High School

STUDENT/PARENT HANDBOOK

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GRADUATION

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�ϰ��ϲʹ�� has always been a leader and pioneer in the field of education in Egypt. It is no surprise that �ϰ��ϲʹ�� was the first school in Egypt to have its Graduation Ceremony at the Pyramids in the seventies.This has been and always will be a trademark that �ϰ��ϲʹ�� is known for.

Since our community is composed of students from all over the world, who all have a passion for our wonderful host country, it only made sense to hold the graduation ceremony at the most famous Ancient Egyptian Site.

Every year, our graduates gather in the early morning by 5 AM at the school to be ready for the ceremony by 8:00 AM. It is a day full of excitement, happiness and optimism for our graduates.

During this time they enjoy taking some spectacular photos with the Pyramids. After covid-19 restrictions in the year 2020, luckily �ϰ��ϲʹ�� was able to uphold the same tradition and allow the graduates to conduct the ceremony there. With all the social distancing and mitigation steps, our graduates are able to throw their Graduation Caps into the warm air, with the Ancient Egyptians looking over them.

Last week Seniors took part in the annual ‘Graduate Walk’ on campus. Graduating students walked through the ES, MS, and HS halls and were applauded by the assembled students. A great way to bring our graduation celebration to campus to share with all students.

Social Studies

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Social Studies Department

PHILOSOPHY

The discipline of Social Studies involves students as active participants in the learning of historical, economical, political, cultural, and geographical concepts to develop perspectives into local and global issues. By recognizing and understanding the challenges of change, students learn social science skills through experiential, collaborative and research approaches. As students expand their awareness from personal to societal to global, they think critically about the human condition and become motivated to serve our local and global community.

Physical Education

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Physical Education Department

PHILOSOPHY

We believe that regular physical activity contributes to good health, functional movement, and lifelong well-being. Physical Education makes a significant and unique contribution to the student's overall education by providing opportunities to develop movement skills, knowledge, attitudes and leadership that the student will find useful throughout his or her lifetime. Challenging the student to cooperatively work and play with their peers in team building situations is at the heart of the program. Furthermore, learning is enhanced through participation in class situations that provide challenging, successful and enjoyable experiences for all students in a diverse range of activities. Fundamental to this approach is the development of age-appropriate skills and lead up games and activities that best facilitate student learning and skill acquisition.

Student learning is enhanced through participation in class situations that provide challenging, successful and enjoyable experiences for all students in a diverse range of activities. Fundamental to this approach is the development of age-appropriate skills and activities that best facilitate student learning and skill acquisition.

The �ϰ��ϲʹ�� Physical Education Department will provide a balanced and varied curriculum that will encourage students to:

LEARN

EXPLORE

HAVE FUN

… acquire knowledge of sports.

… acquire health & fitness understanding.

… be challenged.

… demonstrate �ϰ��ϲʹ��’s core values.

… actively participate in enjoyable PE lessons.

IB Diploma Program

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IB DIPLOMA PROGRAM

International Baccalaureate Program at �ϰ��ϲʹ�� Department

Enrollment in the IB Diploma Programme at �ϰ��ϲʹ�� is available to all students as long as the prerequisites have been met for individual courses. However, recommendations for enrollment in the IB Diploma or individual IB courses are made by the teachers, counselors, and IB Coordinator based upon previous academic performance. Specific course selections are made during the Spring Semester of Grade 10.

Students who elect to undertake the IB Diploma with its expectations within and beyond the classroom have chosen the most rigorous academic challenge available at �ϰ��ϲʹ��. Although the IB Diploma is designed to be accessible to all learners, it is a two-year comprehensive program that calls for a high degree of commitment. At �ϰ��ϲʹ��, we want all students to participate in our vibrant campus culture, but in order to do so, IB students must judiciously select their extracurricular activities. The homework, major assessments, and Diploma requirements will absorb many hours of any given week, and students must come into the IB Programme with an awareness of the workload.

Students may elect to participate in the IB program in one of two ways, either by Diploma or individual course (formerly called “Certificate”). IB courses are almost always two years in length. The IB courses are intended for Diploma candidates, and if there is limited space in an IB class, priority will be given to Diploma candidates. Every student in any IB class will undertake all IB requirements in order to keep the IB course label and, for Higher Level courses, the weight. All students taking two years of an IB course are required to complete all IB requirements and register with the IB for the subject(s), including sitting May examinations.

THE INTERNATIONAL BACCALAUREATE DIPLOMA

In the two-year Diploma Program students will study six subjects, three at Higher Level and three at Standard Level. Generally the subjects chosen at Higher Level will reflect the student's areas of greatest passion and academic strength. Standard Level subjects complement the Higher Level choices, but do not generally require the same degree of specialized knowledge and understanding. Students and parents should note that once the IB Diploma candidate receives his or her initial IB schedule, any change thereafter in the level or subject can jeopardize the IB Diploma. If a student requests alterations to an IB schedule, this can be done only in limited cases, under specific circumstances and timelines, and with approval from the IB Coordinator and HS Principal.

INDIVIDUAL OR GROUPS OF IB COURSES

Grade 11 students who elect to take certain IB courses may take any course at the Higher Level or Standard Level that fits into their schedule. Grades awarded in Higher Level courses are more acceptable for advanced placement at universities than those obtained from Standard Level courses. However, the commitment necessary to prepare for external examinations at either level will enhance university applications.

MOCK EXAMS

Students enrolled in IB courses may be required to sit mock exams in that subject. Format and length of mock exams depend on the subject area and level of the course.

ESTABLISHING AN IB PROGRAM FOR THE DIPLOMA

You are advised to select your Higher Level courses first. The ones chosen will depend on interests, abilities and future educational plans. The details of each course should be examined by referring to the individual course description.
Next, the selection of Standard Level subjects will be governed by the Higher Level subject choices as well as the offerings within the IB scheduled classes.
The program selected should then be examined in light of the following considerations:

(a) No student may select the same subjects at both Higher and Standard Level.

(b) Students must satisfy �ϰ��ϲʹ�� graduation requirements, particularly in terms of Health, Physical Education, and Visual and Performing Arts.
Once a Diploma program has been provisionally decided upon, it should be checked with the subject teachers concerned to ensure that the subjects and levels chosen are suitable; teacher approvals are critical and must be considered seriously. The program selection will be checked by the IB Coordinator in order to determine whether it is possible within the IB regulations and the master schedule.
In addition to registering for the six subjects, each Diploma candidate must register for the Theory of Knowledge course, participate actively in the CAS program and meet its requirements, and complete the Extended Essay.
Diploma Program students who select two courses in Group 1 and earn at least a 3 in both are eligible to earn a bilingual IB Diploma.

A Note on School Supported Self-Taught (SSST) Language A SL

The SSST Language A course is only offered by IB as an SL and is intended for native or near-native speakers of languages other than English and Arabic (the other Language A offerings at �ϰ��ϲʹ��). Although modified for independent study, the SSST course follows the Language A: Literature SL course quite closely. Students choosing this option should feel confident in their ability to read, write, speak, and analyze literature in the target language and in their ability to work independently to set and meet goals, complete the assessments, and meet deadlines.

All SSST students within one language must follow the same syllabus of texts. SSST Language A will appear as a pass/fail class on each IB Diploma candidate’s �ϰ��ϲʹ�� transcript where achieving a pass is conditional on students regularly meeting with the IB Coordinator and making progress toward completion of the course. For additional questions, please consult the IB Coordinator.

The school will only be able to provide limited support for SSST language, and there may not be a teacher at �ϰ��ϲʹ�� who speaks the respective language. Parents need to be prepared to pay for an individual tutor for help progressing through syllabus requirements.

Week Without Walls

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WEEK WITHOUT WALLS

Ever wondered what a Week Without Walls truly signifies? For those well-versed in our �ϰ��ϲʹ�� educational philosophy, it's more than a mere catchphrase; it embodies our commitment to delivering a transformative education that transcends the confines of traditional classrooms. The Week Without Walls (WWW) is our answer – a unique opportunity for students to step outside the classroom and immerse themselves in learning through service, action, and travel.

This year, our High School students embarked on ventures that are indeed worth highlighting. Let's delve deeper into their WWW journey.

In Vietnam, during the Village House Build course, students were confronted with challenging living conditions, instilling in them empathy and a strong sense of community. Witnessing these circumstances instilled a drive to contribute positively and highlighted the significance of lending a helping hand to those in need.

On the Croatian adventure, students discovered the great outdoors, unplugging from technology and embracing the serenity of nature. Conquering the mountain summit became a powerful metaphor for personal growth, teaching them the value of persistence and surpassing their perceived limitations.

The Photography in Cairo course provided students with a distinctive lens to view the world and its diversity. Through capturing diverse subjects, students uncovered the innate beauty in every aspect. Observing the myriad perspectives showcased in their classmates’ photos offered an invaluable lesson on the diverse ways individuals perceive the world.

From the global trainers coaching the sports camp in Cairo, students received exposure to international sports strategies and tactics. Engaging in drills and analysis expanded their comprehension of the global sports arena.

For beginners in the Golf Academy, professional coaches instilled golf etiquette, techniques, and the importance of tracking progress. This journey in mastering the sport instilled patience, mental acuity, and the gratification that accompanies skill development.

The scuba diving experiences imparted lessons in precision, readiness, and the repercussions of minor mistakes. These translated into discipline and responsibility that transcended into all aspects of their lives.

These experiences merely scratch the surface of the wealth of knowledge and growth our students encountered during their WWW journey. As they continue to expand their global awareness and grasp the world around them, we eagerly anticipate how they will draw upon these experiences as guiding lights in their future endeavors.

Special thanks to our High School Yearbook class for their invaluable insights and reflections, which greatly contributed to the development of this article.

IB Programme

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After a two-year long feasibility study compiled by representatives of the �ϰ��ϲʹ�� community, the �ϰ��ϲʹ�� Board of Directors voted unanimously in 1993 to join the world-wide collection of schools who offer the Diploma Programme of the International Baccalaureate (IB).

The Diploma Programme is the first and original of the three programs now offered by the IB and. As of February 2018, there were 3,182 schools offering the DP, in 153 different countries worldwide. �ϰ��ϲʹ�� belongs to the Africa, Europe, and Middle East region of the IB, which encompasses 38% of all schools offering the Diploma.

The Diploma Programme, created in 1968, is a demanding pre-university course of study that leads to externally assessed evaluations certified by the IB. �ϰ��ϲʹ�� may register students for the full Diploma Programme of six IB courses and the core or for one or more IB individual courses in specific subjects. The courses, and especially the full Diploma, are designed to challenge motivated students in their final two years of high school. The Programme has earned a reputation as a standard of excellence in secondary education and gives IB Diploma holders access to the world’s leading universities. Please see the High School Programme of Studies for further details.

IB learners strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. More detail on this profile is available at the link: IB Learner Profile

Honor Code

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�ϰ��ϲʹ�� embodies a spirit of mutual trust and intellectual honesty that is central to the very nature of learning, and represents the highest possible expression of shared values among the members of the school community. The values underlying and reflected in the �ϰ��ϲʹ�� Honor Code are:

Academic honesty - demonstrated by students when the ideas and the writing of others are
properly cited; students submit their own work for tests and assignments without unauthorized
assistance; students do not provide unauthorized assistance to others; and students report their
research or accomplishments accurately;
Respect - for others and the learning process to demonstrate academic honesty;
Trust - in others to act with academic honesty as a positive community building force in the school;Responsibility - is recognized by all to demonstrate their best effort to prepare and complete
academic tasks;
Fairness and Equity - demonstrated so that every student can experience an academic
environment that is free from the injustices caused by any form of intellectual dishonesty;
Integrity - of all members of the school community as demonstrated by a commitment to academic
honesty and support of our quest for authentic learning.

These principles serve as the foundation for a lifetime code of ethics. By collaboratively encouraging an
atmosphere of honesty and hard work, students, faculty and administration serve the student body of �ϰ��ϲʹ��
by making it a better place to learn.

HS Counseling

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COUNSELING

The �ϰ��ϲʹ�� HS Counselors work in partnership with students, parents, and staff to provide a comprehensive counseling program that aligns with our school's mission and core values. We seek to enhance our student body's desire to contribute to a global world by fostering culturally, socially and environmentally minded, responsible and respectful young adults who have a sense of confidence and aspire to take an active role in creating a brighter future.

The �ϰ��ϲʹ�� Counselors are student advocates who believe in each student's intrinsic worth. We seek to create a community atmosphere in which all members feel safe, valued, supported and encouraged to achieve their goals and reach their full potential. It is our mission to provide proactive and responsive services to meet the needs of our community. Our program is continually evolving to assist students in the areas of academic achievement, personal/social development, and college/career awareness in our ever changing society.

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Program of Studies

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Program of Studies for 2021-2022:

This program contains information to assist students in planning a high school program that meets individual needs and goals. Please be aware that the listing of a course description does not guarantee that the course will be offered in the 2021-2022 master schedule, nor that a course will fit into a student’s schedule. Courses will be scheduled on the basis of student interest, sufficient enrollment, and the most effective use of teachers’ time. Typically, a minimum of six students must be enrolled in a course in order for that course to be offered. In low enrollment courses, students may be required to sign a document that waives the ability to drop the course. In addition, the School reserves the right to cancel any course for administrative reasons.

SELECTION OF COURSES

Each student’s course selections will be reviewed and approved by parents and counselors. IB course selections are also approved by the IB Coordinator to ensure those selected are appropriate and meet both personal and program criteria. Careful initial selection of courses by students and parents is very important; it is extremely difficult to change or rearrange individual programs after the master schedule is set.

Students who have questions regarding course selection should see their counselor.