EMIS ACADEMICS

Life in school naturally brings international understanding and respect for one another. The International Baccalaureate Program (IB) (www.ibo.org) is taught in English. EMIS is an authorized IB World School. These schools share a common philosophy; a commitment to high quality, challenging, international education that EMIS believes is important for our students.

We developed, in partnership with Tel Aviv University and the renowned Israeli high-tech industry, a unique extracurricular program to provide all the students with entrepreneurial skills. Additionally, all students create or join an entrepreneurial project, whether it be individually or in a group, with a focus in social, business or both, to be completed throughout the two year course. We believe in providing our students the education and tools that will enable them to make their dreams a reality, in any area they choose; be it the arts, science, business or social change.

Environmental studies are a dominant field of our education with special emphasis on learning about the deserts and arid zones prevalent in our region. We are partnered with Tel Aviv University Porter School for Environmental Studies to offer our students a unique, cutting-edge academic and practical experience. The region’s rich history that dates back to the beginning of civilization sets the premise for history and religious and language studies. Community service is also an integral part of life on campus and aims to merge the students with local communities in neighboring Israeli and Palestinian communities.

THE IB DIPLOMA

EMIS offers a range of IB Diploma Programme (DP) courses in Grades 11 and 12 that allows students to plan a track of study best suited to their individual strengths, interests, and goals. In “uncovering” the exceptional curriculum of the IBDP, our experienced international faculty members support all learners and their specific learning styles.

The combination of Standard Level (SL) and Higher Level (HL) courses along with the considerable latitude available in choosing an Extended Essay topic, allows each student to focus in-depth on mathematics, humanities or sciences. At the same time, the student enjoys the benefits of a broad-based liberal arts education.

During the two years of the Diploma Programme, students have ample opportunity to review their work, knowledge, and skills with their teachers prior to internal and external assessments. A range of practice
tests and assessments prepare students for externally graded examinations in their final year.

What is the Diploma Programme?

The IB Diploma Programme is an academically challenging and balanced program of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional, and physical well-being of students. The IBDP has garnered recognition and respect from the world’s leading universities. The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they:

develop physically, intellectually, emotionally, and ethically
acquire breadth and depth of knowledge and understanding,while studying courses from 6 subject groups
develop the skills and a positive attitude toward learning that will prepare them for higher education
study at least two languages and increase understanding of cultures; ncluding their own
make connections across traditional academic disciplines and explore the nature of knowledge through the Program’s unique Theory of Knowledge (TOK) course
undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the Extended Essay (EE)
enhance their personal and interpersonal development through Creativity, Action, and Service (CAS) learning opportunities

The IB learner profile is 10 qualities which translate the IB mission to the learning process the schools apply for their students. All IB students strive to achieve these qualities during their learning process and not only, as the IB teaches lifelong skills and qualities, to create skilled and responsible individuals with a considerable role in society.

CURICULUM

Course Offerings:

Students choose one course from each of six groups during their years in the Diploma Programme (IB1 and IB2). Students study three courses at the Standard Level (typically 150 teaching hours) and three at the Higher Level (240 hours), which provides the flexibility to delve deeply into each student’s strongest subjects, while providing a broad base of knowledge. Student may choose either an Arts subject from group 6, or a second subject from groups 1 to 5. Students study and take examinations in English.

Course Groups:

Group 1 Studies in Language and Literature (Arabic, Hebrew, English or “Self-Taught”)
Group 2 Language B – Arabic/English/French/Spanish
Group 3 Economics (HL&SL), History (HL&SL), Environmental Systems and Societies (SL), Global Politics (HL&SL), Business Studies (HL&SL), Psychology (HL&SL).
Group 4 Biology (HL&SL), Physics (HL&SL), Environmental Systems and Societies (SL), Chemistry (HL&SL), Computer Science (HL&SL)
Group 5 Mathematics (HL&SL), Mathematical Studies (SL)
Group 6 Visual Art (HL & SL), Dance

* HL – Higher Level

* SL – Standard Level

In addition to disciplinary and interdisciplinary study, the Diploma Programme features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills.

Unique Features:

The Diploma Programme has three other unique features:

1. Theory of Knowledge (TOK) is an interdisciplinary course designed to stimulate critical thinking and reflection. It challenges students to question the bases of knowledge, be aware of bias, and learn to analyse the evidence used in presenting an argument. Students come to understand different points of view and how one’s background can affect one’s perception of truth.

2. Creativity, Action and Service (CAS) encourage students to involve themselves beyond the curriculum in the arts, athletics and service to others. Over the two-year Diploma Programme, students involve themselves in the three CAS areas, developing and sharing their energies and talents while they learn to work cooperatively. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

3. The Extended Essay is a 4,000-word essay that all IB Diploma Programme students write on a topic of special interest drawn from their studies. With the guidance of an advisor, each student conducts independent research, prepares her ideas and organizes material for her essay. The skills and techniques honed in creating the Extended Essay provide valuable practice for university work.

Assessment in the Diploma Program

A key feature of the International Baccalaureate is its emphasis on criterion-based assessment of performance. This means that students are not graded “on a curve,” based on other students’ performance; their learning is measured in relation to established, published standards that apply equally to each student at every IB World School.

The IB Organization’s assessment strategy emphasizes validity, reliability and fairness. Teachers and IB examiners work as partners to ensure that students have various opportunities to demonstrate what they have learned. A students progress is assessed by her teachers through classroom and group work, assignments, labs or artistic performances, and reviewed by highly qualified IB examiners. All examinations held in Grade 12, at the end of the two-year Diploma Program, are graded externally by IB examiners. Grades are awarded on a scale of one to seven, with seven being the highest.

In addition to their exam grades, students may receive up to three bonus points for combined performance in the Theory of Knowledge course and the Extended Essay. An International Baccalaureate Diploma is awarded to students who graduate with at least 24 points, up to a maximum of 45 points.

*Only schools authorized by the IB Organization can offer any of its three academic programs: the Primary Years Program (PYP), the Middle Years Program (MYP), or the Diploma Program (and in addition the IB Career-related Certificate).

CAMBRIDGE

The Cambridge IGCSE, AS and A Level programmes have international recognition and provide the ideal segway to international high school studies.
At EMIS, however, an international education is not encapsulated in course content but requires a culturally diverse, intrapersonal context.
Students live on campus and interact with peers from over 40 countries, with diverse cultures, religions and world views.

This environment promotes tolerance, cross cultural understanding and empathy which complements the academically challenging IGCSE courses offered at EMIS.

At EMIS, students in grade 10 study the IGCSE programme, comprised of six subjects and sit external examinations in May at the end of the academic year. The following year, students study four or five subjects at the AS level and finally, in their third year at EMIS, study from two to four subjects as A level subjects which are externally assessed examinations.

For each examination passed, an internationally recognised certificate is awarded. During their third year of studies at EMIS, students apply to universities worldwide in order to pursue their studies in tertiary education.

Students whose academic performance on the IGCSE examinations is exceptional may be offered the chance to enter the International Baccalaureate Diploma programme also imparted at EMIS.

CAS

The EMIS CAS program enables students to engage with issues of social importance and to learn of different communities in Israel. Our student’s commitment to volunteer in under-privileged communities demonstrates the use of education as a way of improving the life of others. We hope that by doing so, our students will gain new experiences and insights that will support their attitudes and well being today, and in the future.

CAS is an inseparable part of both EMIS and the IB programs, providing an important counterbalance to the academic pressures of the DP. It is designed to enhance you as students in your personal and interpersonal development by learning through experience. Meaningful CAS experiences not only develop personal skills and competencies, but can also contribute to communities. As CAS is an individual based program, you choose your own activities and projects, according to your interests, aspirations, and preferences.

CREATIVITY

EMIS BAND

Students have a chance to be part of an ensemble where they get to play different genres of music. Lead by professional musicians on the school campus.

Model United Nations (MUN)

MUN is a well known program active across the globe which aims to simulate scenarios that take place at the United Nations. Participants develop skills including public speaking, debate, leadership and teamwork, all while gaining a wider perspective about the world and current affairs. Members of this CAS will develop creative solutions to world issues, discuss matters of global importance and envision ways to make our future brighter. The EMIS MUN Team recently won best delegation of 2016, received two honorable mentions and four best delegates at TIMEMUN after receiving best delegation of 2015 at TIMEMUN. In addition, a delegation from EMIS MUN participated in Carlucci American International School of Lisbon MUN conference in November 2015.

Entrepreneurship, Sustainability and Peace Course

The ESP course is partnered with the Peace and Negotiation course at Tel Aviv University as well as other external leaders, which promote the development peace and sustainability in the Middle East. All EMIS students join this CAS as a creativity program, or develop their personal ideas focusing on social change in a field that they are passionate about, making this CAS a multi-faceted initiative.

Journalism Club

This club is designed for students to have a voice on behalf of the school. They have the opportunity to write articles on subjects they feel are important to them, the school community and the mission statement of the school. They are in charge of the school facebook group and contribute to the EMIS blog. It allows them to be creative and enhance their English writing skills.

Branding and Marketing Club

This gives the students a chance to learn about positive marketing and branding for the school and its community to enhance our mission statement and the work we do here.

TAIKO

In Japanese, the term refers to any kind of drum, but outside Japan, it is used to refer to any of the various Japanese drums called wadaiko (和太鼓 "Japanese drums") and to the form of ensemble taiko drumming more specifically called kumi-daiko (組太鼓 "set of drums") This creative activity allows students to learn how to play the Taiko drums, builds up rhythm and stamina as well as learning about another culture and having fun with it!

ACTIVITY

ULTIMATE FRISBEE

Ultimate Frisbee is a CAS where students can be active, have fun and practice a group sport, all while promoting the EMIS vision of peace through action. The EMIS team currently participated in National Competitions and the “Ultimate Peace” tournament, which aims at promoting coexistence through friendly sports. A few EMISer’s from the school’s Frisbee team have been chosen to participate in the international arena.

BASKETBALL CLUB

The EMIS Gents basketball team is an action CAS initiated by EMIS students in order to “form family bonds through sport”. The team is made up of both experienced players and beginners who practice often and work towards teamwork, friendly competition and leadership. The EMIS basketball team trains weekly and participates in competitive games both on and off campus. The team recently won The Peace League Tournament at Even Yehuda American School and hopes to continue to compete on a larger scale.

ZUMBA

A dance-based exercise that is made for people who like to dance, sweat and listen to music from around the world. This judgement-free safe space is an EMIS favorite where students and staff can have fun, relieve stress, and explore their inner dancer!

RUNNING CLUB

This is a student lead initiative that works on personal running goals as well as allowing them to form friendships as a running coommnity. The running club raise money for an NGO through participating in the 10K Tel Aviv Marathon.

PILATES

This is an gentle exerecise that promotes felxibility, strength and toning as well as a balanced mindset

YOGA

Yoga allows the students to work on their core strength, their flexibility and re set their mind for a balanced lifestyle

SERVICE

BUDO FOR PEACE (BFP)

Budo for Peace is a NPO which designed a program that uses traditional martial arts principles such as tolerance and harmony to bring children and youth from diverse backgrounds together in order to learn; in this case, EMIS students spend their time teaching English. This service CAS takes place in the under privileged community in the Israeli-Arab village of Jisr Al-Zarqa, giving children an opportunity to learn a new language, connect to the wider world, and broaden their horizons.

African Refugee Development Center (ARDC)

ARDC is an non-profit organization founded in 2004 by African asylum seekers and Israeli citizens. The organization assists, protects and empowers refugees in Israel. EMIS students go to the ARDC offices in the Tel Aviv Central Bus Station to work with refugees on an one on one tutoring basis in Hebrew, English, TOEFL, French, Introduction to Law, computer skills, and various other subjects. The impact of their work is not only academic, but also personal; as EMIS students form bonds with refugees and create a network of support and wellbeing.

On Sunday morning, a group of students from EMIS went to ARDC, the African Refugee Development Center, based in South Tel Aviv, to receive an orientation day about their upcoming voluntary service work as part of their CAS programme.

The African Refugee Development Center (ARDC) is a grassroots, community-based, non-profit organization that was founded in 2004 by African asylum seekers and Israeli citizens, in order to protect, assist and empower African refugees and asylum seekers in Israel.

EMIS students will be working on a one-to-one basis as mentors to students of ARDC, who need help with English, Maths, Economics, writing resumes and application forms into university.

The students will be able to build up a positive report with the refugees and asylum seekers and help to develop and shape their future here in Israel.

We are excited to continue this relationship with ARDC and for our students to be a part of this rewarding experience.

MISHPACHTONIM (FOSTER FAMILIES)

Mishpachtonim is a service CAS that allows students to volunteer with children and teenagers who live in a foster home environment on Kfar HaYarok due to their delicate situation at home. EMIS students help these children through a variety of activities including English tutoring, helping around the house and simply being present and talking to youth in need of support. It’s a two way street, where students have the opportunity to give as well as receive. Bringing a smile to someone’s face is the best gift you can give.

DOG SENCTUARY

Members of the Dog Sanctuary Service CAS travel to a near-by dog shelter on campus and provide these canines with the love and attention that they deserve. Volunteers train and play with the dogs, clean their kennels and feed them. This CAS also gives students the opportunity to take a break from their studies and focus on doing something they love.

ECO PEACE

EcoPeace is an organization that brings Jordanian, Israelis and Palestinians environmentalists and enthusiasts together to tackle water-related issues and work towards sustainable development in the region. These ideals are similar to the EMIS vision: to make education a force for peace and sustainability in the Middle East. Throughout the year, students explore local and regional shared water-challenges, giving them the opportunity to lead water-related initiatives. The students are also invited to participate in EcoPeace international camps.

HEBREW CLUB

This student-led club allows students from abroad to learn to have basic conversational Hebrew that they can put into practice on-campus, with students and staff from different schools present at Kfar HaYarok as well as off-campus when taking buses, going to the supermarket and exploring Israel. While studying Hebrew, students also have the opportunity to explore Israeli culture and gain a deeper understanding of the country which is temporarily called home.

GREEN TEAM

The Green Team is a student-led initiative that looks at how to make the campus and the school a more sustainable environment. This club allows students to learn about and explore diverse methods of sustainable design which bring culture and natural elements together forming a harmonious environment. Students develop ideas which are feasible, practical and sustainable and eventually bring these projects to life on-campus, as they embrace sustainable development as part of the school’s mission.

YOCOPAS

The Eastern Mediterranean International Foundation, The Konrad Adenauer Stiftung, EMIS, 4 other Palestinian schools and 3 other Israelis schools held their 2nd educators meeting in May.
The project was founded by the EMIS Foundation to create a vibrant circle for educators, a place of trust, respect, shared educational programs and hope in the Middle East. The purpose of the circle is to bring together educators and students on a common interest of enhancing peace and sustainability in the Middle East.
At our last meeting we hosted educators from The American School in Gaza, Renaissance school in East Jerusalem, Irtach School, Bala School, Hakfar Hayarok High School, Leo Beack and Dror.
The participants of the circle, both educators and students will take part in the planning and implementation of the “Youth Organized Collaboration of Peace and Sustainability Conference” which will take place on October 26-28th ,2016.

EMIS CAS FAIR

Yesterday we held our first ever CAS fair at EMIS.

The sun was shining, the music was playing, the students and teachers worked together to create an event that was both festive and informative and invited internal and external organisations to be a part of the CAS programme.

CAS stands for Creativity, Activity, Service, an integral part of the IB Curriculum and the heart of the mission to be a well rounded, open minded, creative individual who fully invests in their community and takes risks to make this world a better place.

CAS enables students to demonstrate attributes of the Learner Profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. CAS complements a challenging academic program me in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.

Our students have created their own CAS Activities, such as the EMIS Running club, which aims to raise awareness and funds for a Charity working with handicapped individuals through participating in the Tel Aviv Urban Marathon in February. Philosophy Club, Journalism Club and Blog EMIS, Improvisation Theatre Club as well as Chinese and Hebrew Club but to mention a few.

We are also working with external NGOs such as Budo for Peace,ARDC and Kfar Ofarim, where the students can really invest their time into giving back in a valuable and genuine way to the community in which they live.

They also have an opportunity to work with Ultimate Peace, Taiko Life and Green Blitz exploring their active side, taking a cultural leap and exploring the world of start ups and robotics.

We wish all the EMISers good luck on their CAS journey and with their IB this year!

YARKON BASIN TRIR

On Friday 4th November, the Grade 12 ESP class went on the Yarkon Basin trip with Eco Peace, a unique organisation that brings together Jordanian, Palestinian and Israeli environmentalists with the focus on shared trans-boundary waters.

The students visited several places: A viewpoint from Nirit, west to the green line where they saw that water has no boundaries despite any conflicts in the region. They thentraveled to Hod Hasharon wetlands and visited Yarkon River near it where they saw the sewerage system and where water is stored and regenerated. Lastly they traveled to HaMaccabia bridge near Ramat Gan to explore the state of the Yarkon river and how it has changed over time.

Students said:

'It was an eye opening trip for me. It was educational and Fun two in one. Observing the nature and learning about our surroundings and most importantly applying what we have learned about sustainability. If I would take something from this trip it would be that peace and sustainability could be achieved through natural resources.'Jala Rizkalah- Palestine

The real shock factor for me was the fact that water pollution, instead of a natural disaster such as a collapsing bridge, had killed people and severely diseased others. It really made me reflect on the importance of holding onto clean nature. It doesn’t just affect us indirectly through the food we eat and the air we breathe, it can affect us directly and powerfully, and it has shown that it can. Gebri- Albania

The trip was much more interesting than I expected. The guide explained us the terrain of Israel and neighboring countries vividly and emphasized the idea of “water has no borders” It’s also glad to see that the government has actually done something to treat the pollution, offering efficient ecological solution which is simple to operate and maintain. I enjoyed the trip and hope we can have more experience like this in the future. Jon- China

buddy service at King Solomon Primary School

Students from EMIS start their buddy service at King Solomon Primary School.

EMIS students are working along side the teachers at King Solomon to teach English, act as reading buddies for the students and work with the Art teacher on creative projects.

'It was an amazing experience, I loved being able to ask them questions and share a bit about my life with them' Sebastian Codero Grade 11

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