughout their time in the school. Examples of these measures are outlined below.

Each staff member in the school is given a syllabus to follow, prescribed by Cambridge, which has clear outcomes and topics to be covered throughout the duration of their course/subject. This ensures that all staff are teaching at the relevant level for your child and their expected ability level. Further detail of the syllabus breakdowns and subject information can be found in the subject curriculum areas of this website (Click here for Years 7 and 8, and click here for IG1 and IG2).


Tracking your child's progress

Every teacher has a tracking grid for their subject or for their year group in Primary. This is used to record assessment marks and grades throughout the academic year. Teachers record a minimum of two assessment grades per term in order to evaluate the students' learning. Many teachers choose to conduct more assessments than this throughout the term. These grades are centrally recorded and analysed by the curriculum coordinator of the school. Tracking results helps us to identify any students who are underperforming, and highlights any specific subject areas in which they are struggling, so that we can support them swiftly and effectively. Tracking also indicates students who are exceeding expectations.

What happens with the information?

Subject specialist teachers and homeroom teachers will be informed of students who are appear to be underperforming or exceeding their expected levels. A number of measures may then be implemented.

As a matter of course, lessons are differentiated to ensure that each child can access and understand the resources used, and achieve steady progress. Intervention programs may also be put in place – for example, additional support time with the teacher. Additional support may also be provided by a teaching assistant, who may work with small groups of students, or on a one-to-one basis. This may take place both inside and outside the normal classroom setting. Students whose attainment is beyond the expected level for their age will be provided with extension work and challenges to help them to develop their skills and understanding further, and to encourage them to study independently on topics within and beyond the syllabus.

Support in school

We have a dedicated EAL teacher to work specifically with children who have barriers to learning in English. The majority of our students have English as a second language and may therefore need additional support where teaching is solely in English. Additional EAL classes are placed on their timetable to help them make rapid progress in English and thereby be able to work more effectively in all other subjects. This support is provided from primary all the way through to Year 11 in the secondary school.

Communication - Parents/ Teachers/ Students

We have two parent/teacher meetings a year, at which we discuss students’ progress in school. These meetings occur at the beginning and the end of the academic year. Parents are also provided with a progress report card which provides individual comments regarding how their children are doing in each subject area. These comments are discussed in further detail at the meetings. During such meetings, targets are set and agreed between the parent, the student and the teacher. The targets are recorded and placed in the student's record and then checked periodically throughout the year to be discussed again at the later parent/teacher meeting. Any additional requests from parents are also noted. Should teachers feel that the targets are not being met, or if parents have any concerns during the school year, a request for an individual meeting can be arranged to discuss such issues. Staff members are encouraged to contact parents regularly regarding any concerns with students, and vice versa.
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