Education

Class Levels

It’s important to note that the cut-off date we use is 1st September, so a child needs to have reached the appropriate age by that date to be considered for entry.

Nursery and Reception make up Early Years (EY) where EYFS is followed; New Entrants will be accepted in any class at any time. Interviews, academic assessments and background checks are done to ensure it will work for the child. Cambridge study begins in Year 1

Nursery Age 3-4 years
ReceptionAge 4-5 years (follows on from Nursery and child must be 4 years by 1st September and turning 5 years during the school year)
Lower PrimaryYear 1 age 5-6 years
Year 2 age 6-7 years
Upper PrimaryYear 3 age 7-8 years
Year 4 age 8-9 years
Year 5 age 9-10 years
We have 18 Teachers in Primary, 11 Teaching Assistants and 2 Administration staff.

Primary School Curriculum

Our Primary students follow our own tailor-made curriculum, with varying emphasis on content, skills and assessment. This curriculum is partially based on the Cambridge International Education Curriculum in the core subjects of English, Mathematics and Science. For the Foundation subjects of Social Studies, French, Kiswahili, Art, Music, Physical Education and Swimming, it is loosely based on the British National Curriculum. However, all of our curricula are adapted to take account of our location in Tanzania, as well as our position in the global society.

Children are constantly undergoing formative assessment through day-to-day activities and lessons with their teachers. Every child also completes an annual PIPS assessment that gives the teachers in-depth information on ability to learn as well as value-added scores in relation to this and previous years’ performance. The formal CIE Checkpoint examinations at the end of Year 6 are optional and parents will decide if they wish their child to participate in these exams.

The focus for all of our students is based around children learning through experience. Students develop critical-thinking skills through investigation. Once students relate their learning to their own personal discoveries, they gain greater insight and retain the concepts for the long-term.

Our students should be healthy, happy and inquisitive and these are aspects that we promote at all times.

Students up to Year 4 have their own class and classroom teacher, but will also learn with a small number of specialist teachers for French (from Year 3), Kiswahili (from Year 1), Music, Art, Physical Education and Swimming. Our Year 5 and 6 students receive specialist teaching in all subjects; we feel this is an important transition as they move towards the Secondary School. Students develop their maturity throughout their time in the Primary School and become more independent as they progress towards Year 6.

In addition to our academic programme, we have a strong co-curricular timetable, including sports, arts, drama, PSHE and Round Square activities. We feel our role is to give every child the opportunity to discover their individual talents by exposing them to as many options as possible. Please see these particular pages for more information on each area.

Cambridge International Curriculum

We offer a wide range of subjects from the world-renowned Cambridge International Examinations (CIE) whose global credibility is unsurpassed.

Students in Year 7 – 9 follow set departmental guidelines, based on this Curriculum.

From Year 10 to 13 learning is based on IGCSE and the Cambridge International A Level curriculum to ensure that there is continuity and cohesion from the Primary School to the Secondary School.

The main aim of the curriculum at St. Constantine International is to raise standards, making sure all children have a broad and balanced education up to the age of 16 and then greater specialism for A-levels, preparing for a University course.

Most students study four subjects during Year 12 and continue with three of these subjects into Year 13.

It is important that the correct decisions are made by Year 12 so that students are able to access university courses of their choice later.

 A-levels are an academic qualification offered in the UK and internationally – for students completing Secondary or pre-university education – through Cambridge University. It is the most taught educational system globally, recognised by all leading universities around the world as the standard for assessing students for admission into universities. A-levels require study over a two-year period with exams at the end of each year. See https://www.cambridgeinternational.org/

Secondary Subjects

Creative Arts

The Creative Arts Department is an outstandingly strategic and creative team that nurtures creativity, originality, confidence and individuality through collaboration. It is designed to produce a new wave of creative leaders in Art, Design, Music and Drama. The department offers a programme that encourages artistic expression, creative thinking and diversity in our students. It builds transferrable skills for our students to take into the wider world.

In Art students explore the expressive character of art, their personal perceptions of art works, and the elements and principles of design. They investigate and produce a variety of art works using various media, processes, and traditional and emerging technologies. They develop skills in using art tools, materials, and techniques. Such learning also enhances students’ ability to respond to and interpret existing works. Students learn how art works construct and record the history, values, and beliefs of various societies and cultures. Through experiencing a wide range of art works, including the rich heritage of African art, students come to understand and appreciate the range and significance of artistic expression.

Musically, our students understand and appreciate music through a focus on practical skills and creative work. Students will find in music a source of enjoyment and personal satisfaction and will gain creative problem-solving skills, individual and cooperative work habits, knowledge of themselves and others, a sense of personal responsibility, and connections to their communities and future careers. They develop their awareness of the elements of music (pitch – melody, harmony, and tonality; duration – beat, rhythm, and tempo; dynamics and other expressive controls; timbre; texture; and form) and apply them to create and perform works that are related to their personal interest and experience.

While in Drama, students learn more sophisticated approaches to performance and begin to understand drama as literature. Various techniques are used to create a pathway for drama performance as learning. Movement, Voice, Mime and Improvisation are all components taught to our students in these years. Students also learn to think critically about Drama in Literature, its place in history and its development around the world. From the ancient Greeks, to the age of Charlie Chaplin and early film, students are introduced to a wide spectrum of Dramatic History.

We aim to provide all our students with:

  • The opportunity to participate in and experience a broad and balanced range of arts, which will also enhance other areas to provide a rich and exciting curriculum.
  • The opportunity to develop a progressive range of skills, confidence and self-esteem.
  • Arts activities that access other areas of the curriculum, different cultures and those from the local community.
  • The opportunity to develop vocabulary so they are able to communicate their experiences and ideas and to evaluate their own and others work.
  • The opportunity to showcase their talents creatively in class assemblies, school shows, exhibitions, concerts and productions.
  • The opportunity, when it arises to take part in inter-house and inter-school activities.
  • The opportunity to use class-based role-play to develop language and communication skills.
Drama

Through the middle years of Secondary School, Drama becomes a key component of our Creative Arts programme. From Years 7 to 9, students learn more sophisticated approaches to performance and begin to understand drama as literature. Various techniques are used to create a pathway for drama performance as learning. Movement, Voice, Mime and Improvisation are all components taught to our students in these years. Students also learn to think critically about Drama in Literature, its place in history and its development around the world. From the ancient Greeks, to the age of Charlie Chaplin and early film, students are introduced to a wide spectrum of Dramatic History. We offer the two-year IGCSE course in Year 10, a challenging and comprehensive course designed to have students understand all the creative, theoretical, technical and performance elements of world Theatre. By its conclusion students should have a sophisticated understanding of the art.

Visual Arts

We offer an exciting Visual Arts programme that provides an opportunity for our students to express themselves visually, develop their interest in various activities and channel their energy into developing new skills. Creativity sits at the core of the programme and feeds a common desire for originality and innovative thinking.

Our programme focuses on growth and supporting students’ awareness and appreciation of the influence that the Arts have on society and cultures. It also helps in the development and improvement of students’ problem-solving abilities and critical-thinking skills, while demonstrating frequent and powerful interdisciplinary connections. We introduce our students to a variety of techniques in two-dimensional and three-dimensional media that serve as the building blocks for a solid foundation in artistic practice.

Our students create artworks that integrate the fundamental components of design – known as elements of design (colour, form, line, shape, space, texture and value). They also explore design principles (balance, perspective, emphasis, rhythm, movement, proportion, contrast, repetition, unity and variety) and use them to arrange design elements to produce visual effect. We then organise Art exhibitions that allow students to be exposed to many original and varied artworks around the School in general, providing excellent opportunities to learn from valued members of the wider art community.

Our students, of all ages and abilities, broaden their artistic horizon, explore their potential and discover their talents by joining exciting art-related, after-school electives such as Art Extravaganza, bead work, computer graphics, sculpture, recycling art and mosaic making. Through these electives, students embark on large scale and collaborative art-related projects like creating life-size sculptures and erecting them in different corners on the school grounds; mosaic or painted murals on school walls; and creating the school yearbook.

They investigate and produce artworks using various media, processes, traditional and emerging technologies. They also develop skills in using art tools, materials and techniques. Through experiencing a wide range of works including the rich heritage of African Art, students come to understand and appreciate the range and significance of artistic expression. Our desire is to stimulate and provoke students as independent thinkers and creators who explore various media and methods, under the mentorship of our experienced staff.

We get under the skin of the AS and A2 syllabus to produce smart, culturally aware and accomplished graduates.

Years 7 – 9

The visual Arts are offered as a compulsory option of the curriculum, with one lesson each week.

Years 10 – 11

Our students have an opportunity to study IGCSE Art, Music or Drama and units of work are planned in line with the IGCSE syllabus to greater depth with 3 hours of study every week.

Years 12 – 13

Our students can undertake to study a course in Art and Design.

Art and Design

An exciting course through which students get an opportunity to work with a broad range of media, including new and traditional technologies, and develop their understanding of the inter-relationships between art, craft and design processes and the context in which they operate.

A course of study in Art and Design should actively seek to develop the following abilities, qualities and skills including:

  • communication – especially the ability to communicate concepts and feelings
  • how to record from direct observation and personal experience
  • the confidence to experiment, be innovative, intuitive and imaginative
  • the language and technical terms used in art and design
  • research and evaluation skills
  • an appreciate of practical design problems and how to solve them

A qualification in Art and Design is recognised by universities and employers as proof of knowledge and understanding of art and design principles and practice, and could lead to a variety of jobs such as architecture, animator or multi-media artist, ceramics designer, fashion designer, fine artist, furniture designer or restorer, illustrator, photographer, floral designer, art director, graphic designers, industrial or interior designers, jeweller, precious stone and metal workers, set and exhibit designer and many more.

Business Studies

Business Studies are at the centre of identifying, exploiting and managing resources in a sustainable way to meet increasing global human needs through profits, people and the planet. The programme equips learners with knowledge and understanding of local and global business activities and gives them the ability to analyse, evaluate and recommend business decisions that would result in the best use of resources.

The business programme as 6 main topics:

  • Business and its environment
  • People in Organisations
  • Marketing
  • Operations and project management
  • Finance and accounting
  • Strategic management

Business is all around us and the dynamics of how businesses are constantly evolving will be part of the focus exploring the different forms of business organisations in the private sector, public sector and non- profit organisations. Students will undertake different activities with an aim to understanding the similarities, differences and characteristics and limitations of each, discussing the different objectives, how these change over time and how the changes impact stakeholders.

Cambridge International A-level BUSINESS provides a foundation for the study of business or related subjects in higher education; or to pursue a career in business, management, marketing, bookkeeping, banking, finance, actuary, business reporting, International Business or business administration. The Business and Vocational Studies Department offers five courses: Business Studies, Economics, Accounting, Information and Communication Technology, and Computer Science at the IGCSE level. There are four subjects offered at A Level: Business, Economics, Accounting and Applied Information and Communication Technology.

Curriculum
Year 9

We have designed a suitable curriculum for the students in Year 9 that introduces them to Elementary Business, Accounting and Economics so as to equip them with the knowledge and information required to make informed decisions when opting for any of the subjects at the start of Year 10. In addition, an IT programme is also conducted to provide a strong foundation for relevant skills in technology.

Years 10 – 11

Students considering taking Business or Economics have a choice between the two since they are mutually exclusive. This is due to the cross-cutting concepts between the two subjects. Students admitted at the start of the IGCSE programme do not need to have any prior knowledge to opt for any of the subjects.

Years 12 – 13

Prior knowledge is not required before registering for the subjects. However, it is advisable that students opting for Information and Communication Technology should have taken the subject at IGCSE level. At this level, students can choose from any of the three subjects. This is an added advantage for them to widen their subject scope and take an additional course that they may have not done at the IGCSE level.

Choice of Subjects

It is advisable that students planning to pursue college or university courses in business, economics finance and management related areas should not opt for more than two of these subjects (Business Studies, Economics and Accounting). Where a student decides to take two of the above at the AS level; the optimum combinations would be either take Economics and Accounting, or Business Studies and Accounting. Students desiring to take only one of the three subjects are, however, free to take any as appropriate to them.

Economics consists of essential ideas, theories, principles, or mental tools, models, concepts and terms that will help students to develop a deeper understanding of both Micro and Macroeconomics. Students will learn how to analyse variables that affect the society in which we live. Study will include:

  • Basic economic ideas and resource allocations
  • The price system and the micro economy
  • Government microeconomic intervention
  • The macro economy
  • Government Macro intervention

Cambridge International A-level ECONOMICS provides a foundation for the study of economics in higher education, as part of a course in general education, or a career in business.

Teaching-Learning approaches

In addition to classroom discussions and activities, we conduct topic-specific educational tours to relevant businesses and organisations to enhance understanding and put the concepts learnt in the classrooms into practical perspective. We plan and execute research work done by students to provide opportunities for undertaking a mini-version of university-based research, thus preparing them well for a more rigorous higher learning programme.

Humanities

The Humanities Department includes History and Geography for Year 7, 8 and 9 and they follow a varied curriculum in both subject areas to ensure that they have the necessary foundations to continue their studies in either subject at IGCSE level and beyond.

Curriculum
Years 7 – 9

The Geography curriculum consists largely of studying a range of countries including Australia, Namibia, the United Kingdom, Kenya, China and Brazil. Through these units of study, students are able to not only gain a realistic perspective of the World, but also to visit topics that they will explore in greater detail at IGCSE level, such as volcanoes and earthquakes, rivers, coastal processes, development, population structure and settlement, as well as developing a portfolio of comparative case studies on which they can draw at any point during their studies.

Students will discover a vast history of the world, beginning with Local History in Year 7, then European History in Year 8 and World History in Year 9. The course is largely chronological during each year of study to ensure that students are not only equipped with the skills involved in studying History, but also that they are aware of the time periods involved and can make specific links between events and their causes and short-term and long-term impacts.

Years 10 – 13

The Humanities Department offers History and Geography at IGCSE level and History, Geography, Sociology and Psychology at AS and A2 Level. These courses are growing in popularity enabling the department to develop coursework options in some areas of study.

History

Helps us understand the world we live in by looking back at the past. In a global age, students will focus on International History from the last 150 years. This is the opportunity to develop an understanding of the complexities of the modern world and develop skills that are transferable and relevant to universities and employers alike.

What you will learn:

  • International history 1870 – 1945
  • Empire and the emergence of the world powers 1870 – 1919
  • The League of Nations and international relations in the 1920s
  • China and Japan 1912 – 1945

Students will also learn and develop many transferable skills like how to write well, how to construct an argument based on evidence, how to analyse sources and how to debate effectively.  History provides a basis for study and careers in media, law, politics and business. 

Geography

Has a truly global outlook and will develop your knowledge and understanding of the human and physical world through a variety of international case studies.

AS level students will study:

  • Core physical geography
    • hydrology and fluvial geomorphology
    • atmosphere and weather
    • rocks and weathering
  • Core human geography
    • population
    • migration
    • settlement dynamics

A-level students will study the above topics PLUS two options from:

  • tropical environments
    • coastal environments
    • hazardous environments
    • hot arid and semi-arid environments
  • and two options from:
    • production, location and change
    • environmental management
    • global interdependence
    • economic transition

Geography graduates have one of the highest employment rates when compared to other university subjects and enter careers in planning, science, development, tourism, teaching, geology and other environmental areas.

Co-curricular

Humanities fieldtrips have included a river study, coffee plantation visits, International Criminal Tribunal for Rwanda, a visit to Alliance Française to watch climate change documentaries and, of course, there are excellent links with many of the activity week trips on offer annually. Students had the opportunity to discuss the migrant crisis in Kenya at a Round Square mini-conference at the International School of Kenya, which supports content at IGCSE, AS and A Level.

Facilities

The department is well equipped with textbooks for all levels of study including a range of IGCSE and A Level books specific to the Cambridge curricula we follow. We have a weather station, which students are encouraged to engage with the recording and processing of data. All classrooms are suitably equipped with a laptop, speakers and projector and we are equipped with appropriate digital resources for the courses taught.

Information Technology (IT)

IT is part of a constantly changing world where individuals increasingly need literacy skills that include the ability to gather, process and manipulate data. Consequently, most organisations are looking for employees with IT skills. A-level students will study the following topics:

  • Data, information, knowledge and processing
  • Hardware and software
  • Monitoring and control
  • •E-safety; health and safety
  • The digital divide
  • Using networks
  • Expert systems
  • Spreadsheets
  • Database and file concepts
  • Sound and video editing
  • Emerging technologies
  • Role and impact of IT in society
  • Networks
  • Project management
  • System life cycle
  • Graphics creation
  • Animation
  • Mail merge
  • Programming for the web

The A-level IT qualification could lead to a variety of university courses, or jobs, from social media marketing to design, data integration to software engineering or programming for complex organisations and industry.

Languages

The Languages Department teaches the subjects: English, English Literature, French and Kiswahili.

As well as studying English as an academic subject, St. Constantine International offers The International English Language Testing System administered by the British Council through which students can demonstrate their English language proficiency to prospective universities.

Students studying AS English Literature do not need to pass an IELTS exam. Students who do need an IELTS pass for entry into their chosen university are supported at St. Constantine International through weekly workshops. They will sit the exam in Term 2 of Year 13.

English Literature

Teaches students to look at prose, poetry and drama with an analytical eye. Literature is not focused on grammar development as many English classes, but is rather focus on developing an appreciation of how language, style and form impact readers. Students read a mix of modern and classic texts including Americanah by Chimamanda Ngozi Adiche; Small Island by Andrea Levy, Wuthering Heights by Emily Bronte, Death and the Kind’s Horseman by Wole Soyinka; and The Winter’s Tale, Much Ado About Nothing and Twelfth Night by William Shakespeare.

You develop an ability to communicate your personal thoughts on characters, themes, language choices, writing style and other elements of literature in writing.

English literature encourages analysis and deeper thinking that benefits any course of study at university level, as well as being suitable for careers in literature, English, humanities, law and journalism.

French Language

At both AS and A-level aims to:

  • develop the ability to understand the language from a variety of registers
  • enable students to communicate confidently and clearly in French
  • form a sound base of skills, language and attitudes required in further studies, work and leisure
  • develop insights into the culture and civilisation of the countries where French is spoken
  • encourage positive attitudes to language learning and sympathetic approach to other culture and civilisations
  • support intellectual and person development by promoting learning and social skills

Today French is the official language of 29 countries and is spoken by three hundred million people and is one of the world’s most widely-studied languages, coming second only to English. Language skills can be used in almost any career and particular in businesses that trade internationally, as translator, journalist, teacher, or French companies from cars to cosmetics.

Curriculum

Years 7 – 9

When students enter the Secondary School, they study all three languages: French, Kiswahili and English. We use Cambridge English textbooks by Nelson Thornes, Kiswahili for Beginners, and Encore textbooks for French instruction at this stage.  Textbook information combined with novels, poetry, and plays in all three languages creates a holistic learning experience for all our students in all languages.  In Year 9, as students move towards IGCSEs, they begin to focus on English and either French or Kiswahili since they must choose only one language other than English when they enter IGCSEs in Year 10.

Years 10 – 11

At the start of Year 10, students begin studying either French or Kiswahili using the IGCSE syllabus.  All students also study English as a First Language and may choose to also study English Literature.  Because students’ strengths and language backgrounds differ, teachers actively assess students throughout Years 10 and 11 to determine which students may perform better on the English as a Second Language examination.  All students continue to study English as a First Language, but may be entered for the English as a Second Language exam if this is deemed more appropriate for their academic skill set.  The Cambridge IGCSE French examination and Kiswahili examination both include reading and writing sections and the French examination also includes a speaking and listening test component.

Years 12 – 13

For students who meet the entrance requirements for our A Level programme, we offer students the opportunity to study Literature in English using the Cambridge AS/A Level syllabus.  Not only do students complete the course with a greater knowledge of literature analysis skills, but they also show improved writing skills and global awareness since the syllabus focuses on the incorporation of texts from international authors.

Co-curricular

At all levels and in all languages at St. Constantine International, students have the opportunity to attend field trips, engage in writing competitions, participate in debates and other oral speaking activities, and make use of the computer labs for typing their written work.  Secondary students also have the opportunity to improve their reading and engage in service to others through our Buddy Reading programme that pairs Secondary School English language students with Primary School students for shared reading sessions.

Mathematics

Mathematics is regarded very highly at St. Constantine International and universally it traverses over all areas of study. One of our main objectives in the Secondary School is demystification of the difficulty of mathematics. Many students find it challenging and try to escape from mathematics, but it is a vital subject for everyone on a daily basis, whatever field you be involved in.

Mathematics qualifications from Cambridge are recognised around the world by schools, universities and employers as proof of academic ability. In countries such as USA and Canada, a university credit and course standing is often available.

The seven units cover the following subject areas:

  • Pure Mathematics (units P1, P2 and P3)
  • Mechanics (units Ma)
  • Probability and Statistics (units S1 and S2)

Students gain AS/A2 Mathematics, which leads to becoming

  • Confident in working with information and ideas – one’s own and those of others
  • Innovative and equipped for new and future challenges
  • Engaged intellectually and socially, ready to make a difference.
Curriculum
Years 7 – 9

The main topic areas covered are Numbers, Algebra, Geometry, Statistics and Probability. However, we mainly want to develop the students’ reasoning, logical thinking and transfer of knowledge; these are skills that they need to apply in most of the other subjects. Through mathematics, they develop proper decision making, and visual and critical thinking is enhanced by most of the tasks that they have to solve both in class and at home. This makes the subject really fundamental and unquestionably important for each of our students.

In the department, we offer online testing from Year 7 – 9, which gives them the opportunity to compete with other students worldwide.

Years 10 – 11

IGCSE students are required to take Mathematics and a distinction based on ability is between Extended and Core candidates. This supports all abilities of students from the higher achievers to lower achievers.

Years 12 – 13

AS and A2 classes have four different courses that are offered at the school: Pure Mathematics, Mechanics and Statistics with Probability. These courses prepare our students very well for most courses at university level that require mathematics.

Co-curricular

Mathematics and Sciences are inseparable and that is why a close link with sciences has been developed at St. Constantine International – especially in practical lessons. Day trips to banks, supermarkets and accounting firms are occasionally organised so that students can actually experience the application of what they learnt for instance in topics such as personal finance, statistics and even graphing. When co-curricular activities are organised, they incorporate different skills that students might learning during lessons such as a diving trip to Zanzibar has intensive training to understand the effects of pressure on the body and how to calculate decompression times. Other planned activities include animal identification and statistical analysis of ecosystems within one of the many game reserves here.

Students are encouraged to participate in our annual Inter-house Mathematics competition that tests mental mathematics skills incorporating BODMAS rules and use of prime numbers among other mathematical formulae and applications. The competitors and supporting students find this highly enjoyable annual event.

Physical Education

St. Constantine International is at the forefront of Physical Education in Tanzania. Staff are passionate about their subject and all strive to deliver the very best to their students. This applies to all students. We believe very strongly in Physical Education for all – and not just those students who have a natural talent or affinity for sport.

Curriculum
Years 7 – 9

Students have the opportunity to experience a variety of activities. They take part in two timetabled PE lessons per week and have further opportunities to be active and have fun in the PE electives programme. In PE lessons, students cover team games such as basketball, rugby, football and netball; swimming, including personal survival and lifesaving; dance, cheerleading and gymnastics; athletics; outdoor and adventurous activities; and personal health and fitness. Students are assessed in a variety of ways, including their ability to perform specific skills related to the sport, evaluate their own and others performance, make and apply decisions, their physical and mental capacity and their understanding of health. In addition, they have a number of leadership opportunities.

Years 10 – 11

Students continue to have compulsory PE lessons once per week. They cover similar sports to those in Years 7 – 9, but with a greater emphasis on leadership and personal fitness. They have elements of choice within the PE programme and can choose between a competitive sport pathway and a creative or leadership pathway. This ensures they are equipped with the knowledge to continue with a healthy active lifestyle, as they become an adult.

Years 12 – 13

Students can still participate in both competitive and non-competitive sport through the elective programme. All students are expected to take at least one sporting elective per week with a variety of options available, from yoga, badminton, softball and use of the fitness suite, to team training representing the school in a number of sports.

BTEC Sport is entirely coursework based, so you need to be good at keeping to deadline and good at independent study. Students will complete seven units over two years:

  • Principles in anatomy and physiology
  • Physiology of fitness
  • Assessing risk in sport
  • Fitness training and programming
  • Fitness testing for sport and exercise
  • Outdoor and adventurous activities
  • Sports coaching

Students will learn in-depth anatomy and physiology, which would complement a Biology course; will understand how sport is managed in the industry and be able to assess basic sports injuries and understand how to treat them.  Sports science is a major industry and units cover a variety of testing methodologies and research skills that would lead to a career in this field.

BTEC Sport qualifications are equivalent of 1 A-level or a BTEC Level 3 Sub Diploma in Sport; and can lead to careers in sports science, physiotherapy, sports management, sports coaching, physical education teaching and lecturing.

Facilities

We are fortunate to have some of the finest facilities in East Africa: a fitness suite, grass football and rugby pitches, outdoor 25m swimming pool, 10m training pool, outdoor tennis courts, basketball courts, netball courts, beach volleyball pitch, an indoor badminton court, 400m grass Athletics track and an orienteering course. A set of mountain bikes with qualified instructor and outdoor education equipment such as tents, compasses and so forth.

Examination Classes

IGCSE Physical Education is offered at St. Constantine International. This subject enables students to gain in-depth knowledge about the anatomy and physiology of the human body. Students will also cover sports psychology, how to train for specific sports and the effects of training on the body. As well as the theory aspect, students will need to be proficient at four different sports, though many more will be taught.

Co-curricular

Students have a variety of options for participation in sport outside of lesson time. The school is part of the Northern Tanzania Athletics Association (NTAA) and, as such, is one of six schools that regularly compete in rugby, netball, basketball, swimming, cross-country running, athletics, tennis and, of course, football. In addition, students have multiple opportunities to attend sports tours where they play a wider variety of sports such as frisbee, volleyball, softball and badminton, in addition to those previously mentioned.  Students access team training and other sporting clubs, such as dance, rounders and use of the fitness suite, through the elective programme on Monday, Wednesday and Thursday afternoons.

Science

The Science Department sets high expectations and standards, aiming to guide all students to achieve their full potential. They have created an environment that encourages good behaviour and promotes achievement, where students feel valued and secure and are inspired and motivated. We aim to provide lifelong skills to confident individuals who are prepared for careers in scientific fields and have the understanding to make informed decisions in the modern world as global leaders.

Through their Science students will:

  • become actively involved in their own learning
  • enjoy learning about Science and find interest, challenge and fulfilment
  • be prepared and suitably qualified to continue their studies at international universities
  • develop an increased awareness of the relevance and significance of Science in today’s world and of its social, economic and environmental applications and implications locally in Africa and beyond
  • be encouraged to become scientifically literate members of society by improving their knowledge and understanding of Science
  • become equipped for adult life by developing scientific skills such as curiosity, objectivity and perseverance, and by exposure to scientific processes such as observing, criticising and evaluating information.

Biology

Skills of scientific enquiry, confidence in technology, communication and teamwork are valued by universities, along with students who have a thorough understanding of key concepts, an in-depth knowledge of biology’s most important themes and strong practical skills.

You will learn:

  • Cells as the units of life – prokaryotic and eukaryotic
  • Biochemical processes’
  • DNA – the molecule of heredity
  • Natural selection
  • Organisms in their environment
  • Observation and experiment

AS level of biology can be a stand-alone qualification or can lead in the full A-level biology, which offers the opportunity to advance into a wide choice of careers –

Medical: physician, nurse, chiropractor, osteopath, podiatrist, exercise physiologist, nutritionist, dietician, pharmacist, lab technician, forensic scientist, pathologist

Animal Science: veterinarian, vet assistant, zoologist, marine biologist, wildlife biologist, fisheries biologist, animal trainer.

Chemistry

Like biology, universities value learners who have a thorough understanding of key concepts in chemistry, knowledge of chemistry’s most important themes and strong practical skills. In chemistry you will learn:

  • Atoms and forces
  • Experiments and evidence
  • Patterns in chemical behaviour/reactions
  • Chemical bonds
  • Energy changes

Cambridge International A-level chemistry provides a foundation for the study of chemistry related subjects in higher education to pursue a career in:

  • Chemical engineering for pharmaceutical, food manufacturing, paint, plastic, make-up and personal care, household care companies; the petroleum industry, and many more
  • Medical careers – doctor, nurse, pharmacist, pathologist, therapy specialist and medical researcher
  • Patent attorney
  • Government agencies – crime scene investigation, food and drug administration, environmental protection agencies, disease control, fingerprint analysis.
Physics

Like biology and chemistry, is valued by universities as science students develop a thorough understanding of key concepts and knowledge of the most important themes and strong practical skills.

AS – level Physics students will learn:

  • Physical quantities and units
  • Measurement techniques
  • Kinematics
  • Dynamics
  • Forces, density and pressure
  • Work, energy and power
  • Deformation of solids
  • Waves
  • Superposition
  • Electric fields
  • Current of electricity
  • D.C. units
  • Particle and nuclear physics

A-level physics study the AS level topics, including some in further detail, and additionally study the following:

  • Motion in a circle
  • Gravitational fields
  • Ideal gases
  • Temperature
  • Thermal properties of materials
  • Oscillations
  • Communication
  • Capacitance
  • Electronics
  • Magnetic fields
  • Electromagnetic induction
  • Alternating currents
  • Quantum physics
  • Nuclear physics

Careers in physics include: Accelerator operator, applications engineer, data analyst, design engineer, High School physics teacher, IT consultant, Lab technician, laser engineer, optical engineer, research associate, software developer, systems analyst, technical specialist, web developer and many more.

Curriculum
Years 7 – 9

Students follow a curriculum based on the Exploring Science: Working Scientifically scheme of work, which continues to develop skills and theories taught in the Primary School while introducing students to new skills and concepts in preparation for the IGCSE course in Years 10 – 11.  Students will experience a wide range of activities including practical investigations, student-led explorations and activities promoting scientific literacy and numeracy. 

They are issued an excellent companion textbook for use in independent and directed learning.  Assessment for each unit is in the form of an assessment for learning activity, a skills assessment and a summative test.  Students in Years 7 – 9 are expected to review their learning between lessons and are encouraged to complete extension activities which deepen their understanding of the key concepts and add context to their learning.

Years 10 – 11

Students have the option to select up to three subjects from Physics, Chemistry and Biology.  Each subject follows the Cambridge international IGCSE curriculum, which is recognised by leading universities and employers worldwide. The courses at St. Constantine International have an emphasis on learning through experiment and exploration with a focus to provide the understanding and skills to excel in the culminating theory and practical skills examinations.

Students in Years 10 – 11 are expected to show higher levels of independent study and are assisted in maintaining a revision programme throughout the course.  Ongoing assessment requirements of the final IGCSE examinations incorporate multiple choice questions (Paper 1 or 2), structured questions (Paper 3 or 4) and practical skills questions (Paper 6).

Years 12 – 13

Students have the option to select up to three subjects from Physics, Chemistry and Biology.  Each subject follows the Cambridge international AS and A-Level curricula, which aim to develop a deep understanding of subjects and independent thinking skills and to provide a thorough preparation for university studies. 

Students in Years 12 – 13 are expected to show high levels of independent learning with at least five to six hours of private study per week during study periods and outside of school hours.  Students will plan and carry out a variety of more challenging practical activities and investigations involving planning and evaluating experiments and in-depth analysis of qualitative and quantitative data.  Assessment reflects the style and content of the final AS and A-level examinations taken at the end of Years 12 and 13 respectively, and include multiple choice questions (Paper 1), structured questions (Paper 2 & 4) and practical skills questions (Paper 3 & 5).

Facilities

Science lessons are taught in five dedicated, fully equipped laboratories. The department is fitted with a fume cupboard, and all labs are equipped with first aid kits and fire safety equipment. All labs are fitted with projectors for audio-visual presentations.  We have two preparation rooms for the preparation and storage of chemicals and experimental equipment overseen by two technicians.

Science Fair

Each year St. Constantine International holds a Secondary Science Fair.  All Year 7 – 10 students enter, and year 11-13 students are encouraged to take part.  The fair is a fantastic opportunity to develop practical skills in Science and it encourages them to make their own discoveries through scientific inquiry and problem solving and to learn, in depth, about their chosen topic through research.  The projects are completed over six to ten weeks and culminate in an exhibition day that celebrates the hard work and achievements of all participants, educates and entertains.

Tech, Robotoics and E-Safety

Online learning is giving parents around the world a view and understanding of a teacher’s daily life! We have often spoken at school about parents and teachers working together to support their child, and online learning is the epitome of this, according to our Head of School, Mr Yasir Patel.

The Cambridge focus is on the approach to teaching and learning, rather than technology, and uses a range of tactics and techniques, that might not ordinarily be applied. The key, however, is to ensure that students are able to interact with their fellows as individuals and in small groups through such things as online seminars, interactive presentations, online challenges, to gather feedback and assess understanding.

We have been using a number of applications to teach students about computer technology.

For the KS3 level the following applications are being taught either during lessons or during clubs:

  1. Kodu programming – to create games
  2. Web designing using a variety of tools: expression web and other online applications
  3. Scratch programming – for games and small interactive animations
  4. Robotics – using Mblock application and codey rocky robot
  5. Basic digital literacy and document production – MS Office suite and several online applications like canva
  6. Programming in python

For KS4 we are teaching the IGCSE ICT, IGCSE Computer Science, and A level Computer Science for the KS5.

As the first Round Square School in Tanzania, St. Constantine International is also faithful to the Round Square IDEALS and together the school is able to share with their peers across the global Round Square community via social media. For example, The Spirit of Service asks students to consider ways in which they can work together with other members of the online communities that they are a part of, to support one another through difficult times and create a campaign plan for their ideas.

e-Safety protocols

Your child’s safety while using the internet is of great importance to us, so we have strict e-safety protocols. E-safety is a school’s ability to safeguard, protect and educate pupils and staff in the acceptable use of technology and communications (including social media) as well as having established mechanisms in place to identify, intervene in and escalate any incident where appropriate. These might include cyber-bullying, the pressure to take part in sexting, encouragement to self-harm, viewing pornography, along with various others. But there are positive things we do to equip your child and support them in resolving any issue they may face.

Sociology

As citizens of the world, we are all part of and impacted by the society in which we live. Through studying Sociology students better understand how societies are formed, how they change over time and begin to gain an awareness of social, political and cultural issues present in their own society and other societies worldwide.

Beginning with the study of the family, socialisation and research theories and methods in the AS course and then moving to a study of religion, media, education and global development, students gain a broader understanding of the world they live in and are better prepared for life in an ever-changing, multicultural global community. The course requires a great deal of memorisation of theories and theorists, so consistent revision outside the class is necessary.

Study will include:

  • families and households
  • education and sociological methods
  • beliefs in society
  • crime and deviance linked to theory and methods.

Careers using sociology include liberal arts in university, psychology, social work, sociology, anthropology and political science. A background in sociology will also improve a student’s understanding of business, economics and science – all subjects and aspects of human life require interactions between individuals, groups and societies All students are expected to take an active part in aspects of School life other than in the classroom. This includes cultural and sporting activities and membership of representative teams and groups.