Our policy on homework is based on the guidelines and standards developed by the Department of Education (DFE) in England, which are based on good practice observed in successful schools.

Homework is an important part of our school programme and it is meant to be meaningful and support the students with consolidating concepts studied in the classroom, exploring, practising and gaining new knowledge and skills.

Completing homework to a good standard should lead to enhanced learning and support progress overall. The school will have in place a homework policy which will clearly specify the expectations in terms of homework required at different levels and the time allocation for every Key Stage. All children are expected to complete their homework as required by the teacher or ask for support when they struggle with the work.

Short guidelines (content):

  • Reception group: reading practice based on Oxford reading tree scheme
  • Year 1: Reading practice, spelling and mental maths
  • Year 2: As above + one piece of Maths and English assignment a week
  • Year 3, 4 & 5: As Year 2 + one more item of homework each week
  • Year 6: As Year 2 + two items of homework each week
  • Year 7 – 9: Homework will be set in every subject studied every week (the quantity depends on the number of lessons per week in a particular subject)

Short guidelines (time):

  • Reception: 20 min a week
  • Year 1 & 2: 10 – 15 min a day
  • Year 3, 4 & 5: 20 – 30 min a day
  • Year 6: 30 – 40 min a day
  • Year 7 & 8: 45 – 60 min a day
  • Year 9: 60 – 75 min a day
  • Year 10: 90 – 120 min a day

Internal Evaluation

BIST will promote and implement a feedback and assessment policy meant to motivate and encourage children to continuously look for ways to: develop, express opinions and contribute to activities without the fear of making mistakes and to support them with their learning and progress.

Teachers at BIST will use a wide range of assessment strategies and will provide meaningful and constructive feedback, meant to give students valuable information about their abilities, attitude towards work and effort, targets for improvement, potential and predictions for future formal examinations. The internal evaluation system will be based on teachers’ ongoing feedback on children’s performance in the class, the quality of their homework, their effort and attitude towards work and development.

Primary School assessment system
Periodical assessments established by the school, depending on the age of the child, will be recorded and used to track progress and support the children with their development. Termly reports will be written and will give parents valuable information about the child’s development in the school at all levels.

Secondary School assessment system
Half-term assessment will take place in all the subjects students will be studying. The information gathered will be recorded and used to track students progress and support them with their learning. Progress reports will be issued at the end of every term and will give parents valuable information about their child’s development in the school at all levels.

Ongoing, constructive and meaningful feedback is an essential component of learning.

Examination System

Baseline assessment
Baseline evaluations will take place at the beginning of the year through GL Education UK provider. This set of assessments is not depended on prior learning or level of English, offering a fair assessment of students’ abilities and potential. It will help the school and the parents understand the child’s strengths, and areas of development and set realistic challenging targets.

Formal external examinations
Formal examinations will be based on Cambridge Assessment International Education examination board for Primary School and Key Stage 3 and 4 in the Secondary School. As the school will become a Cambridge Examination Centre, all the students will sit Cambridge exams at certain stages:

  • End of Year 6 – evaluation in English and Mathematics (Cambridge Checkpoint Primary exams)
  • End of Year 9 – evaluation in English, Mathematics and Science – (Cambridge Checkpoint Lower Secondary exams)
  • Year 10 and end of Year 11 – Cambridge IGCSE exams in all subjects studied except for Romanian, PSHEE and PE. The passing of these exams will result in students achieving the International General Certificate of Secondary Education qualifications.
  • End of Year 13 exams – International Baccalaureate Diploma, as the school aims to become an IB accredited centre

The qualifications offered at the British International School of Timisoara will lead to university entrance worldwide, including Romania.

English Language Support

BIST will provide additional support in English Language within the curriculum and the normal school timetable to help students integrate and access the full curriculum. The support will be offered based on the child’s level which will be determined on assessment before entry to the school, or at the beginning of the school year.

This means that the respective children will be taken off timetable from some lessons (lessons where we believe students may not benefit due to their level of English) and will be offered extra lessons of English in small groups. The number of EAL lessons in a week can vary from 2 to 10, depending on the English level your child has.

Students on an EAL programme will be evaluated on regular basis and will be taken off the programme as soon as the EAL coordinator determines that the student has a level of English that will allow him/her to fully access the curriculum with no real difficulties because the student has achieved the required level of English to do so.

Support and Challenge

Special Educational Needs (SEN)

BIST is committed to support all children regardless of their passions, skills, and academic level. Where specific educational needs are identified, the school SEN coordinator (Student Counsellor) will put together an Individual Educational Plan (IEP) together with the parents and the class teacher. This will contain all the necessary information about your child, objectives and strategies to be used by the teachers in the classroom in order to support the child and ensure learning is supported. The IEP will be regularly reviewed and adjusted as needed.

Differentiation (support and challenge)

BIST is committed to providing an educational system that will meet the needs of all the children, as best as possible. We acknowledge the fact that children will come to us with different backgrounds, different prior experiences and will have different abilities and learning styles. For these reasons we will put in place policies and procedures to ensure the best possible support for students who may need additional help, but at the same time will offer continuous challenge to the more able students. In addition, the school will implement various programs (including taking part in interschool competitions) meant to challenge most able students and offer opportunities to all students to discover and develop a wide range of abilities, talents and passions.