4 Zsolna utca, 1125, Budapest
At BBIS, children have a thirst for learning, and as a caring small school, we are passionate about our children loving school and feeling nurtured and happy. At BBIS, we help our children flourish and grow through the curriculum we provide, with fun group work, that is student centred and designed to meet each xhild at the level they are at.
We are committed to developing our young learners to be the best they can be, whether they are budding young writers, performers, artists, musicians, sportspeople, scientists, or mathematicians. Teachers structure learning experiences carefully so that our children always feel encouraged and motivated, in a fun and caring environment. We are excited to have introduced a ’forest school” learning experience so outdoor learning can also happen every week.
We follow a topic-based approach to learning by exploring a question or statement. In English, children are taught different genres around a book or film that is topic related so they can be completely immersed in their learning. We want to encourage a passion for reading a wide variety of differing texts and, through this, develop their vocabulary.
As part of this approach, we provide our children with a range of themed days and educational visits, as well as inviting visitors to the school to really bring the topic to life and engage all learners. We also invite parents into school on a termly basis so they can engage first-hand with what their children are learning and share this at home.
The National Curriculum
A national curriculum is set for each subject and each year group. This ensures children at BBIS get the best education possible. The national curriculum is comprised of three core subjects — English, mathematics, and science. Alongside these core subjects, the national curriculum also has a number of foundation subjects, including:
- Physical Education (PE)
For mathematics teaching, we follow a maths mastery approach. Teaching in this manner enables pupils to develop a deep, secure knowledge and understanding of mathematics at each stage of their learning, no matter their ability.
All children at BBIS, in both KS1 and KS2 have a Form Teacher, who fosters a sense of identity and security from an early age and who will be the first port of call for both children and parents.
The Form Teacher will always teach some of the academic curriculum to their children and, quite frequently, will teach several subjects to their children. All the children will see specialist teachers for some subjects, such as sport, music, Spanish and German. There are cross curricular links between many subjects, especially English which incoroporates Drama, Music and Art wherever possible.
We have a child-centred approach which, at its heart, creates an environment designed to encourage every child to fulfill their potential. The school day is purposeful and involves active learning and our learning dispositions are at the heart of lessons. The children are encouraged to take responsibility for their own learning and become increasingly independent. The academic curriculum remains broad, enriching and engaging.
BBIS children enjoy playing instruments, singing, sport and acting. The curriculum and opportunities are such that all children play in team sports and swimming, all children are in class assemblies and the yearly school play, and learning to play a musical instrument is something that all children in Years 3 to 6 do. Doing it all and having the breadth of experience is at the heart of the positive and rewarding education that we offer.
Each class has its own form room, class reading-library, interactive screen and cloakroom facilities. In addition we have four class sets of ipads and introduce 21st century learning to all classes where appropriate, however we also maintain a strong emphasis on the importance of reading books and handwriting. We have a multi-purpose assembly hall, a well-equipped science lab, and a computer room and a dedicated art room. The Junior School has a separate music classroom and access to individual tuition rooms. We have access to local theatres for big musical concerts and they play host to the annual BBIS school play.
We use an extensive playing field and an indoor gym at MOM Sports, as well as olympic sized pools and a training pool for our swimming lessons.
BBIS has the flexibility to put children into smaller groups to support and extend whether it be in sport, music, maths or English. It is an approach which enables us to go beyond the minimum requirements of the National Curriculum, introducing some subjects earlier and delivering others in greater depth.
All children study English, Mathematics, Science, Topic, Spanish/German, Music, Art, Computing, Sport and PSHE (Personal Social and Health Education).
The children are prepared for entry to BBIS senior school, and are confident, happy and achieve above the British national average. We maintain the breadth of our curriculum to Year 6 and do not narrow the children’s education for the sake of assessment preparation. Internal assessments are used to inform both teaching and learning.
To help children develop healthy learning habits and support their learning we do give homework and expect daily reading practice. We provide homework diaries so that requirements are clear.
“The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, guiding the students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders.” MYP: From Principles into Practice, September, 2014
Budapest British International School is a candidate school* for the MYP. This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students.
* Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted.
For further information about the IB and its programmes visit http://www.ibo.org.
In the MYP, students study 8 subject groups.
For more information, please see the subject briefs:
Distinctive features of the MYP include:
• Key and related concepts are big ideas, which form the basis of teaching and learning in the MYP.
• Global contexts provide contexts for inquiry and learning and promote multilingualism, intercultural understanding and global engagement. Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of:
• identities and relationships
• personal and cultural identity
• orientations in space and time
• scientific and technical innovation
• fairness and development
• globalization and sustainability.
• Approaches to teaching and learning are skills which help students manage their own learning. They provide a foundation for success in further education and the world beyond the classroom.
|IB ATL skill categories||MYP ATL skill clusters|
|Self management||III Organisation|
|Research||VI Information literacy|
|VII Media literacy|
|Thinking||VIII Critical thinking|
|IX Creative thinking|
Action and service lies in the Core of the programme and is an essential component of the MYP. It sets out clear learning outcomes that grow from students’ participation in local and global communities.
MYP projects are informed by respected models of service learning and provide stepping stones toward the Diploma Programme’s core requirements for Creativity, Activity and Service (CAS).
The personal project, for students completing the programme in year 5, is a culminating experience in which students apply their approaches to learning skills to complete an extended, self-directed piece of work. This required component provides opportunities for creative and truly personal demonstrations of learning.
At BBIS we have developed a rich, creative and engaging curriculum for our students, with our aim being that our children enjoy school as well as developing as learners and individuals.
It is our responsibility, and each child’s entitlement, that their development is assessed, tracked and this information be used to inform teaching as well the families/guardians for each of our children.
Below you will see an outline of the assessment carried out at BBIS. Assessment is a continuous process and is carried out by our staff on an on-going basis, in the form of effective Assessment for Learning (Afl), as well as summative tests.
|Age /years||Key Stage||Year||Curriculum /Programme||Assessment Policy|
|5-6||KS1||1||National Curriculum for England||· Ongoing Formative Assessments (Afl)
· Weekly Spelling and Times Table tests
· Termly Reading tests based on school schemes (ORT/RAZ)
· Half-termly tests for each subject based on program used (Abacus, LCP)
· Half-termly APP of written pieces for each student.
· International testing (CAT4, PIM, PIE)
|11-12||MYP||7||MYP||· Ongoing Formative Assessments (Afl)
· Termly summative assessments
· Assignments given per subject, per term, with feedback given to students
· Termly teacher analysis of student results to award an Overall Level of Achievement (OLA) level for each subject.
· Termly teacher assessment of the 5 Approaches to Learning(ATL) skill areas.
· On-screen external MYP examinations at 16.
· ePortfolios of coursework, including a compulsory ePortfolio for the personal project.
Budapest British International School is committed to developing confident, globally aware, motivated and self-disciplined learners, who can realize their full potential and make a responsible contribution to the world, in a caring, Arts oriented teaching and learning environment.
At BBIS, we believe that learning should be fun, interactive and focused on children’s own personal learning goals. Our curriculum is exciting, challenging and innovative.
Learning about working together in teams, taking individual responsibilities, being trusted and being respectful is equally as important for us as academic development. BBIS uses Jigsaw, an in-depth PSHE (personal, social and health education) scheme to develop each child’s understanding of how they can contribute and fit into the world.
As 21st Century learners, our children are to entitled to engage in specialist I.C.T. lessons every week, with fully qualified teachers. With iPads and laptops available, there is always an opportunity for students to use technology in their learning.
Our enthusiastic, qualified and experienced teachers draw on their wealth of knowledge, as well as collaborative work, to deliver our curriculum, which is supported by world-class resources. Follow the links to learn more about these resources: