School Policies

Curriculum Policy

The curriculum at CIS-GH is fundamentally aligned with the Cambridge International Assessment Education (CAIE) objectives, as well as a true blend of Ghanaian culture enriched with our diverse choice of resources from around the world to provide learners with a broader spectrum of experiences.

We strive to equip our future leaders to be global competitors and culturally relevant by recruiting well-qualified, motivated, and caring personnel who, in collaboration with our dedicated families, will nurture them to be lifelong learners and dynamic leaders.

Policies for Assessments, Tracking, and Reporting

CIS -GH uses the International Standardised Assessment Benchmarks to assess the performance of the school as a whole and individual learner against established standards and to set targets for improvement. The target grade for each learner in each subject is determined using baseline data as a guide to what might reasonably be expected and this is used to compare assessment progress to the expected outcome.

Health and Safety

CIS-GH recognises that it is solely responsible for ensuring a reasonably practical safe and healthy school environment for all of our staff, learners, contractors, parents, visitors, and others who may be impacted by our activities. Our job as a school is to prioritise ensuring that all operations within the school environment, both educational and supportive, are carried out appropriately.

Child Protection Policy

Child Protection policy

Click below to see child protection policy

Evaluation and Supervision

The primary goal of this evaluation and supervision process for CIS-GH facilitators or teachers is to provide a well-planned structure and support for each teacher’s professional development. The supervision process is meant to improve professional learning, whereas the evaluation component results in professional judgement.

Teaching and Learning Principles

We believe that inquiry enhances learning.
We believe conceptual understanding enhances learning.
We believe establishing learning in both local and global contexts improve learning.
We think that effective collaboration and relationships boost learning.
Individual well-being, as well as social and emotional consciousness, improves learning.
We believe that differentiation of instruction, which respects all forms of diversity, optimises learning.