lower  Primary   1(Gr1-3)
　　At CIS, our division 1 curriculum framework is designed to support the development and growth of our students emotionally, physically, socially, and intellectually. We encourage and motivate our students to view learning as a lifelong and exciting process, strive to develop a high level of academic skills, positive social and cultural values that will equip them to succeed in the twenty first century.
　　在獨聯(lián)體,我們部門1課程框架的目的是支持學生情感的發(fā)展和增長,身體、社會、智力。 我們鼓勵和激勵學生認為學習是一個終生的和令人興奮的過程,努力開發(fā)一個高水平的學術技能,積極的社會和文化價值,這將使他們成功在一分之二十世紀。
　　A range of levels in development and learning styles are recognized and used to plan their experiences of learning. Students engage in a multilevel　balanced literacy program that incorporates authentic reading and writing experiences in our child-centered classrooms. The balanced literacy framework is designed to help all students learn to read and write effectively through shared and independent activities. Through the guided inquiry process they learn skills and knowledge and are able to apply them in authentic setting to help them develop a clear understanding of what they are learning and why.
　　一系列在發(fā)展水平和學習風格識別和用于計劃的學習他們的經(jīng)驗。 學生參與一個多級平衡讀寫程序,包含了真實的閱讀和寫作的經(jīng)歷在我們的含義就是教室。 平衡知識框架旨在幫助所有學生學會讀和寫通過共享和有效地獨立活動。 通過引導調(diào)查過程中,他們學習技能和知識,并能應用他們在真實的環(huán)境,幫助他們建立一個清晰的理解學習和為什么它們是什么。
　　We deliver our program through carefully planned and intensively discussed Units of Inquiry. These are based on the school-wide identified standards and indicators patterned after the Canadian Alberta Curriculum in English Language Arts, Mathematics, Science, and Social Studies. We also focus on local (Macau) relevant resources, the world around them, and significant issues in their community. Along with these core subject areas, students receive lessons in Physical Education and Health, Art, Music, Mandarin, and make use of Information Technology throughout all their learning experiences.
　　我們交付項目通過精心策劃和集中討論了單位的調(diào)查。 這些都是基于學生識別標準和指標的加拿大阿爾伯塔省后在英語語言藝術課程,數(shù)學,科學,社會研究。 我們也關注本地(澳門)相關的資源,他們周圍的世界,在他們的社區(qū)和重要的問題。 連同這些核心主題領域,學生接受一些體育和健康、藝術、音樂、普通話,和利用信息技術在他們的學習經(jīng)驗。
　　As a rule, each class size to 25 students to better accommodate their needs
　　作為一個規(guī)則,每個類大小25學生更好地適應他們的需求。
upper  Primary  2(Gr4-6)
　　The students in division two take an active role in their learning. An emphasis on balanced literacy aids students in further developing their language skills. They have opportunities to improve their reading, writing and communication abilities through different comprehension strategies each month. These strategies help them become aware of the essential skills necessary to access and interpret information both within the classroom and the world outside. Numeracy is also a strong focus within our division. Students learn to understand math as a process rather than just an operation. Emphasis on the use of different strategies to solve a problem are highlighted to help encourage development of logic and reasoning. An inquiry-based learning approach is utilized throughout the various subjects with careful guidance given by the educators. Through the inquiry process, students learn how to plan, retrieve, interpret and communicate their learning in unique ways. Field trips into the community are also taken to help students better understand the relevance of their learning, and make real world connections. Throughout the division, the educators aim to inspire self-directed, life long learners that are able to thinking critically as caring, global citizens.
　　學生在他們的學習兩個積極的作用。 強調(diào)平衡識字艾滋病進一步發(fā)展他們的語言技能的學生。 他們有機會提高他們的閱讀、寫作和溝通能力通過每個月不同的理解策略。 這些策略幫助他們意識到所必需的基本技能和解釋信息的訪問在教室里和外面的世界。 計算能力也在我們部門的強烈關注。 學生學會理解數(shù)學作為一個過程而不是一個操作。 強調(diào)使用不同的策略來解決問題幫助鼓勵發(fā)展突出顯示邏輯與推理。 研究性學習的一個方法是利用在各種學科與細心指導的教育者。 通過調(diào)查過程,學生們學習如何計劃,用獨特的方式檢索、解釋和交流他們的學習。 實地考察旅行到社區(qū)也采取幫助學生更好地理解他們的學習的相關性,并使現(xiàn)實世界連接。 在整個部門,教育工作者旨在激發(fā)自主,終身學習者能夠思考關懷,全球公民。 
lower  secondary  3(Gr7-9)
　　As students emerge into young adults, CIS provides an environment where they are free to expand their horizons and stretch themselves mentally, physically, and emotionally under the careful guidance of the middle school team.
　　作為學生進入年輕人,CIS提供了一個環(huán)境中,他們可以自由地擴展他們的視野,伸展自己精神上,身體上,和情感上的細心指導下中學團隊。
　　For many, this will be their first experience of moving from class to class and taking instruction from subject specialists. Following the middle school philosophy, students are carefully transitioned from elementary school and prepared for high school. Students are grouped in homeroom groups and will often have one Math/Science teacher and one English/Social Studies teacher in addition to their option teachers.
　　對許多人來說,這將是他們第一次的經(jīng)驗從類到類和把指令從主題專家。 中學哲學后,學生們仔細從小學和高中的準備。 大教室中的學生們分組組和通常會有一個數(shù)學/科學老師和一個英語/社會研究老師除了選擇老師。
　　As a middle school, the Lower Secondary team work hard to develop a sense of community and learning where adolescents can thrive and find a sense of belonging.
　　中學,較低的二級團隊努力開發(fā)社區(qū)意識和學習,青少年可以茁壯成長,找到一種歸屬感。
　　Students will study these core subjects all year:
　　學生將學習這些核心學科:
　　Mathematics
　　數(shù)學
　　Language Arts
　　語言藝術
　　Science
　　科學
　　Social Studies
　　社會研究
　　Mandarin*
　　中文*
　　*Students are grouped by level and not by age so that students at all levels can achieve improved language skills.
　　*學生按級別,而不是按年齡分組,這樣各級學生提高語言能力所能達到的水平。
　　Students will have two option courses per semester:
　　學生每學期課程將有兩個選擇:
　　Drama
　　戲劇
　　Music
　　音樂
　　Art
　　藝術
　　Information and Communication Technology (ICT)
    信息和通信技術(ICT)
　　We also offer classes for those new to English during and after school to support their content learning in the classroom.
　　我們還提供類的新的英語期間和之后學校來支持他們的內(nèi)容在教室里學習。
　　Experience Week
　　體驗周
　　Middle school students will spend a week with their peers exploring another country. Students are able to assert their independence in a supervised environment and push their boundaries to experience what South East Asia has to offer.
    中學生會花一個星期與同行探索另一個國家。 學生能夠維護自己的獨立監(jiān)督環(huán)境,推動他們的邊界體驗東南亞。
upper secondary   4(Gr11-12)
　　At CIS, we believe that a student who is encouraged and motivated to view learning as a lifelong and exciting process will be equipped to meet the future educational challenges they will face, make a living for themselves and make a difference to others. A creative, talented and caring faculty understands and supports the development and growth that our students are experiencing physically, socially, emotionally and academically.
　　在獨聯(lián)體,我們相信一個學生是鼓勵和動力認為學習是一個終生的和令人興奮的過程將裝備以滿足未來教育他們將面臨的挑戰(zhàn),為自己謀生,改變他人。 一個創(chuàng)造性的、有才華的和關懷教師理解和支持我們的學生的發(fā)展和成長經(jīng)歷,社會,情感和學業(yè)。
　　Our high school program prepares our students for success in post secondary education and life as an adult. The rigorous curriculum offers opportunities to explore subjects in depth in preparation for success in universities and colleges. A strong emphasis is placed on critical thinking and developing the ability to appropriately question established norms while developing and questioning our own positions as well.
　　我們的高中項目成功的準備我們的學生在后期中等教育和生活作為一個成年人。 嚴格的課程提供了機會去探索學科深入,準備在大學和學院的成功。 強烈強調(diào)批判性思維和發(fā)展適當?shù)哪芰�問題建立規(guī)范而開發(fā)和質(zhì)疑我們自己的立場。
　　TIS is proud to offer the Alberta High School Diploma program for students in grades 10 – 12. High standards are expected of all graduating students and the curriculum requires students to develop higher order thinking and learning skills.
　　這是驕傲的阿爾伯塔省高中文憑項目提供10 - 12年級的學生。 高標準預計畢業(yè)的所有學生和課程要求學生培養(yǎng)高階思維和學習能力。