An International core curriculum, compatible with systems from many countries, is followed from Preschool to Grade 12 at HOPE International School. The Curriculum is based on clearly defined learning objectives. Our programs promote academic, social, emotional, physical, and spiritual learning and are appropriate for children from diverse cultures.
In Grade 9 and 10 the Cambridge International General Certificate of Secondary Education (IGCSE) is taught. This provides an excellent foundation for skills required in the International Baccalaureate program. In Grade 11 and 12 the International Baccalaureate (IB) curriculum is followed. The IB program is considered to be a ‘gold standard’ program and produces students that are exceptionally well-rounded, and our graduates are accepted into prestigious universities and colleges all over the world.
Quality instruction is delivered by Christian Teachers from a variety of nations, all of whom have professional teaching qualifications. Academic success is valued, but only alongside the goal of developing well rounded social beings. The accrediting agencies of Association of Christian Schools International (ACSI) and International Baccalaureate (IB) validate that quality, Christ-centered education services is provided at HOPE International School.
Assessment is an integral part of learning at HOPE International School. Assessments are closely linked to the learning objectives in order to give a clear picture of the full extent of learning for each student. External IGCSE and IB assessments validate the quality of learning at HOPE and are transferable and recognized by many countries around the world.
Teachers aim to reflect the love of God in their relationships with the students, and incorporate a Biblical worldview within their teaching. Students are encouraged to explore their faith and develop their personal worldview from a Biblical perspective.
The school is English speaking, and students are expected to communicate in English at all times.
English Language Learners (ELL)
HOPE’s policy is a maximum of 25% ELL students in a class. The policy is to encourage English as the language of communication. Students are expected to speak English in class and on the playground.
HOPE International School Primary serves students from Preschool to Grade 5. The Primary curriculum has been written from a Biblical world view which incorporates Science, Health, English, Art and Social Studies. Some of these subjects are taught by specialist teachers such as Art, Khmer, Music and PE.
The HOPE International School Grades 6 – 8 Curriculum has been developed as a continuum which allows students to progress seamlessly from Primary to High School with a Biblical Worldview at its core. The Curriculum has been developed by specialist teams of teachers in consultation with the Primary and Secondary school staff to ensure that it becomes relevant to the broadest range of international students possible. In this respect, the curriculum blends aspects from many different countries worldwide, without following one individual nationalities style or content. Curriculum mapping is always aimed at allowing students to transition to their ongoing country.
International General Certificate of Secondary Education (IGCSE) for Grade 9 and 10
The International General Certificate of Secondary Education (IGCSE) is an internationally recognised qualification. The curriculum is based on international standards for 16 year olds and is administered by the University of Cambridge examinations board. Standards are moderated against all IGCSE entries so that an IGCSE grade A means the same whether the student took the exam in Cambodia, Korea, Australia, the UK or the USA. HOPE’s curriculum from Preschool to Grade 8, while using a range of different curriculums and resources, is designed to flow into IGCSE. The IGCSE course is excellent preparation for the International Baccalaureate (IB) Diploma in Grade 11 and 12, which provides university entrance across the world.
Pathways for Grade 9 and 10
The Cambridge International General Certificate of Education is a most commonly taken over two years.
When students make subject selections in Grade 8 they may
a) Commence a Full IGCSE program
b) Commence an Integrated HOPE/IGCSE Pathway
Minimum Academic Standards
For successful transition to Grade 9 students need to be ready to meet the academic requirements of IGCSE.
By April of Grade 8 students should:
- Be achieving a C grade or better for : English, Mathematics & Science.
- Have attained a Predicted Grade of at least a C on externally standardised testing.
The Cambridge International General Certificate of Education (IGCSE) is one of the most sought after international qualifications for students studying at the secondary level, providing students with a broad choice of subjects. It is recognised globally by tertiary institutions and employers, encourages teaching and learning practices that are learner centric and encourages students to investigate issues, develop their own questions and analysis to go further in their understanding. It is a rigorous and challenging curriculum that prepares student for both the International Baccalaureate diploma and university studies in the future.
For students at HOPE the ‘full’ IGCSE program involves students studying the core subjects
- English Language and English Literature (2 units)
- Science (2 units)
Plus HOPE core courses in:
- Christian Perspectives and Christian Living
- Physical Education
In addition students select up to four additional IGCSE courses from a variety of electives. These may vary depending on student cohort selections and staffing availability but have historically included: Additional Mathematics; Art; Business Management; Computer Science; Design; Drama; Geography; Global Perspectives; History; Music; National History and Physical Education.
Cambridge IGCSE assessment takes place at the end of the course and can include written, oral, coursework and practical assessment. This broadens opportunities for students to demonstrate their learning, particularly when their first language is not English. In many subjects there is a choice between core and extended curricula, making Cambridge IGCSE suitable for a wide range of abilities.
Grades are benchmarked using eight internationally recognised grades, A* to G, which have clear guidelines to explain the standard of achievement for each grade.
It is recognised that not all students and not all academic pathways require the rigor and depth of study involved in the IGCSE, hence HOPE’s decision to offer alternative pathways.
Students may, in discussion with Parents and the Deputy: IGCSE and IB negotiate a variation to this study pathway. Options that may be discussed include:
- The total number of IGCSE courses that the student will take
- The total number of IGCSE exams that the student will sit
- The possibility of taking a course but having assessment completed internally.
It is critical that possible pathways/future study destinations are researched fully in order to ensure that subject choices meet the likely future minimum requirements.
HOPE will provide a ‘pathway transfer strategy’ for students who require course modification during the two year program. This would involve a course review. The school/students or parents may initiate a conversation to trigger such a change.
International Baccalaureate Diploma and HOPE Diploma for Grade 11 and 12
At HOPE International School there are two main pathways in Grade 11 and 12 (the IB Diploma and the HOPE Diploma) and one alternative pathway (the Part Time Pathway).
Pathways for Grade 11 and 12
When students make subject selections in Grade 10 they may
a) Commence the IB Diploma Program
b) Commence an IB HOPE High School Certificate
c) Commence a HOPE High School Completion Certificate.
The IB Diploma Program is widely recognised by tertiary institutions as the most rigorous and substantive pre university preparation pathway and is particularly appropriate for students in an international context such as HOPE. It provides both academic breadth and depth. The IB is currently recognised in 75 countries by more than 1800 universities. Students completing the Diploma will study three academic subjects at Higher Level, three at Standard Level, and will complete the Extended Essay (EE), Theory of Knowledge (TOK) and Creativity, Action and Service (CAS).
While assessment varies a little across subjects, typically two thirds of assessment is external (exams) and one third of assessment is internal (coursework). Each subject is scored out of 7. Three additional points are available for the core; the Extended Essay (EE), Creativity, Action and Service (CAS) and Theory of Knowledge (TOK). The IB Diploma is scored out of 45 points.
At the same time it is recognised that not all students and not all academic pathways require the rigor and depth of study involved in the IB, hence HOPE’s decision to offer alternative pathways.
Students completing the IB HOPE Certificate will study 6 IB subjects. These may be HL or SL as negotiated with the student and family. They would be required to study CAS. Involvement in the EE and TOK would be a negotiated element of their program. Exams may be set and marked internally here at HOPE, or the student may elect to sit the IB exams in selected subjects.
Student completing the HOPE High School Certificate will take a minimum of 3 IB subjects at either HL or SL, but assessments will be School based and moderated. They will also be expected to complete the CAS requirements. Additional program elements are required and will be determined in conjunction with the Deputy: IB and the Pathways Coordinator taking into consideration future aspirations and likely prerequisites for further study.
NOTE: it is critical that possible pathways/future study destinations are researched fully in order to ensure that pathway options 2 and 3 will still provide access.
In addition, HOPE will provide a ‘pathway transfer strategy’ for students who are achieving lower than 24 points overall at the end of Grade 11. This would involve a course review with a view to moving to Options 2 or 3. The school/students or parents may initiate a conversation to trigger such a change.