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Satit International Bilingual School of Rangsit University Chiangmai （简称：SIBS ）采用英国剑桥课程体系，提供一站式幼儿园至13年级的系统国际教育和多通道升学模式。中英双语教学，以多元化的国际课程拓展学生的全球视野，支持学生的个性发展，以完备的校园设施提升学生的综合人文素养,帮助学生完成各年龄阶段所需的知识储备及能力 学习，在未来国际环境中脱颖而出。 |
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Double your Future. Double your Degree Cambridge International School | |
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☑ Students who are fluent in two languages ☑ Students who exceed both international and local standards ☑ Students who are enabled to reach their full potential ☑ Students who understand their role in society and the world ☑ Career focused tracks | |
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握两门语言握两门☑ 学生熟练掌握两门语言 握两门语言握两门☑ 学生超越国际和国内教育标准 握两门语言握两门☑ 学生有能力充分挖掘自身潜力 握两门语言握两门☑ 学生了解自己在社会和世界中的角色定位 握两门语言握两门☑ 关注学生的职业发展规划 | |
Onet Results |  | SIBS scores are higher than provincial,private schools and national averages | |
SIBS leads national results |
IGCSE Results | |||
 |  | 3 Students took the IGCSEalternative exam in 2020
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---------- 一站式K13系统国际教育，为5-19岁的学生提供一条完整清晰的剑桥教育路径！ | ||
课程设置以剑桥国际学校IGCSE 和AS / A Level课程大纲为准。根据学生对大学的期望，指导他们完成课程选择，帮助完成大学申请。 | ||
SIBS Pathway | ||
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Kindergarten to Year 6 Integrated Learning Solid Foundation | Year 7-13 Subject Based Teaching High Results | Thai University and International University Admissions |
SIBS - Securing your Future
Early Years School | |||||
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 | Thinking, Research, Self management, Social, Communication | ||||
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Seasons | Rainy, Winter, Summer | Rainy, Winter, Summer | Rainy, Winter, Summer |
Number of Transdisciplinary Units | Topic will reflect on the children's learning development; interests; families; culture and language. Planning in the moment based on the developing ideas and interests of the children across 3 seasons. | 6 Units My Family & Me!Transport & TravelNursery RhymesPeople who help usAnimals around the worldRecycling and the environ-ment | 6 Units |
Characteristics of Effective Learn | Playing and exploring – engagement Finding out and exploring Playing with what they know Being willing to ‘have a go’ Active learning – motivation Being involved and concentrating Keeping trying Enjoying achieving what they set out to do Creating and thinking critically – thinking | ||
Learning & Development | Prime Areas Personal, Social & Emotional Development Physical Development Communication & Language Specific Areas Literacy Mathematics Understanding the World Expressive Arts & Design | ||
Aspects | Making RelationshipsSelf-confidence and self -awareness Numbers Shape, space & Measure People & communities The world & science Exploring Nature Technology Exploring using media and materials Being imaginative Music & Rhythm | Making RelationshipsSelf-confidence and self -awareness Managing feelings & Behaviour Moving & Handling Health & Self Care Being Bilingual English. Thai, Mandarin Listening & Attention Understanding Speaking Mark Making Focus literacy & Phonics Phases Numbers Shape, space & Measure People & communities The world & science Exploring Nature Technology Exploring using media and materials Being imaginative Music & Rhythm | Making RelationshipsSelf-confidence and self -awareness Managing feelings & Behaviour Moving & Handling Health & Self Care Being Bilingual English. Thai, Mandarin Listening & Attention Understanding Speaking Mark Making Focus literacy & Phonics Phases Numbers Shape, space & Measure People & communities The world & science Exploring Nature Technology Exploring using media and materials Being imaginative Music & Rhythm Early Learning Goals |
Other Provision | Outside school trips Visitors and parent connections Afternoon Teas sessions Student led conferences Early Years Exhibitions | ||
A Day at SIBS--Kindergarten | ||
Daily Schedule | ||
8:00-8:30 | Arrival to school | |
8:30-9:00 | Rise and Shine Morning Activities | |
9:00-11:00 | Inquiry Block: Children explore differentareas of provision within the indoor andoutdoor environment, (e.g. mark-making, maths, water, sand, dough, creative, roleplay, construction, Phonics, Thai, Mandarin, Music, Gym Nature Garden, Library, Messy Play, Sensory Engagement) | |
10:00-10:30 | Morning snack, Story Time | |
11:00-12:00 | Lunch times and transitions | |
14:00-14:30 | Snack time and preparations for home timeReception will have a rest/ quiet time with books or other activities from 1:00 pm. | |
14:30-15:15 | Extra Curricular Activities (ECA) | |
These times are there as guidelines, but as our children get innovative, messy and deeper into their learning they are subject to change based around the child’s inquiring mind and enjoyment in what they are doing. All areas of learning and development are integrated throughout all activities during each day. - Water and Bathroom Breaks are continuously available - | ||
Primary School | |||||
STUDENT CENTRED LEARNING, STUDENT CENTRED FUTURE
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Satit International Bilingual School - Primary | |||||
Lower Primary | Upper Primary | ||||
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First Year of Primary Transition from Early Years | |||||
Cambridge International Curriculum: | |||||
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Languages: | |||||
Meet Thai MOE Requirements
| Meet Thai MOE Requirements
| Meet Thai MOE Requirements
| Meet Thai MOE Requirements
| Meet Thai MOE Requirements
| Meet Thai MOE Requirements
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Meet Chinese Education Standards
Additional:
| Meet Foreign Language Education Standards
Additional:
| Meet Chinese Education Standards
Additional:
| Meet Chinese Education Standards
Additional:
| Meet Chinese Education Standards
Additional:
| Meet Chinese Education Standards
Additional:
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Ipad integration for digital reading and comprehension
Starters, Movers, Flyers | Ipad integration for digital reading and comprehension
Starters, Movers, Flyers | Ipad integration for digital reading and comprehension
| 1:1 Integrated iPad programme across all subjects
| 1:1 Integrated iPad programme across all subjects
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Exams:English, Math, Science
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Providing opportunities to be a Cambridge Learner | |||||
| Cambridge Learners | ConfidentExpress yourself and respect others. Think about your own learning. Keen to explore and evaluate ideas and arguments in a structured, critical and analytical way | EngagedEager to learn and participate. Collaborate in new ideas. Focussed and concentrated learners.Sharing ideas and leading others. | ResponsibleTake charge of yourself. Setting goals. Being honest with yourself and others. Appreciate the importance of culture, context andcommunity | ReflectiveReady to take on challenges. Like to try new things. Sharing opinions. Making positive contributions. Develop awareness and strategies to be lifelong learners. | InnovativeA different way of thinking. Coming up with your own different ideas. Apply knowledge and understanding to solve new and unfamiliar problems.Creativity and imaginative learners. |
Primary Curriculum | |||
English First Language | Mathematics | Science | Global Perspectives |
| Cambridge Primary English promotes an enquiry-based approach, developing learners’ confidence, creativity and intellectual engagement for learning English.Lessons are designed to accommodate various language ability groups. | Cambridge Primary Mathematics focuses on principles, patterns, systems, functions and relationships so learners can apply their mathematical knowledge and develop a holistic understanding of the subject. Providing a solid foundation upon which the later stages of education can be built. | Children are naturally curious and Cambridge Science supports the development of their curiosity, helping students to investigate problems, learn more about the world around them and understand and use scientific explanations, through scientific enquiry, biology chemistry and physics as areas of learning. | Global Perspectives is unique to Cambridge. It focuses on developing skills of research, analysis, evaluation, reflection, collaboration and communication. It also creates an opportunity for students to engage in current events and share experiences from their culture. |
ICT (Digital Literacy) | Physical Education | Music | Art |
| Digital literacy is an essential skill for learners of all ages, including the youngest primary students. Teaching ICT from Year 1 allows our learners to connect; collaborate; innovate and discover technology tools, in a safe environment. | Cambridge P.E. is about learning to move and moving to learn. Learners develop skills through a wide variety of age-appropriate physical activities, games, and sports. | Cambridge Primary Music is designed to be flexible so learners can perform through singing, playing musical instruments and music technology. Learners experience music from their own culture as well as exploring music from other times and places around the world. | Art & Design gives learners a platform to express themselves, sparking imagination, creativity and developing transferable skills. Students explore and push boundaries to become reflective, critical and decisive thinkers. |
Mandarin first Language | Thai first language | Thai Additional Language | Thai Language Culture and History Studies |
| First Language Mandarin is for native speakers or advanced non-native speakers. Students learn how to employ a wide-ranging of vocabulary, grammar and spelling to apply when speaking, reading and writing Mandarin. | First Language Thai is for learners whose first language is Thai or advanced non-native speakers. Aimed to develop learners' ability to communicate clearly, accurately and effectively in their home language. They learn how to employ a wide range of vocabulary, grammar and spelling to apply when speaking, reading and writing in Thai. | Thai as an additional language is offered to non-native thai speakers, aimed to develop understanding for being a community member of Thailand. Students learn how to employ a wide-ranging of vocabulary, grammar and spelling to apply when speaking, reading and writing in Thai as an additional language. | Offered to native and non-native thai speakers, providing our students to learn Thai disciplines, national celebrations, history and social expectations. |
A Day at SIBS--Primary | ||
Time | Activity | |
7:30 - 8:10 | Arrival to school | |
8:10 - 8:20 | Morning Assembly | |
8:20 - 8:40 | Homeroom | |
8:40 - 9:30 | Period 1 (Core or Specialist lessons) | |
9:30 - 10:20 | Period 2 (Core or Specialist lessons) | |
10:20 - 10:30 | Morning Break | |
10:30 - 11:20 | Period 3 (Core or Specialist lessons) | |
11:20 - 12:10 | Primary Lunch | |
12:10 - 13:00 | Period 4 (Core or Specialist lessons) | |
13:00 - 13:50 | Period 5 (Core or Specialist lessons) | |
13:50 - 14:40 | Afternoon Break | |
14:40 - 14:50 | Period 6 (Core or Specialist lessons) | |
14:50 - 15:40 | Period 7 (Core or Specialist lessons) | |
15:40 - 16:30 | Extra Curricular Activities (ECA) | |
Secondary School | ||||
Meet International and Thai M.O.E standards Subject Based Teaching Streaming according to student strengths and interests Preparing students for future careers | ||||
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| Cambridge ExtendedProgram | Cambridge ExtendedProgram | Cambridge CoreProgram | International CambridgeProgram | International BilingualProgram |
Key Stage 3 Cambridge Lower Secondary | Key Stage 3 Cambridge Lower Secondary | Inclusion via Joint classes | Key Stage 3 Cambridge Lower Secondary | Inclusion via Joint classes |
Cambridge Lower Secondary
**Meet Thai MOE Requirements **Prepare students for Lower Secondary Checkpoint **At-Risk Students identified and provided support | Cambridge Lower Secondary
**Meet Thai MOE Requirements**Prepare students for Lower Secondary Checkpoint **At-Risk Students identified and provided support |
Cambridge IGCSE
English Advanced Pathway Meet Thai MOE requirements Using Cambridge Lower Secondary standards | Cambridge Lower Secondary
Lower Secondary Checkpoint Examinations Prepare students for Extended IGCSE Mandatory to take a minimum 5 IGCSE subjects from the above list, with the addition of the Business Studies option in Year 10 |
Cambridge IGCSE
English Advanced Pathway Meet Thai MOE requirements Using Cambridge Lower Secondary standards Encourage students to take 5 IGCSE subjects |
Student PassportFor Longitudinal Tracking(Years 7-13) SIBS Junior Sports Teams* Badminton* Basketball* Football* Futsal Student Council OpportunitiesHouse Activities Day | ||||
Secondary School | |||||
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| Cambridge ExtendedProgram | Cambridge ExtendedProgram | Cambridge CoreProgram | Cambridge ExtendedProgram | Cambridge ExtendedProgram | Tertiary EducationUniversity |
IGCSE Year 1 Cambridge IGCSE
Prepare students for Extended IGCSE Mandatory to take at least 5 IGCSE subjects from the above list *electives | IGCSE Year 2 Cambridge IGCSE
Prepare students for Extended IGCSE Mandatory to take at least 5 IGCSE subjects from the above list *electives | Inclusion viaJoint classes
Cambridge IGCSE
English Advanced Pathway(Headway) Meet Thai MOE requirements | AS level Cambridge AS Level
Prepare students for AS level Examinations Mandatory to take at least 3 AS Level Subjects from the above list | AS level Cambridge AS Level
Prepare students for AS level Examinations Mandatory to take at least 3 AS Level Subjects from the above list | Thailand Universities Students can enter top Thai Universities - Thai or International Programs. RSU & RSU ICDouble Degree Programmes Transfer up to 30 credits 30 Credits = 1 Year Early completion of bachelor degree programs and double degree programs. KMITL Credit transfer Early completion of bachelors in Engineering International Universities Students can enter top Universities abroad - No foundation year needed. |
Secondary School | |||||
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International Cambridge Program | International Cambridge Program | International Cambridge Bilingual Program | International Cambridge Program | International Cambridge Program | Tertiary Education University |
The freedom of independent study with guided mentors | Partners in Higher Learning Murdoch University University of Canberra Sheffield Hallam University University 0f Hull University of West England Anglia Ruskin University De Montfort University, Leicester Robert Gordon University University of Wollongong Australia | ||||
Longitudinal Student Passport (Years 7-13) Student-Led Student Services **Model United Nations **Business Studies: Tuck Shop **Digital Media Design **Student Council (7 members) | Longitudinal Student Passport (Years 7-13) Student-Led Student Services **Model United Nations **Business Studies: Tuck Shop **Digital Media Design **Student Council (7 members) | ||||
Community Service (30 hours Minimum before graduation) Work Experience | |||||
SIBS Senior Sports Teams * Badminton* Basketball* Football* Futsal Student Council Opportunities House Activities Day | |||||
A Day at SIBS--Secondary | ||
Daily Schedule | ||
7:45 - 8:20 | Arrival and Morning Assembly(Students should arrive at or before 8:00) | |
8:20 - 8:40 | Homeroom | |
8:40 - 9:30 | Period 1 | |
9:30 - 10:20 | Period 2 | |
10:20 - 10:30 | Morning Break | |
10:30 - 11:20 | Period 3 | |
11:20 - 12:10 | Period 4 (Primary Lunch) | |
| 12:10 - 13:00 | Secondary Lunch | |
| 13:00 - 13:50 | Period 5 | |
| 14:40 - 14:50 | Period 6 | |
| 14:50 - 15:40 | Period 7 | |
| 15:40 - 16:30 | Extra Curricular Activities (ECA's) -optional | |
| 15:45 - 17:15 | English Language Support (ELS) for whom it is required | |
SIBS Chiangmai Mandarin Curriculum | ||||
| SchoolYears | Curriculum | Learning Objectives | LearningMaterials | LearningEmphasis |
| Y1 | Phonics: 1. a, o, e. 2. i, u, ü, y, w. 3. b, p, m, f. 4. d, t, n, l. 5. g, k, h. 6. j, q, x. 7. z, c, s. 8. zh, ch, sh, r. 9. ai, ei, ui. 10. ao, ou, iu. 11. ie, üe, er. 12. an, en, in, un, ün. 13. ang, eng, ing, ong. Writing of basic strokes. Basic reading. Size and shape. | 1. Introduction to Chinese Roman Pinyin: - Learn Chinese Pinyin, be able to read quasi initial consonants, finals, tones and overall recognition of syllables, be able to accurately spell syllables, and correctly write initials, finals and syllables. - Be able to read, correct and learn Putonghua with the help of Chinese pinyin. 2. Basic Literacy and Writing: - Like to learn Chinese characters, and have the desire of active literacy. - Know 300 common Chinese characters and write 100 of them. - Master the basic strokes of Chinese characters. | | 1. Chinese Roman Pinyin. 2. Know 300 common characters. 3. Write 100/300 characters. 4. Master the basic strokes of Chinese characters. 5. Proportional size and shape logic. 100/300 |
| Y2 | Reading Unit 1. Reading Unit 2. Reading Unit 3. Reading Unit 4. Reading Unit 5. Reading Unit 6. Literacy Unit 1. Literacy Unit 2. Oral communication (Interval arrangements.) | 1. Literacy: - Know 400 common Chinese characters and write 200 Chinese characters. - Know the capital letters, memorize the Chinese phonetic alphabet, and learn to look up dictionaries with phonetic order. 2. Reading: - Read the text correctly and fluently in Putonghua. - Learn to read with the help of pictures in books. 3. Oral communication: - Be able to listen to others and try to understand the main content of the speech. | | 1. Basic reading skills with the help of pictures. 2. Read 400 words accu-rately. 3. Write 200/400 characters according to the stroke order. 4. Strokes of Chinese characters. 5. Proportional size and shape logic. 300/700 |
| Y3 | Chinese Reading1- 25. Oral communication(Tone of speech & clear speech abilities.) | 1. Roman Pinyin: - Consolidate the Chinese phonetic alphabet. 2. Literacy: - Read 900 characters accurately and write 500 characters.- Be able to write according to the order of strokes, write the characters correctly and evenly. 3. Writing: - Chinese Punctuation. |
| 1. Read 900 characters accurately. 2. Write 500/900 characters according to the stroke order. 3. Strokes of Chinese characters. 4. Proportional size and shape logic. 800/1,600 |
| Y4 | Volume 1. Articles 1 – 27. Oral communication(Applied Language in dialogues.) Volume 2. Articles 1 – 32. Intensive Readings 1 – 24 Skimming Texts 1 – 8. | 1. Literacy: - Recognize 500 characters and write 500 characters. - Master the frame structure and writing rules of Chinese characters. 2. Reading: - Read the text correctly, fluently and emotionally in Putonghua. 3. Conversation: - Applied conversation employing new characters and words learned. |
| 1. Grasp the main content of an article and experience the thoughts and feelings expressed in the article. 2. Continue to learn to skim the main idea of an article. 3. Read 500 characters accurately. 4. Write 500/500 characters according to the stroke order. 1,300/2,100 |
| Y5 | Volume 1. Articles 1 – 27. Oral communication(Applied Language in dialogues.) Volume 2. Articles 1 – 27. Intensive Readings 1 – 20 Skimming Texts 1 – 7. | 1. Literacy: - Recognize 500 characters and write 500 characters to develop the habit of active literacy. 2. Reading: - Read the text correctly, fluently and emotionally in Putonghua. 3. Conversation: - Applied conversation employing new characters and words learned. |
| 1. Grasp the main content of an article and experience the thoughts and feelings expressed in the article. 2. Continue to learn to skim the main idea of an article. 3. Read 500 characters accurately. 4. Write 500/500 characters according to the stroke order. 1,800/2,600 |
| Y6 | Complete / Full length comprehensive readings. Oral communication(Applied Language in dialogues.) Intensive Readings.Skimming Texts. | 1. Literacy: - Recognize 400 characters and write 400 characters to develop the habit of active literacy. 2. Reading: - Read the text correctly, fluently and emotionally in Putonghua. 3. Conversation: - Applied conversation employing new characters and words learned. |
| 1. Grasp the main content of an article and experience the thoughts and feelings expressed in the article. 2. Continue to learn to skim the main idea of an article. 3. Read 400 characters accurately. 4. Write 400/400 characters according to the stroke order. 2,200/3,000 |
Y7 (KeyStage 3) | Complete / Full length comprehensive readings. Oral communication(Applied Language in dialogues.) Intensive Readings.Skimming Texts. | 1. Literacy: - Access to about 150 new Chinese characters. 2. Supporting skills: - Proper Chinese dictionary usage consolidation for self-learning, self-studying and self-searching. 3. Conversation: - Applied conversation employing new characters and words learned. | | 1. Last year of Elementary Chinese education as per China’s education programs. Elementary Y6 conclusion in China. 2. Grade level literacy is achieved = Chinese government literacy campaign completed. 3. Students are able to read newspapers, magazines, understand TV news and comprehend govern-ment/official announce-ments. |
Y8 (KeyStage 3) | Complete / Full length comprehensive readings. Oral communication(Applied Language in dialogues.) Intensive Readings.Manner/Mood when reading and speaking | 1. Literacy: - Chinese literature, Classical Chinese, poetry. 2. Supporting skills: - Chinese Grammar focus. 3. Conversation: - Obtain a proper manner, tone, speech and mood. - Applied conversation employing some new characters and words learned. | | 1. Consolidate even further reading comprehension, tones and proper manner of speaking. 2. Consolidate “mood” while reading and while speaking to and with others. 3. Classical Chinese. |
Y9 (KeyStage 3) | SpeakingConsolidation. ReadingConsolidation. Writing Consolidation. Self-StudyingConsolidation. | 1. Literacy: - Chinese literature, Classical Chinese, poetry. 2. Supporting skills: - Chinese Grammar focus. 3. Conversation: - Obtain a proper manner, tone, speech and mood. - Applied conversation employing some new characters and words learned. | | 1. Consolidate even further reading comprehension, tones and proper manner of speaking. 2. Consolidate “mood” while reading and while speaking to and with others. 3. Classical Chinese. |
Y10 (IGCSE Y1) | - Social relationships. - Home town. - Historical and heroic figures. - Natural landscapes and traveling. - Virtues and attitudes to studying. | - Be able to understand advanced narration. - Be able to understand, comprehend and discuss argumentative texts, articles and writings. - Be able to write about, discuss and interpret Classical Chinese. - Advanced idioms interpretation. | | 1. Expand vocabularyand idioms. 2. Narrative. 3. Argumentative. 4. Directed writing and Classical Chinese. |
Y11 (IGCSE Y2) | - Chinese philoso-phers. - Happiness: leisure, arts and sports. - Everyday life. - Author biography. | - Be able to understand advanced narration. - Be able to understand, comprehend and discuss argumentative texts, articles and writings. - Be able to write about, discuss and interpret Classical Chinese. - Advanced idioms interpretation. | | 1. Expand vocabularyand idioms. 2. Narrative. 3. Argumentative. 4. Directed writing and Classical Chinese. |
Y12 (AS Level) | Cambridge Interna-tional A Level Chinese builds on the language skills gained at Cambridge IGCSE, Cambridge O Level or Cambridge International AS Level, and is the ideal foundation for university-level study, or to improve career prospects. | - Learners gain an understanding of how to use the language in a variety of situations. - They will be expected to handle texts and other source materials, extracting information in order to respond to specific tasks. - Through their studies, learners can expect to achieve greater fluency, accuracy and confidence in the language. - They will also learn how to translate material from English into the Chinese. | | 1. Translation from English to Chinese. 2. Advanced reading. 3. Advanced comprehen-sion. 4. Advanced wording, sentence patterns and grammas focus. 5. University level texts, articles, reading notes and narrations. |
Date | Details |
24th June 2021 | Last day for students ( End of AY2020 Term2 ) |
9th August 2021 | First day of Term 1/AY2021 |
18th - 22nd October 2021 | October Break |
25th October 2021 | All teachers and students return |
26th November 2021 | SIBS Open House |
16th December 2021 | Term 1/2021 report cards and Parent-Teacher Conference |
17th December 2021 | Last day of Term 1/AY2021 |
18th December 2021 - 2nd January 2022 | December Break |
3rd January 2022 | First day of Term 2/AY2021 |
19th February 2022 | Student Showcase (Open House 2022) |
14th March 2022 - 17th April 2022 | Mid-term Break |
18th April 2022 | All teachers and students return |
23rd June 2022 | Term 2/AY2021 report cards and Parent-Teacher Conference |
24th June 2022 | Last day of Term 2/AY2021 |
*Information is subject to change as appropriate.
Placement Equivalent Table 2020-2021
Key Stages | Age ofAcceptance | SIBS Year Levels | Thai | UK | USA |
Early Years | 2 - 3 Years old 3 - 4 Years old 4 - 5 Years old | Toddlers Nursery Reception | Toddlers Anubaan 1 Anubaan 2 | Pre-Nursery Nursery Reception | Pre- KG Pre- KG Pre- KG |
Primary /Key Stage 1 | 5 - 6 Years old* 6 - 7 Years old* 7 - 8 Years old* | Year 1 Year 2 Year 3 | Anubaan 3 Prathom 1 Prathom 2 | Year 1 Year 2 Year 3 | Kindergarten Grade 1 Grade 2 |
Primary /Key Stage 2 | 8 - 9 Years old* 9 - 10 Years old* 10 to 11 Years old* | Year 4 Year 5 Year 6 | Prathom 3 Prathom 4 Prathom 5 | Year 4 Year 5 Year 6 | Grade 3 Grade 4 Grade 5 |
Secondary /Key Stage 3 | 11 - 12 Years old* 12 - 13 Years old* 13 - 14 Years old* | Year 7 Year 8 Year 9 | Prathom 6 Mathayom 1 Mathayom 2 | Year 7 Year 8 Year 9 | Grade 6 Grade 7 Grade 8 |
Secondary /Key Stage 4 | 14 - 15 Years old* 15 - 16 Years old* | Year 10 Year 11 | Mathayom 3 Mathayom 4 | Year 10 Year 11 | Grade 9 Grade 10 |
Secondary /Key Stage 5 | 16 - 17 Years old* 17 - 18 Years old* | Year 12 Year 13 | Mathayom 5 Mathayom 6 | Year 12 Year 13 | Grade 11 Grade 12 |
*Previous school transcript needed.
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-------------- 在SIBS，未来会更加美好 --------------
| 留学项目 | ▏ | 美国留学 | 加拿大留学 | 英国留学 | 泰国留学 | 其他国家 |
亨瑞国际教育官方公众号 |
亨瑞国际教育官方微信 | |||
| 亨瑞-中国 | ▏ | 北京（总部） | 上海 | 广州 | 深圳 | 武汉 | 西安 | 长春 | |||
| 成都 | 合肥 | 哈尔滨 | 杭州 | 济南 | 昆明 | 宁波 | |||||
| 南昌 | 南京 | 青岛 | 郑州 | 石家庄 | 长沙 | 沈阳 | |||||
| 天津 | 唐山 | 太原 | 无锡 | 苏州 | 重庆 | 香港 | |||||
| 亨瑞--美国 | ▏ | 洛杉矶（总部） | 纽约 | 旧金山 | 波士顿 | 西雅图 | |||||
| 亨瑞--加拿大 | ▏ | 多伦多（总部） | 温哥华 | 蒙特利尔 | 萨斯喀彻温 | 新布伦瑞克 | 曼尼托巴 | ||||
| 亨瑞--欧洲 | ▏ | 西班牙 | 葡萄牙 | 希腊 | 塞浦路斯 | 爱尔兰 | 土耳其 | 全国热线：400-608-0606 | |||
| 亨瑞--其他 | ▏ | 新加坡 | 英国 | 泰国 | 24小时热线：13801066873（同微信号） | ||||||
| 友情链接 | ▏ | 亨瑞移民 | 兆瑞资本 | HGplus | 亨瑞国际房产 | 北京总部：010-85879811 | |||||
| 北京市朝阳区东三环北路38号泰康金融大厦16层 | |||||||||||
北京亨瑞同照信息咨询有限公司版权所有（2011年9月）