Our Programs

Early Years

(Pre-Kindergarten & Kindergarten)

  • For: Students between 3-7 years old
  • Staff : Student Ratio – 1:4 and 1:1 for children who require extra support
  • Focus: Emerging language and pre-academic skills
  • Capacity of the classroom: 12

The Early Years programme has been thoughtfully designed with young learners in mind, to provide anenvironment that truly supports each child’s learning journey, developing children’s communication and language skills, creative expression, physical skills and well-being, as well as personal and social development. Carefully structured learning as well as emergent experiences occurring through daily interactions with people, manipulation of materials, play routines and transitions are effective curriculumstrategies employed to support children’s language and cognitive growth.

The Jolly Phonics Programme in an integral part of the curriculum, it teaches the children the letter sounds in an enjoyable, multi-sensory way, which raises their phonological awareness. With actions for each of the 42 letter sounds, the multi-sensory method is systematic, sequential and designed to teach children to read. Children are taken through the stages of blending and segmenting to develop reading and writing skills. It enables children to develop accuracy and expression in their writing, using colors and actions to help children identify parts of speech in sentences. It incorporates fun games and activities to teach essential grammar concepts and continues to revise and extend children’s phonics knowledge.

Growing with Mathematics uses a language-based approach to help build understanding of math concepts. Building on everyday experiences, the program provides a range of activities that ensure children are constantly discussing, representing and reasoning mathematically. The program introduces students to carefully sequenced learning experiences to allow them to simultaneously develop their understanding of mathematical content and skill development to classify, organize, sort, compare, order, sequence, quantify and make associations with different concepts in relation to their environment.

Foundation 1

  • For: Students between 6-13 Years old
  • Staff : Student Ratio – 1:4 and 1:1 for children who require extra support
  • Focus: Emerging language and Behavioural Support
  • Capacity of the classroom: 12

The foundation 1 classroom is an evidence-based approach to education that focuses on the strong relationship between behavioural support and social-emotional learning (SEL). The Classroom approach empowers educators to create safe, joyful, and engaging learning communities where all students have a sense of belonging and feel significant.

Montessori Inspired activities play a vital role in Foundation 1. It is an approach that values the human spirit and the development of the whole child—physical, social, emotional, cognitive. The model has two basic principles. First, children and developing adults engage in psychological self-construction by means of interaction with their environments. Second, children have an innate path of psychological development. Montessori believed that children who are at liberty to choose and act freely within an environment, prepared according to her model, would act spontaneously for optimal development. It aims at acquisition of language, interest in small objects, sensory refinement and social behaviour.

Picture exchange communicative system (PECS) too is an important element of our learning in class. Primarily used for individuals who are non-verbal, and who use speech with limited effectiveness, to assist them in acquiring functional communication skills.
PECS was developed as a unique augmentative/alternative communication intervention package for individuals with autism spectrum disorder and related developmental disabilities.
PECS begins by teaching an individual to give a picture of a desired item to a “communicative partner”, who immediately honours the exchange as a request. The system goes on to teach discrimination of pictures and how to put them together in sentences.

Through the integration of fine motor skills and art, the students learn to use the fine muscles of the arms and hands, develop strength in important muscles and understand the importance of using these little muscles to become independent in buttoning clothing and unzipping bags.

Foundation 2

  • For: Children between: 8-13 Years old
  • Number of students: 8
  • Number of staff: 2 lead teachers and 1 teacher assistant
  • Focus: Academic Skills and Language development
  • Capacityof the classroom: 8

The major focus of the foundation program is to develop language and communication skills. We strive to integrate the students into the school by using their existing strengths to develop a program in conjunction with parents, therapists and specialist staff that are appropriate for the individual’s needs. The foundation program includes the following educational objectives;

In Foundation 2, the emphasis is on students to inquire, which ultimately improves their achievements in reading, comprehension, critical thinking, writing, speaking and listening. It also helps them develop social and emotional competencies and skills, essential to be successful in school and life.

Literacy and the development of speaking and listening, as well as early reading and writing are designed around a ‘central idea’ for the term and the use of big books. Understanding of the concept of print is encouraged through dramatization of story, learning of dialogue and joining in the reading of stories.

Numeracy covers a wide range of activities including understanding of numbers, measurement and space, at an individual’s level of understanding. Cooking, science and technology are an important part of the understanding of mathematics in a practical sense as the students are guided in weighing, measuring, time taken to complete a task and the calculations of recording the processes.

Pathways 3

  • For: Students between 13 – 18 Years old
  • Staff : Student Ratio – 1:4 and 1:1 for children who require extra support
  • Focus: Academic Skills and Language development.
  • Capacity of the classroom: 12

Pathways 3 focuses on Daily Living skills to ensure children thriveon schedules, habits, androutines, which not only create a feeling of security, butalso help children learnself-control andfocus. This includes high-touch personal interactions everyday to build healthy social-emotional skills, including the ability to understand and communicate with others.

Experimental learning is an integral tool for learning in Pathways 3. Experiential learning engages students in critical thinking, problem solving and decision making in contexts that are personally relevant to them. This approach to learning also involves making opportunities for debriefing and consolidation of ideas and skills through feedback, reflection, and the application of the ideas and skills to new situations.

Educational trips provide a pathway for the children to understand and adapt to the curriculum. Students visiting different educational facilities learn in a more hands-on and interactive manner than they do in school. They learn about different professions, ideas and opportunities when they travel outside their own neighbourhoods. Field trips results in greater achievement in all subjects. By seeing real-life application of the lessons that they are learning in school, children are more likely to understand and appreciate the importance and relevance of what they are learning.

Pathways 4 Transition 5 and 6

  • For: Children between 14-21 years of age
  • Staff : Student Ratio – 1:4 and 1:1 for children who require extra support
  • Focus: Academic Skills and Language development
  • Capacity of the classroom: 12

Pathways 4, transition 5 and 6 focuses on Academics and Pre-Vocational training. The class promotes positive social interactions and provides opportunities for students to acquire the knowledge, skills and attitudes necessary for lifelong learning.

Literacy and numeracy are a regular timetabled series of lessons each week. The focus in literacy is on communication, awareness of print, and developing understanding of multiple ways to communicate. Numeracy covers such topics as number, space, time, and money.

The primary focus for students in the pathways program is communication and socialization. Methods of communication include speech, keyword signing, and picture exchange communication system, photographs, visual aids and communication devices.

Socialization programs include developing concepts of self and how to interact positively with others, this is done through community outings, the morning circle program, camps, and independent living programs such as gardening, canteen and sports.

Transition Year

The aim of the transition years is to prepare the students for life outside the school environment with confidence and independence thus providing students with opportunities to explore vocational and applied learning. The transition program includes the following educational objectives;

Living Skills

This is an integral component of the vocational education and applied learning programs, encompassing the following;
Work experience/structured workplace learning- students are involved in work experience programs in areas such as; gardening, domestic skills, mechanics, office work, opportunity shops, supermarkets, hospitality and supported workplaces etc.

Leisure and Recreation

This is an integral component of the vocational education and transition programs, encompassing the following educational objectives;
Sports – students are exposed to a variety of sports activities where they are actively involved in making choices and participating in new skills. Students are also given the opportunity to receive coaching from outside sources and community organizations.

Dance –students are actively involved in a dance group where their skills in co-ordination, teamwork, physical activity, basic dance steps, rhythm and movement are explored.

Extra curricula – students are involved in planning activities suitable to their leisure and recreation wants and needs. Activities such as bowling, golf, swimming, horse riding and fishing are explored.

Independent living skills

Direct teaching strategies are used in implementing the program goals for life skills,for to include verbal and visual cues and prompts, adult modelling, peer modelling and small group instruction and discussion during scheduled life skills classes and embedded learning activities. The school recognizes that living skills taught and practiced at school are generalized on campus and in the community using verbal and visual cues and prompts, adult modelling and peer modelling. This is an integral component of the Visual and Performing Arts Program, and includes the following educational objectives encompassing 2 main learning areas:

The house – the independent living house provides a ‘real life’ environment where students can learn and practice a variety of independent living skills.
Grooming- students learn to shower, dress and manage personal hygiene.

Meals- students learn how to prepare a basic meal from the beginning to the final cooked meal, developing a shopping list, budgeting, purchasing goods and following simple recipes to prepare the meals.

Community awareness students access a wide range of facilities within their local area and develop skills in travel.

Travel training students learn road safety, pedestrian skills and how to travel on public transport appropriately.

Community access students learn how to interact with others in their environment through placing orders, making requests, purchasing goods. Furthermore, students learn how to access facilities and what they are required to do in order to take part in specific community based activities.

Pre-Vocational Training

Pre-Vocational training, also known as Vocational Education and Training (VET) and Career and Technical Education (CTE), provides job-specific technical training for work in the trades. These programs generally focus on providing students with hands-on instruction, and can lead to certification, a diploma or certificate.
At MSIS, the focus of Pre-Vocational training is to facilitate the independence of children in doing different tasks. The benefits of Pre-Vocational training at MSIS are as follows

1.Practical Skills: One of the advantages of pre-vocational training is that it focuses on practical skills that students can put to use in a job immediately. Pre-Vocational training programs typically focus on teaching students how to perform the tasks that would be required of them in the workforce in various fields, such as cooking and cleaning. Because the training is specifically related to their fields, students often find jobs easier than people with general academic backgrounds.

2.Time Frame: Another benefit of pre-vocational training is that training programs can prepare students to enter the workforce more quickly than many academic education programs. Many high schools offer vocational training programs that enable students to gain practical skills before reaching adulthood. In addition, technical colleges often offer programs that prepare students for specific career fields in two years or less, which is a significantly smaller commitment than attending a four-year college. Getting into the workforce faster means students can start earning income and saving sooner.

3.Learning Style: Students benefit differently from different types of instruction. Some students are able to learn easily through reading, discussion and lecture while others may excel at learning through hands-on training, experimentation and trial and error. Pre-Vocational training focuses on hands-on activities, which can be beneficial for students that prefer active experiences to more passive activities.