MIS recognises the exceptional results that our Primary educational programme achieves at YCT and HSK Mandarin examination levels and the opportunity these results provide for future university entry.

In the Lower-Secondary classes we transition from the Primary 50/50 English/Mandarin timetable of provision (that has supported such exceptional YCT and HSK results) through to an 80/20 English/Mandarin timetable more familiar from some other international school contexts.

Year 7, Year 8 and Year 9 are based on Key Stage 3 of the English National Curriculum (ENC) but adapted to our international context. These years help define the pathway towards Key Stage 4, the two-year programme that ends with IGCSE examinations at 16 years of age.

A core programme of English, mathematics and the Sciences is taught to all students across Key Stage 3 and Key Stage 4. In addition to the core programme students are offered a broad range of foundation subject experiences to develop a broad range of skills and knowledge.

In continuing the two curricula model of MIS education, students in Lower-Secondary classes continue with the advantage of a strong Chinese language and culture programme up to the requirement of HSK level six.

There may be some MIS families who are focusing solely on admission to prestigious Chinese universities – if this is the case, we will look to provide an appropriate curriculum.


What advantages does the MIS Lower Secondary School system offer?
The advantage of entry to the traditional system of Lower Secondary education is that it supports a form of schooling ideally matched to the developmental needs of children;
The Lower Secondary years offer what we might think of as a ‘bridge’ between two different kinds of schooling – one in which our students experience a carefully managed and smooth change from a degree of generalist teaching on entry to more discretely specialised teaching in the final year.

Building on the nurture and development in the Early Years Foundation Stage (EYFS) and Primary School sections, MIS Lower Secondary school students benefit from the advantages of a relatively small and secure environment, where they are well known; this enables their intellectual and emotional needs to be met within secure and clearly defined boundaries and for individuals to thrive and develop.

The Lower Secondary school retains a guarantee of a broad and balanced curriculum in the timetable and access to specialist teachers and specialist facilities on offer, with the specialist rooming and equipment for art, technology and science.

Students arrive at their MIS classes keen and eager for success at a time when traditionally, disaffection and disenchantment begin to affect secondary schools in the two-tier system.

Above all the Lower Secondary classes provides wider opportunities for young adolescents within what are still relatively small institutions. This enables their intellectual and emotional needs to be met within secure and clearly defined boundaries.

Analysis of GCSE data over the last four years shows that students in three tier schools achieve outcomes at age 16 which are above the UK national average.

What can a young learner expect from a MIS Lower Secondary education?
• High expectations for their learning, achievement, and personal development
• Engaging learning
• Independence encouraged in a structured, protective environment
• Learning related to their world and issues important to their age group
• A variety of learning styles and teaching methods; for example hands-on, experiential lessons that enhance student engagement
• Regular feedback
• Respectful, supportive relationships valued and promoted
• Challenges to foster higher-order thinking skills

What can a parent/guardian expect from the MIS Lower Secondary School?
• A system matched to the developmental needs of children, fit for the 21st century
• A nurturing environment which enables children to develop as happy, confident and resilient individuals
• A wealth of opportunities both within the curriculum and extra-curricular
• Children to make good progress
• Regular communication with school and supportive relationships
• Student needs for autonomy, career and identity exploration provided in a safe environment that is mediated by understanding adults