EIS students are well prepared for their next schools, universities, and careers. Learning from the Cambridge International Curriculum ensures that our students can transfer and continue their learning anywhere in the world without disadvantage. Indeed, recent Cambridge exam results show that our students can earn world class results by studying at Esbjerg International School.
Achieving world class exam results is not the only way we know we EIS offers a great education. Our Primary students have International Primary Curriculum (IPC) projects each week that give our them excellent opportunities to apply the skills and content learned from the Cambridge International Curriculum in an authentic, problem-solving manner. The student work in these projects are great!
Scope & Sequence
Teachers at EIS conduct both internal and external assessment.
External exams are administered to students in Year 6, Year 9 and Year 11 to help assess student learning.
Year 11 students participate in International General Certificate of Secondary Education (IGCSE) exams in all subjects (including, but not limited to,English, Mathematics, Biology, Chemistry and Physics, and the Humanities) with the exception of Danish. ("Slutmål" in Danish)
Internal assessment is conducted in different ways. For example, the development of students' literacy skills is conducted with a Literacy Assessment Grid and results are referenced to the EIS Levelling Chart. These results are communicated to parents and are used to promote further learning so that all students remain challenged at their own individual ability.
Students demonstrate their learning in a variety of other ways, including projects, quizzes, verbal presentations, musical performances and homework. Report cards showing assessment results for all subjects in all Years are sent to parents twice per year.
Esbjerg International School acts upon both its external and internal assessment results in different ways. First, it is important to note that there is no "pass" or "fail" threshold for our students. We use all assessment results to consistently ask the same three questions:
1. How can we improve the learning of each individual student in the next study period?
2. How can we improve the learning of our students in each subject/Year?
3. What we do, as a school, to systematically improve the learning of our students as a whole? The answers to each question often differ from student to student, from class to class, and from year to year. That shouldn't be surprising, however. At the core of our school's mission is to improve the learning of all students, no matter their ability, on an on-going basis.