SABIS® schools follow the SABIS® Educational System™ – an approach to education which has been tried and tested over 130 years.
The SABIS® system is based on a well-structured curriculum, frequent assessments to make sure that students are actually learning, and continuous follow-up and support.
Teachers in all SABIS® schools deliver their lessons using the SABIS Point System® of instruction – a proven instructional method that keeps students engaged and learning efficiently.
Students at ISF learn through the SABIS Point System®. During every class, our teachers present one concept, or “point”, at a time and then ask the class to demonstrate their understanding of the concept through the completion of a written exercise.
Next, moving from teacher-led instruction, students engage as a community of learners, checking each other’s work in small groups. One student in each group is designated as a subject prefect to coordinate the group. The subject prefect oversees his/her own micro-community of learners, managing questions and offering further explanations (or looking to other group members to do so), when needed. An identified group leader also works in close coordination with the teacher, asking for support and keeping students on task until everyone in the group has shown mastery. Once the entire class has demonstrated mastery of the point, teacher-led instruction resumes and the learning cycle continues.
We find that this combination of whole-class teaching and group and individual work is very effective in helping students learn and achieve their full potential.
The instructional process at ISF is supported by regularly scheduled assessments that measure student progress and help identify areas for review.
Frequent testing allows us to monitor our students’ performance and pinpoint gaps that need to be filled to secure a solid foundation on which to build further knowledge.
• Testing trains students to sustain mental effort for long periods of time, which is essential for future success.
• Testing also reinforces knowledge and prepares students successfully to face and tackle difficult situations under pressure.
Students who fall behind in their work are advised, motivated, helped, and coached until they catch up. As long as they manage their own time successfully, students' time is theirs, otherwise help is given.
The criterion for acceptance into the school is the willingness to put in the effort to achieve full potential, not high 'innate' ability. Placement into classes is determined by academic attainment, with age acting as a limiting factor. Students applying to enter Grade 1 and above must take diagnostic tests to determine placement.
Summer School: A four-week summer course offered in June, July, and August. Students who are academically below the required standard can attend this course and often make up for academic gaps.
Academic Support: A student found to be weak in one subject attends extra periods in that subject until the level of the class is reached.