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Malvern College Egypt
INFORMATION FOR PARENTS
2017 - 2018
ACADEMIC YEAR
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COLLEGE GUIDING STATEMENTS
Motto: Sapiens Qui Prospicit – Wise is the Person who Looks Ahead
Mission: Malvern College Egypt seeks to deliver a first class all round education for its pupils based on excellent academic learning and teaching, creative
co-curricular activities and inculcating a sense of self-worth and an appreciation of the importance of service to others. We are ambitious for our students
and seek to nurture their development so that they become confident, articulate, caring and responsible individuals who will go on to be leaders in their
professional lives and in their wider communities.
Children come first when:
1. The College cultivates the whole child
2. The College values community well-being and provides a safe learning environment
3. The College shapes children to become global citizens who have an understanding of the complexities of an ever changing world
4. The College develops a passion for learning through enquiry, curiosity and active collaborative participation
5. The College respects the natural world and its resources both globally and locally
6. The College prepares children to live their lives honestly with a spirit of respect for themselves and others
7. The College prepares children to take risks and show endurance and resilience to achieve goals
8. The College challenges each child to be the best that they can be and discover who they might become
Definition of Learning:
Good learning is an experience which inspires students to take ownership of their knowledge and understanding. Students are happy, engaged, challenged and valued.
They are able to question, reflect independently and collaboratively, and communicate confidently on their progress.
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The Malvern Qualities
Resilience
Showing persistence and perseverance in the face of difficulty. Having the ability to face challenges with confidence and with good humour. Being able to respond positively to setbacks and to see them as an
opportunity to learn.
Self awareness
Being reflective about the process of learning and what we do. Showing an awareness of both strengths and weaknesses and taking responsibility for personal development.
Open mindedness
Being open-minded to the wide range of beliefs, opinions and cultures that make up the modern world and yet having the strength of character to stand by one’s own. Showing respect and acceptance to those who
hold contrary views and the intellectual flexibility to see others’ points of view. Having a global outlook and actively contributing to a multi-cultural society.
Kindness
Recognising that kindness and consideration are an essential part of a civilised society and a happy community. Acting with compassion and showing empathy towards those in difficulty.
Collaboration
Demonstrating an awareness that collaboration is a vital skill in society. Working with others to bring about the greater good and to offer service. Showing generosity towards other opinions and ideas and an
ability to recognise that other ideas may be better than one’s own. Working together to learn.
Risk taking
Demonstrating a confident, imaginative and innovative approach to what is possible. Pushing oneself both mentally and physically in unfamiliar situations. Showing curiosity and creativity to explore new ideas
and opportunities.
Curiosity
Having an inquisitive and investigative attitude.
Ambition
Being forward-thinking with a vision of the future, and showing the determination and courage to follow this path.
Independence
Showing self-reliance and resourcefulness in all actions.
Integrity
Showing the strength of character to be an honest and trustworthy member of society and to stand by one’s beliefs. Being willing to accept personal responsibility where things go wrong and to learn from mistakes
when they occur. Demonstrating intellectual honesty by acknowledging sources of information and ideas.
Humility
Having awareness of one’s strengths and abilities but with a sense of modesty. Recognising the distinction and benefits of a Malvern College education, making the most of the opportunities it provides and
understanding with sensitivity and humility that others do not enjoy the same advantages.
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MCE Parent Handbook Contents
COLLEGE GUIDING STATEMENTS AND DEFINITION OF LEARNING 2
THE MALVERN QUALITIES 2
Welcome to Malvern College Egypt 6
1 College Organization 8
1.1 Staff List 8
1.2 MCE Organisational Chart 11
1.3 The Story Behind the College 13
1.4 The Structure of Malvern College Egypt 14
1.5 Accreditations and Affiliations 14
1.6 College Governance 14
1.7 College Guiding Statements 15
1.8 Safeguarding 16
1.9 MCE Ethos and Culture 16
2 College Life 18
2.1 The College Day 18
2.2 Curriculum Overview 19 The Primary School 23 The Secondary School 23
2.3 International Mindedness 30
2.4 The end of the College day 30
2.5 The Academic Year at a glance 2016 - 2017 31
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2.6 Communication 34
2.7 College Rules 34
2.8 Lost property 37
2.9 Illness 37
2.10 Lunch and break time snacks 39
2.11 Birthday Cakes and treats at school 39
2.12 The School Libraries 40
2.13 THE HOUSE SYSTEM 40 Elgar 40 Foster 41 Sanger 41 Lewis 42
3 College Procedures and Policies 42
3.1 Absence from School 42
3.2 Late Bus 43
3.3 Bus Routes 43
3.4 Co Curricular Activities Programme 43
3.5 Closure of School Procedures 44
3.6 Parking and Drop Off 45
3.7 Smoking 45
3.8 Deliveries of food 45
3.9 Friends of Malvern - FoMCE 45
3.10 Assemblies 46
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Welcome to Malvern College Egypt
Dear Parents, Students and Friends of Malvern College Egypt,
Every Malvern College Egypt family who have children in the Primary and/or Secondary School receives this Handbook, which complements other
publications that are specific to the Primary and Secondary Schools. It is published each August and provides parents with basic information about our
procedures. It is intended to provide all the necessary information for the start of the academic year and will be updated and reviewed annually.
The Handbook tells you how the College is organised and explains some of the procedures which help to make the College run effectively. It contains vital
information which you need to know.
More detailed information on the specific content of the curriculum may be forwarded to you at the beginning of each Term and is also accessible through
an online portal. It is essential you take a few moments to read it through and to keep this handbook for reference throughout the School Year.
If you cannot find what or who you want, do not worry: e-mail or phone the Headmaster’s PA and she will soon put you in touch with the right part of the
College ([email protected]).
I look forward to sharing in the success of your children throughout the year.
Malvern College Egypt: A School of Many Nations but a Family of One.
Warmest regards
Duncan Grice
Headmaster
Malvern College Egypt
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1 College Organisation
1.1 Staff List
Name e- mail Position House
Zoe Aspinall [email protected] Year 2A Teacher Elgar
Andrew Austin [email protected] Music Teacher Foster
Jacqueline Belcher [email protected] Year 4M Teacher Foster
Jonathan Bailey [email protected]
Assistant Head Primary
Year 6M Teacher
Sanger
Samar Badawy [email protected]
Librarian Assistant Lewis
Heba Bassiouni [email protected] Year 3A Co-Teacher Sanger
Paul Bates [email protected] Director Administrative IT Sanger
Phillip Birch [email protected] Year 5A Teacher Elgar
Roy Chambers [email protected] Lewis
Fiona Christian [email protected] Foster
Rachel Christie [email protected] Nurse All
Laura Clark [email protected] Reception L Teacher Lewis
Sally Curtis [email protected] Nursery L Teacher Elgar
Sally Dibb-Holland [email protected] Head of Early Years/Deputy
Head Primary School
Lewis
Claire Driscoll [email protected] Reception M Teacher Foster
Iain Driscoll [email protected]
Director of Sport
Head of Years 9&10
Foster
Kathleen Durkan [email protected] Elgar
Marwa El Agamy [email protected]
Year 1L Co- Teacher Lewis
Rana El Dars [email protected] Year 3A Co-Teacher Elgar
Fatma Ahmed El-
Haroufy [email protected] Year 2A Co- Teacher
Sanger
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Mai El Zahaby [email protected] Reception M Co-Teacher Foster
Zeinab Ebrahim [email protected]
Arabic Teacher Foster
Benjamin Faux [email protected] Art Teacher Sanger
Hala Fouad [email protected] Head of Arabic Department Sanger
Nicol Fleming [email protected] Head of Learning Support Lewis
Sherif Farouk [email protected] Head of Social Studies Sanger
Caroline Gale [email protected] Nursery Sanger
Sean Gale [email protected] PE Teacher/CCA Coordinator Sanger
Jonathan Gillespie-
Payne [email protected]
Head of Humanities
Head of House Secondary
Lewis
Mike Glover [email protected] EAL Teacher Sanger
Duncan Grice [email protected] Headmaster All
Abigail Griffiths [email protected] Head of English Lewis
Yossra Hamza [email protected]
Year 3M Co-Teacher Sanger
Nesreen Helmy [email protected]
Arabic Teacher Elgar
Apoline Herveou [email protected] Head of French Elgar
Lauren Hills [email protected] Universities Counsellor/
Guidance Counsellor
Elgar
Robert Hills [email protected] Head of Mathematics Elgar
John Hoban [email protected] Physics Teacher Foster
Hayley Hodges [email protected] Year 5M Teacher Sanger
Kimberley Harries [email protected] English/Drama Teacher Elgar
Christian Religion Teacher Lewis
Tanya Keep [email protected] Pre-Nursery Teacher Foster
Johnnie Kittermaster [email protected] Head of Primary All
Norma Knox [email protected] Pre-Nursery Teacher Lewis
Lucy Koniarska [email protected] Nursery A Teacher Sanger
Sarah Leggett [email protected] Head of EAL Foster
Timothy Lawman [email protected] IT/ Computing Teacher Foster
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Marcus Madden [email protected] Assistant Head Primary
(Pastoral) Year 2M Teacher
Foster
Sally Madden [email protected] Business Studies Foster
Nicola Maher [email protected] Head of Science Lewis
Wayne Maher [email protected] Head of Secondary School All
Philip Marsh [email protected] Mathematics teacher Sanger
Tina Marsh [email protected] Director of Music Sanger
Noha Doss [email protected]
Doctor All
Radwa Abdel Moneim [email protected] Arabic Teacher Lewis
Kerry Moore [email protected] French Teacher Lewis
Richard Moore [email protected]
Deputy Head (Pastoral)
Secondary
Lewis
Sarah Negm mailto:[email protected] Science Technician Elgar
Mariam Nour [email protected] Year 1A Co-Teacher Lewis
Isabel Pante [email protected] French/EAL Teacher Foster
Iman Parker [email protected] Librarian Assistant Elgar
Deirdre Phillips [email protected] Foster
Nichola Quinones [email protected] Sanger
Heba Rabea [email protected]
Sport Coach Lewis
Riham Raouf [email protected]
Year 6 Co-Teacher Foster
Miriam Sabra [email protected] Nursery M Teacher Sanger
Yasmine Said [email protected] Sport Coach Elgar
Mahmoud Saied [email protected] Sport Coach Sanger
Moushira Salah [email protected] Arabic Teacher Sanger
Dalia Salama [email protected] Reception A Teacher Elgar
Mohamed Shalaby [email protected] Arabic Teacher Foster
Jacqueline Siag [email protected] Year 1M Teacher Foster
Warren Stewart [email protected] Year 3A Teacher Lewis
Joshua Sussex [email protected] PE Teacher Lewis
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Jessica Swann [email protected] Chemistry Teacher Lewis
Lina Wadea [email protected] Year 1M Co-Teacher Sanger
Luke Webb [email protected] EAL Teacher Foster
The College operates an open door policy. If you have any concerns or queries, then please approach the relevant member of staff.
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1.2 MCE Organisational Chart
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MCEOrganisationalChart---Overview
Malvern College
Azazy Group
AdvisoryBoard
Headmaster CEO
HeadofPrimary HeadofSecondary DirectorofAdministration
DeputyHeadofPrimary/HeadofEarlyYears
Admissions
HR
Accountant
Transportation
EarlyYears
Teachers
PrimarySchool
Teachers
WholeCollegeTeachers
SecondarySchool
Teachers
PR
Security
Doctor/Nurse
Store/Warehouse
EarlyYearsCo---
Teachers
PrimarySchoolCo---Teachers
Librarian
SecondarySchoolTAs(technician
etc.)
Operations/SiteTeam
ITSupport
MinistrySpecialist
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1.3 The Story Behind the College
Malvern College UK
Malvern College opened in January 1865 to two dozen boys. Initially, there were two Houses but
expansion was rapid and by 1877 there were six Houses and 290 boys. The Chapel records over 600 Old
Malvernians and Hillstonians who gave their lives in the First and Second World Wars.
Malvern College has played a significant role in the development of educational projects. In 1963, it
was the first independent school to have a language laboratory; it pioneered Nuffield Physics in the
1960s, Science in Society in the 1970s, and the Diploma of Achievement in the 1990s.
Today's co-educational College came about in 1992 when three successful schools (Malvern College,
Ellerslie Girls' School and Hillstone Prep) were brought together. Also at the beginning of the 1990s,
Malvern continued to be at the forefront of innovation by being one of the first schools in Britain to
offer the International Baccalaureate in the Sixth Form.
Over the last twenty years Malvern College has shown itself to offer all that is best in co-education.
There is approximately an equal number of boy and girls, and the College has remained a full boarding
school with a large majority of students on campus during the weekends.
Malvern College’s campus is framed by the majestic backdrop of the Malvern Hills which are around
600 million years old. Their beauty and grandeur have inspired many musicians and poets over the
centuries, the most famous of whom is Sir Edward Elgar. They were also the inspiration for J.R.R.
Tolkein’s “Misty Mountains” in his children’s classic “The Hobbit”.
Malvern College opened its first overseas school, Malvern College Qingdao, with Malvern College
Chengdu opening in September 2015. In 2016 Malvern College Egypt opened, closely followed in 2018
by Malvern College Hong Kong. Further information about the College’s other overseas campuses can
be found at www.malverncollege.org.uk/international
Malvern College Egypt
Worldwide Group for Investment and Development approached Malvern College UK in May 2014
with the intention of cooperating on the Malvern College, Egypt project. Malvern College, with its long
history of high quality education, was the ideal partner to establish Malvern College, Egypt as the first
school in all of Africa with a direct sister school in the UK. The Azazy Group, the owner of Worldwide
Group for Investment and Development, has a range of educational institutions within Egypt
comprising of 14 schools, a higher education institute as well as Future University in Egypt.
In September 2016 Malvern College Egypt opened from Pre-Nursery to Year 9 in a brand new campus.
The College will expand year on year to offer a full all-through education.
Through annual quality assurance visits and regular consultancy from senior members of the Malvern
College UK staff, we ensure that Malvern College Egypt observes the highest academic, pastoral and
co-curricular standards.
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1.4 The Structure of Malvern College Egypt
The College is divided into two Schools.
Primary School – Early Years Foundation Stage, Key Stages 1 & 2 Pre Nursery to Year 6
Secondary School – Key Stages 3, 4 & 5 Years 7 to 13
The school places great importance on the development of the whole child and, in addition to a wide
range of sports and performance activities as part of the co-curricular programme, the students are
encouraged to join these and staff are expected to take the initiative to support this programme.
1.5 Accreditations and Affiliations
Malvern College UK carry out an annual quality assurance visit.
The College intends to be an IB World School authorised to offer the Diploma Programme to students
in Years 11 and 12/13.
The College is applying for candidate status of The Council of British International Schools (COBIS).
The College is also applying for candidate status of The British Schools in the Middle East (BSME).
The College is an approved Cambridge International Examination Centre for the International General
Certificate of Education (IGCSE). We will also become an approved Examination centre for the General
Certificate of Education (GCSE) through Edexcel (London).
1.6 College Governance
Advisory Board
The Advisory Board consists of three representatives from Malvern College UK and three
representative members from Worldwide Group for Investment and Development (WWGID). WWGID
will appoint the Chairman from amongst the Advisory Board members. The Chairman has the casting
vote in case of an equality of votes. The Headmaster as well as the Chief Executive Officer of MCE are
ex officio members of the Advisory Board, but do not have voting rights. The main function of the
Advisory Board is to act as an advisory body which will have an overview of the activities of the
College and make recommendations to the Headmaster. The Advisory Board will support the College
in making the right choices.
Day to day operational management of the College is the full responsibility of the College Leadership
Team (CLT) made up of the Headmaster, Head of Primary School, Head of Secondary School, Director
of Administration and CEO.
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1.7 College Guiding Statements
Our College Guiding Statements define the essence and identity of Malvern College Egypt. Everything we do is
based on these statements. The CGS are at the front of this Handbook and an expanded version is below:
Children come first when:
1. The College cultivates the whole child - Students at the College enjoy a balanced education, which aims
through an excellent academic and co-curricular programme to develop their individual intellectual, physical
and emotional well-being.
2. The College values community well-being and provides a safe learning environment - Students, parents and
staff are provided with a secure and safe environment to promote personal, social and emotional well-being and
growth.
3. The College shapes children to become global citizens who have an understanding of the complexities of an
ever changing world - Through developing an understanding of the needs of global communities, an awareness
of the world around us and celebrating cultural diversity, students truly become global citizens.
4. The College develops a passion for learning through enquiry, curiosity and active collaborative participation
- Students at the College are encouraged to become self-motivated inquirers and thinkers with a passion for
learning. Students develop the confidence to self-assess and to collaborate with others becoming effective
communicators.
5. The College respects the natural world and its resources both globally and locally - The College develops
individuals who are knowledgeable about the world in which they live. Students should aspire to be caring
individuals with compassion and tolerance for others and an awareness of environmental issues.
6. The College prepares children to live their lives honestly with a spirit of respect for themselves and others
We believe it is important for our students to have a firm commitment to deep-rooted values in order to nurture
principled individuals who act with honesty, integrity, respectful manners; as well as being flexible, pragmatic
and open to new ideas. The College expects its students to be open-minded and respectful of the diversity of our
community, including themselves.
7. The College prepares children to take risks and show endurance and resilience to achieve goals -
Students at the College are encouraged to persevere as they encounter unfamiliar situations and explore new
ideas and to be resilient in the face of adversity, inspiring the self-belief to become confident risk takers.
8. The College challenges each child to be the best that they can be and discover who they might become
The College creates a learning environment that encourages exploration, experimentation, questioning and
discovery. It prepares its students to be reflective in analysing opportunities, in facing challenges and to learn
from their mistakes.
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1.8 Safeguarding
In putting students first in all that we do, the issues of Safeguarding, including child protection, are of
paramount importance in Malvern College International Schools wherever they are in the world. This
is not because we have any specific or worrying concerns for the immediate safety of our students, but,
as a world-class organisation with a strong moral purpose, we wish to make certain that every step is
taken to ensure the safety and wellbeing of our children and young people. We have a Safeguarding
Framework to guide our practice in this area.
1.9 Malvern College Ethos and Culture
The Malvern College Ethos is the disposition, character, and fundamental values particular to the
College and refers to the spirit which motivates the ideas and customs or culture. The aim is that
students enjoy greater academic success, and students, parents and teachers are more actively involved
in school life. Our Ethos includes:
a clearly defined set of objectives and values reflected in College policies, the curriculum,
school practice and behaviour;
strong academic goals for all students;
a safe and nurturing environment for all students;
opportunities for student involvement, commitment and responsibility;
a strong staff development programme;
regular communication between the College, teachers and parents, and between the
community and the school;
personal development programmes that focus on problem solving, conflict resolution, self-
esteem, shared responsibility, and respect for the rights of others;
The Malvern College Egypt Ethos represents a clear link with Malvern College UK and creates a
common culture in our schools.
1. Special Events
These include International Day, Speech/Prizegiving Day, Leavers Ceremony, IGCSE and Prefect
Award presentations, celebrations of transitions.
2. Assemblies
Communal gatherings to celebrate success. Whole College assemblies are held if practical and
schools or year groups or key stages meet weekly. Best dressed with blazers is always worn.
3. Uniform
Uniform is worn to give a sense of belonging and pride. It should always be worn properly. We
have best dressed uniform for special occasions and expect staff to adhere to a dress code as well.
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4. Student Leadership
A Head Boy and Head Girl are appointed along with Prefects. Heads of House take responsibility
for House activities and an elected Student Council with representatives from Secondary and
Primary School helps with the expression of the student voice. Positions of responsibility are
recognised with a tie, blazer or badge. Students have the opportunity to lead clubs or societies.
5. The House System
This provides vertical articulation within our community and links community service through the
College. Through a range of activities, events and competitions, the house system helps to create a
sense of togetherness and family.
6. Colours
Colours are a recognition of outstanding achievement and success in the fields of sport, academics,
extra-curricular activities (including music, art and drama) and community service.
7. Tradition
We are proud to be part of the history and tradition offered by 150 years of the Malvernian heritage.
Our students should be aware of famous Old Malvernians (OMs).
8. Community Programmes
Links to our local community are a sign of engagement and commitment and allow opportunities
for community service as well as strengthening and sharing culture.
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2 College Life
2.1 The College Day
The timings of the school day for Pre-Nursery to Year 10 are:
Pre-Nursery & Half Day Everyday
Lesson Start End
Reg 07:45 08:00
1 08:00 08:50
2 08:50 09:40
Break 09:40 10:00
3 10:00 10:50
4 10:50 11:40
Leave 12:00
Nursery to Year 2 Sun Mon Tue Wed Thur Mon to Wed
Lesson Lesson Lesson Lesson Lesson Lesson Start End
Reg Reg Reg Reg Reg Reg 07:45 08:00
1 1 1 1 1 1 08:00 08:50
2 2 2 2 2 2 08:50 09:40
Break Break Break Break Break Break 09:40 10:00
3 3 3 3 3 3 10:00 10:50
4 4 4 4 4 4 10:50 11:40
Lunch Lunch Lunch Lunch Lunch Lunch 11:40 12:30
5 5 5 5 5 5 12:30 13:20
6 6 6 6 6 6 13:20 14:10
Break Break Break Break Break Break 14:10 14:20
CCA Buses Buses Buses Assembly Buses 14:20 Buses Buses
Year 3 to Year 10 Sun Mon Tue Wed Thur Mon to Wed
Lesson Lesson Lesson Lesson Lesson Lesson Start End
Reg Reg Reg Reg Reg Reg 07:45 08:00
1 1 1 1 1 1 08:00 08:50
2 2 2 2 2 2 08:50 09:40
Break Break Break Break Break Break 09:40 10:00
3 3 3 3 3 3 10:00 10:50
4 4 4 4 4 4 10:50 11:40
Lunch Lunch Lunch Lunch Lunch Lunch 11:40 12:30
5 5 5 5 5 5 12:30 13:20
6 6 6 6 6 6 13:20 14:10
Break Break Break Break Break Break 14:10 14:20
7 7 7 7 Assembly 7 14:20 15:10
Buses CCA CCA CCA Buses CCA 15:10 16:20 Late Buses Late Buses Late Buses Buses 16:30
Sunday and Thursday
Lesson Start End
Reg 07:45 08:00
1 08:00 08:50
2 08:50 09:40
Break 09:40 10:00
3 10:00 10:50
4 10:50 11:40
Lunch 11:40 12:30
5 12:30 13:20
6 13:20 14:10
Break 14:10 14:20
7 14:20 15:10
Buses 15:20
Sunday and Thursday
Lesson Start End
Reg 07:45 08:00
1 08:00 08:50
2 08:50 09:40
Break 09:40 10:00
3 10:00 10:50
4 10:50 11:40
Lunch 11:40 12:30
5 12:30 13:20
6 13:20 14:10
Break 14:10 14:20
7 14:20 15:10
Buses 15:20
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2.2 Curriculum Overview
BREADTH AND BALANCE
At MCE our aim is to ensure that all the children in our care are happy, confident, well-motivated,
enthusiastic and excited about life. We aim to provide an appropriate and balanced academic
challenge, which will enable each student to realise his or her potential in a safe, caring and supportive
environment.
We use an enhanced form of the English National Curriculum, which provides our students with a
broad based curriculum designed to develop skills, knowledge and understanding, as well as an
appetite for knowledge and learning.
Our aim is to provide a stimulating, purposeful, educational environment enabling all children to
develop academically and socially in a cheerful atmosphere. This will prepare each child for the
opportunities, responsibilities and experiences of secondary school and adult life.
The English National Curriculum has core subjects that are of prime importance and are taught as
discrete subjects in the curriculum. The core subjects of English and Mathematics are both taught for at
least one period each day and Science is allocated a higher proportion per week. There is also a guided
reading and library session each week in the Primary School.
The English National Curriculum sets out a clear and full entitlement to the learning for all students. It
determines the content of what should be taught and sets targets for learning. It gives teachers,
students and parents a clear understanding of the skills and knowledge that students will gain at the
College.
Largely based upon the English National Curriculum, the College also takes into account the Egyptian
and Arabic dimensions of the College’s location and the diverse international mix of the student
population. All students study and learn to speak Arabic. Students in Year 1 and above also study
French.
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IB LEARNER PROFILE ATTRIBUTES
The following skills are key attributes of the IB Learner Profile which link with our College Guiding
Statements and the Malvern Qualities:
BALANCED
I eat healthy food and I exercise.
I like to learn about different things.
I understand it is important to have a balance of
work and play.
CARING
I care for other people.
I try to help others.
I want people around me to be happy and I am
sensitive to their needs.
COMMUNICATOR
I talk about my ideas.
I am able to express myself in more than one
language.
I can also communicate using mathematical
language, symbols and drawings.
INQUIRER
I ask questions.
I like to learn and discover new things about the
world.
I am curious I will carry this love of learning with
me throughout life.
KNOWLEDGEABLE
I have learned many things.
I can tell you about/ show you these things.
I can use this information to solve problems in life.
OPEN MINDED
I know that people are different and may do
different things.
I know that not everyone will think like me and
that’s fine.
I listen and try to understand others.
PRINCIPLED
I always try to do what is right.
I am fair and follow rules.
I am honest with myself and with others.
REFLECTIVE
I think about what I have learned, what I am good at
and what I can improve the next time.
I take the time to think about my actions and their
effects.
RISK TAKER
I have the courage to try new things.
I am not afraid to give it a go even if I feel shy.
I try to solve problems in a lot of ways.
THINKER
I am thoughtful.
I try to solve problems and make good decisions.
I do this by thinking about things and by learning
from my mistakes.
All subject areas contribute to a child’s progress in these skills.
VALUES
We value:
the way in which all children are unique: our curriculum promotes respect for each individual
child
the spiritual and moral development of each person as well as their intellectual and physical
growth
cultural diversity
our environment - teaching respect for the world and how we should care for it for future
generations as well as our own.
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CONTINUITY AND PROGRESSION
We plan the curriculum in three phases: long, medium and short term.
Long Term plans map topics to be studied during each term and are reviewed annually.
Medium Term plans give details of each unit of work for each term – they are “working” documents.
Curriculum overviews will be shared with the parents every term. Short Term plans are the teachers’
own for the week with learning intentions agreed by the Year Group.
Learning intentions are explicit.
i.e. children will:
(display knowledge)… know, tell, list, describe, relate, locate, write, find, state, name
(comprehend)… explain, interpret, outline, discuss, distinguish, predict, translate, compare, describe
(apply)… solve, show, use, illustrate, construct, complete, examine, classify
(analyse)… distinguish, examine, compare, contrast, investigate, categorise, identify, explain
(synthesise)… create, invent, compose, predict, plan, construct, design, imagine, propose, devise
(evaluate)… judge, select, choose, decide, justify, debate, verify, argue, recommend, prioritise
Arabic
Throughout the whole of the College children experience four lessons of Arabic per week. Children are
grouped in two bands per year group, native speakers and non native speakers.
English as an Additional Language (EAL)
There are dedicated EAL teachers at the College who work with children to develop their
understanding of English so they can fully access the curriculum. Children work either individually, in
pairs or in small groups. Children may be withdrawn from certain lessons to work with the EAL
teacher.
Additional Educational Needs
Children who have an Educational Psychologist’s report confirming specific learning difficulties are
eligible for support from our AEN department.
Year Groups
Students are organised into classes which are part of a year group (grades in the American system).
MCE Year Placement Equivalent Grade Level
US System
Age as at 1st April School
Pre-Nursery
Nursery
Reception
Pre-School
- Pre-Kindergarten Age 2-5
Primary School
Year 1-2 Kindergarten-Grade 1 Age 5-7
Year 3-6 Grade 2-5 Age 7-11
Year 7-9 Grade 6-8 Age 10-14
Secondary School Year 10-11 Grade 9-10 Age 14-16
Year 12-13* Grade 11-12 Age 16-18
* Please see the alternative pathways below
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THE PRIMARY SCHOOL
We aim to teach children how to grow into positive, responsible people who can co-operate with others
while developing knowledge and skills in order to fulfil their potential.
The Early Years Curriculum – Pre-Nursery, Nursery and Reception
The curriculum in the Early Years is based on the Revised Early Years Foundation Stage Curriculum
(EYFS), which provides a framework for the education of children from birth to 5 years old. There are 3
prime areas: Communication and Language, Physical Development and Personal, Social and Emotional
Development. When the children are confident in these 3 prime areas they then move on to the specific
areas: Literacy, Mathematics, Understanding the World and Expressive Arts and Design.
Under these seven areas of learning, staff provide activities that enable each child to achieve the goals
and objectives appropriate to his or her individual stage of development. The children’s individual
interests are observed and then developed further to extend their learning. Therefore, there will be a
number of different interests being developed at one time to meet the needs of individuals.
Year 1 and Year 2 Curriculum
The Year One and Two curriculum is broad and balanced and is modelled on the National Curriculum
for England. All curriculum areas, including the core subjects of English and Mathematics are taught
through an active approach, as we recognise the importance of activity and play-based learning in the
early years. Activity based learning at Key Stage 1 builds on the active, hands on learning that has
taken place in the Foundation Stage. It allows children to engage in a variety of focused play activities
and independent play based games and activities, for example, construction, role play, art/design and
table top games.
Many of the foundation subjects such as Art and Humanities are taught through a topic based,
integrated curriculum approach. Valuable links will also be made, where possible, to core subjects like
English and Mathematics. Personal, Social and Health Education (PSHE) is also taught each week. At
the beginning of each term parents will receive details of that term’s topic and the intended curriculum
coverage.
The following subjects are taught by specialist teachers: French from Year 1 upwards, Arabic, Religion
and Social Studies (Egyptian students), Music and Physical Education. Art & Design and Design &
Technology may be taught by a specialist teacher depending on the year group involved. ICT is taught
both as a discrete subject and also cross-curricular by the class teacher.
Years 3-6 Curriculum
In the Primary School the children are grouped according to ability in Mathematics to ensure that the
learning pace and teaching style is progressively tailored to each child’s particular needs from Year 3.
Subject Coverage includes:
English
Mathematics
Science
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DT: Design and Technology
ICT: Information and Communication Technology
Humanities: Geography and History
Art and Design
Music
Physical Education
PSHE: Personal, Social and Health Education
Arabic
Religion (Egyptian students)
Study Skills/Cultural Studies (International students)
THE SECONDARY SCHOOL
Years 7 to 10
In Years 6 to 9 the students benefit from the expertise of subject specialist teachers and facilities in the
following:
English ICT Arabic
Mathematics Music Modern Foreign Languages
Science Physical Education Personal Social & Health Education
Humanities Design Technology Art
Students are set in Mathematics, English and Arabic.
In addition, some EAL students receive extra support. Students may attend Intensive EAL lessons in
place of French until their English is deemed to be of a high enough standard to access the mainstream
curriculum.
Pathways to Malvern College Egypt Graduation
The 12 Year Pathway
Malvern College Egypt will offer students the opportunity to graduate from secondary school
(completing either IBDP or A-Levels) at the end of Year 12. For some students, who have not studied in
other countries or are age appropriate to complete their studies at the end of Year 12, this will allow for
application to universities throughout Egypt or onto Foundation Year courses and subsequent degrees
at other universities around the world. Any student wishing to take this pathway will be required to
take the full compliment of IGCSE examinations (between 7 and 9 IGCSEs) at the end of Year 10. They
will then be able to take a tailored A-Level programme (from 1 to 3 A and/or AS Levels, usually
alongside additional IGCSE courses) or IB Diploma course subjects. Students with exceptional
academic abilities will be offered the chance to complete the full IBDP.
The 13 Year Pathway
As with Malvern College UK and most other International Schools around the world, Malvern College
Egypt will also be offering a system whereby students are able to graduate at the end of Year 13. For a
number of students graduating at the end of Year 12 would mean heading for University at just 17
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years of age (rather than 18 as is the norm worldwide). In this pathway students will complete a
reduced number of (I)GCSE examinations (4 to 6 IGCSEs) at the end of Year 10 and continue studying
(I)GCSEs, such as the Triple Award Sciences and/or Literature (English) into Year 11. Students will
therefore be able to obtain up to 12 (I)GCSE qualifications by the end of Year 11.
Students will then go on to study either:
3 A-Levels and at least one course from the Enrichment Programme, or
the full IB Diploma Programme, including 6 subjects, ToK, EE and CAS
Either of these programmes will give students the opportunity to achieve grades and the required
number of qualifications to study at any University around the world. In most cases this would not
require the study of a Foundation Year course prior to the Degree.
Below is a diagram to summarise these pathways: 12 Year Pathway 13 Year Pathway
IBDP/A-Levels
Year 12
&
Year 13
IGCSE 2 – Year 11
Students continue to study IGCSE courses for
examinations at the end of Year 11.
IBDP/A-Levels
Year 11
&
Year 12
Taught in the
same classes
IGCSE 1 – Year 9 & 10
All students sit at least some (I)GCSE exams at the end of year 10
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Years 9 and 10/11
Most students in Year 9 and 10/11 will take a programme of study that includes a full load of IGCSE
(International General Certificate of Secondary Education) subjects. Some students may take a reduced
number of IGCSE subjects if they require additional EAL support or join the College after the
commencement of Year 9 and have not studied all of the subjects on offer.
Students take a range of core subjects as well as selecting a number of optional subjects.
Core Subjects:
English (Language and Literature or ESL)
Mathematics
Science (a combined course of Biology, Chemistry and Physics)
Ministry of Education Courses (Arabic, Social Studies and Religion)
Option subjects - two are chosen from:
Languages:
French Foreign Language,
Arabic Foreign Language or
Arabic First Language (after the Ministry Arabic course)
Geography
History
Business Studies
Art & Design
ICT or Computer Science
Music
Drama
PE (Sports Science)
For specific details of IGCSE subjects, please refer to the IGCSE Information and Options booklet.
Whilst the requirements of each IGCSE subject vary, all of these courses are assessed at the end of the
two years by the CIE or Edexcel examination boards, using a combination of coursework assignments
and external examinations.
Years 11 and 12/13
Curriculum in the sixth form follows either the A-Level or IB Diploma Programme (IBDP). During
Years 8 to 10 students and their parents will be given lots of information regarding these programmes
and be individually guided by the Head of Secondary School, the Universities and Career Counsellor,
the Head of EAL, and other staff as to the best programme to follow. This guidance will allow students
to meet the requirements of Universities and work places around the world. A student’s English
language proficiency will play an important role in this choice.
IBDP
Students taking the IB Diploma will select 6 subjects, one from each Group of subjects from the
following IB Diploma Diagram.
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Subject Groups 1 and 2 are the Languages. Students will study English as one of their languages. The
second language can be either an additional first language, such as Arabic, or a foreign language at
beginner or intermediate level.
Group 3 are the ‘Individuals and Society’ subjects with subjects such as History, Geography, Business
Management and Economics on offer.
The Group 4 ‘Sciences’ include Physics, Chemistry, Biology and Computer Science.
Group 5 ‘Mathematics’ courses. For those students who do not plan to undertake any Mathematics
subjects at university there is an applied course, Mathematical Studies. The Higher Level or Standard
Level Mathematics courses are designed for those who will continue their study of Mathematics or
related courses at university.
Group 6 includes the creative and performing arts subjects such as Visual Arts, Theatre Studies and
Music. In certain circumstances students may ‘elect’ to study another Language, Humanities or
Sciences course in Group 6.
To complete the full Diploma students must:
select three subjects at ‘Higher Level’
Select three subjects at Standard Level
complete the Theory of Knowledge (ToK) course, write an Extended Essay and complete the
Creativity, Action and Service (CAS) programme.
Students can still be awarded IB Diploma certificates in each subject area even if they do not qualify for
the full diploma (for example if they only study standard level subjects).
A-Levels
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The A-Level programme at Malvern College Egypt will allow students to specialise in a preferred
subject(s) or curriculum area in which they have significant strength. Students will study up to 3 A-
Level courses over a two-year period with the externally assessed examinations at the end of the
course.
A-Level Courses
The exact list of A-level courses to be offered at MCE will be dependent on the interests of students.
Although MCE will have a standard set of subject choices such as English, Mathematics, Physics,
Chemistry, Biology, French History and Economics, additional subjects will be considered if a student
has a real desire and/or need to study this subject. Such subjects could include Computer Science, Art,
Psychology, Islamic Studies or additional languages.
A-Level Choices
At MCE we operate a system of choice for students studying A-Levels. This means students will start
with a free choice of 3 subjects from the given list of subjects on offer. Once initial choices have been
made the College will endeavour to meet the wishes of as many students as possible by creating the
final subject option blocks. It is at this stage that students may make changes to their initial choices, but
the movement or addition of subjects in these blocks would be very limited. This free choice system
prior to the creation of subject blocks allows for a greater number of students to get their initial and
preferred range of subjects to study.
2.3 International Mindedness
In addition to equipping students with the practical knowledge and skills needed in adult life, the
curriculum should increase students' critical awareness, their understanding of themselves, their
Egyptian and Arabic environment and the international context in which they are growing up. In
particular, some of the educational visits enhance and reflect this. Students gradually develop a clearer
sense of international mindedness as they discover their place in the world and how their actions affect
others in different ways.
2.4 The end of the College day
Those students who use the school bus will make their way to the buses where they will be registered.
Children in younger year groups are accompanied by their teacher or co-teacher.
The children will be registered by a member of staff and the buses will leave the College promptly.
Students going home with parents, maids or drivers can be picked up from the Piazza or Coffee Bar.
Adult security passes must be worn at all times.
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2.5 The Academic Year at a glance 2016- 2017
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2.6 Communication
An important element of the College’s ethos is its ability to communicate effectively. To ensure that
there is a systematic way in which information is shared, the following procedures have been
developed.
A weekly email is sent by the Headmaster on a Sunday to inform parents and staff about
upcoming events or issues of importance.
The College newsletter is produced on a weekly basis on Wednesday. The newsletter will be
available on the schools website every Thursday afternoon containing commentary from the
Headmaster and from Heads of School as well as staff.
The newsletter, along with past newsletters, will also be available on the school website at
www.malverncollege.edu.eg
School Diaries provide daily communication between parents and teachers. Teachers are required
to use the diary to communicate about homework, attendance, behaviour or any other matters
relating to class performance. Parents should initial the Diary every day in Primary School and
weekly in Secondary School to ensure that they have checked it. Class Teachers in Lower Primary
must check, initial and write a relevant comment in the diary every day. In the Upper Primary
School diaries should be checked every day for messages from home and a relevant comment
written at least once a week. Form Tutors in Years 6 to 9 should check and initial the diary at least
once a week to acknowledge that they have monitored the use of the diary. Comments will be
written when needed.
Curricular afternoons and evenings will be organised in each school.
Student progress will be reported to parents throughout the year as laid down in College Policies.
Various publications are produced by the College each year, including a Yearbook.
2.7 College Rules
Malvern College Egypt students are expected to
exercise self-discipline;
show courtesy and consideration to others at all times;
reflect a pride in their appearance;
conduct themselves properly both in school and outside.
Appearance and Uniform
All students at Malvern College Egypt must wear the school uniform. This is different for warm and
cold weather, and students must adhere to seasonal requirements. Our students are our ambassadors,
and their dress and behaviour convey an impression to the public of what we are like as a school.
Teachers are required to enforce the dress code at all times and to encourage students to take pride in
their appearance.
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Uniform must be worn daily to attend classes. School uniform must be worn correctly at all times on
buses, in school and when on a school trip (unless special permission has been given). This includes
shirts tucked in and top buttons done up. There are different uniform rules for Secondary students.
Once PE lessons are finished the student must change into their uniform for the remainder of the
day.
Students may wear a plain white undershirt beneath their uniform top, however it may only be
visible at the neck line.
Students may wear a watch and girls may wear one silver or gold stud in the earlobe of each ear.
Boys are not permitted to wear earrings or studs. No other jewellery may be worn unless this is for
religious purposes.
Hair must always be clean and tidy, worn off the face and styled so as not to invite comment for any
reason. All students with hair longer than shoulder length are required to have it tied. Hair may be
coloured if of a natural colour, discreet and appropriate to a school environment. Boys must be clean
shaven.
Make-up is not permitted. This includes nail varnish.
Black polished shoes are a uniform requirement. Girls may wear ankle boots in winter. Training
type shoes, high heel, wedges, open toed sandals, sling backs or any type of fashion shoe are not
permitted.
Skirts must be at or below knee length.
Conduct around the site
Students must
follow set procedures when travelling on the school buses;
report to reception if late, and sign in before going to class;
only leave the school premises between 08:00 and 3:20 with permission;
be punctual at all times;
be fully equipped for all lessons;
wait outside the classroom until told to enter by a teacher;
remain outside the buildings during morning break and lunch, except in adverse weather
conditions;
not chew gum;
not use personal stereos, computer games or mobile phones in the Primary School;
not possess items, such as knives or any other type of weapon, likely to injure others.
Secondary School
In the Secondary School students are provided with their own personal locker where they can store
their books and other personal belongings. We do therefore allow students to bring mobile telephones
and iPods etc to school, however, they must be switched off and stored in the locker during the day.
Please note that these items are brought to school at the students’ own risk. Digital book readers are
also permitted for reading (as opposed to playing games), but must not be used in class without the
express permission of the teacher.
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The Use of English
Students at Malvern College Egypt are able to speak a wide range of languages other than English.
Linguistic diversity is an enriching element in the life of the school but it can also be a source of
division. English is the language that we all speak – the language of inclusion – and for this reason we
must ‘encourage’ all students, at all times, to speak in English, both in the classroom and in the
playground. Parents are also requested to use English in their chat groups, again for purposes of
inclusion.
Attendance
The school environment is best placed to support learning, and students are expected to maintain the
highest possible levels of attendance of lessons. However, learning takes place in many places, and
enrichment activities form a key part of the Malvern Philosophy.
To help students maintain a balance in all that they do, the following guidelines are applied:
Every student must maintain attendance of 92% throughout the school year. This is the equivalent of 15
days absence.
If attendance falls to 92% for any reason whatsoever, the appropriate Head of School will meet with the
student and their family. The Headmaster will be informed of this meeting.
To ensure consistent attendance in each term, students would not usually be absent more than 6 days
in Term 1, 5 days in Term 2, 4 days in Term 3.
Absence from lessons includes any absence that is not required by a compulsory whole class learning
activity, and includes illness, compassionate leave and any other type of absence including
representing the school at sporting or musical programmes.
Re-enrolment may be conditional upon these requirements being met. Representing the College on all
off-campus activities is a privilege and selection can depend on how dedicated a student is as a model
of the Malvern College Egypt Values.
These Guidelines are designed to help students uphold the Malvern College Egypt Values, enjoy a
range of commitments, make good choices, and maintain a healthy lifestyle.
Smoking and Alcohol
It is absolutely forbidden for students to smoke, use E cigarettes or consume alcohol while on the
school premises, travelling to or from school, representing the school, taking part in any school outing
or activity, or wearing school uniform. Any such action would be considered a serious infringement of
the College Code of Conduct.
Drug Misuse
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It will be considered a serious infringement of the College Code of Conduct if any student is found
taking drugs on or off the school premises and may result in their permanent exclusion. Any student
found selling or dealing drugs will be permanently excluded and with immediate effect.
Out of bounds
The following areas are out of bounds to students unless accompanied by an adult: the basement floor
of the building (except restaurant, theatre and the piazza), over any perimeter walls, the kitchen and
the underground car park.
Things we would rather did not come to The College
Students MUST NOT bring toys to school. Accidents can and do happen. Toys get lost and cause both
child and teaching staff anxiety. “Toys” includes any electronic gadgets. Mobile phones are not
permitted in the Primary School.
2.8 Lost property
Whatever comes to school must be clearly named. The students are responsible for their belongings.
This helps the students (and us) try to find mislaid clothing and belongings. The Bus Escorts will
centrally store lost property and attempt to reunite articles of clothing with their owner. Lost property
may be retrieved before the start of school, at break times or at the end of the school day from where
lost property is stored.
2.9 Illness, Injury and Medicines
The clinic is situated on the ground floor near to the Coffee Shop Reception area. If students become
unwell whilst at school they will be taken to the nurse. Parents will receive an email from the nurse
explaining what the child’s health condition was and if any first aid was given at school. If the nurse
feels it is necessary she will contact parents and ask for the students to be picked up as soon as possible.
If she cannot contact parents, she will telephone one of the student’s emergency contacts and ask them
to come and collect the student. It is, therefore, essential that your emergency contacts are aware of
their responsibilities. The person coming to pick up the student must present their parent ID card to the
nurse and sign on the early leave form before leaving with the student.
Emergency
In the event of an emergency of a life-threating situation, every effort will be made to contact the
parents or a nominated emergency contact, who will be asked to meet the child in the designated
hospital. The student will be transferred by ambulance to the nearest hospital. Parents may also be
required to call the school nurse or the emergency room to give permission for treatment to commence.
Keep a student at home
Students should not be sent to school if they are unwell. If students are unwell in the morning and
unable to come to school, please notify the Primary or Secondary School Office before 8.30am.
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Staying at home will help to speed up the recovery process and also reduces the risk of infection for
others in school. If your child has any of the following symptoms, please keep him/her at home:
Fever: temperature of 38℃ (100.4 ℉) or higher. Only return to school if fever-free for 24 hours
without taking medication.
Vomiting: Your child may return to school if vomiting-free for 24 hours following the last
episode of vomiting .
Diarrhea: more than one watery stool in a 24 hour period, especially if the child acts or looks ill.
Chronic cough and/or runny nose: continual coughing and greenish nose discharge. Conditions
may be contagious and may require treatment from your health care provider.
Undiagnosed rash: body rash, especially with fever or itching.
Earache: If your child has earache with fever he/she should visit a doctor. If your child has
earache with no fever then your child may attend school, but he/she may need medical
treatment and follow-up.
Eye infection: Acute conjunctivitis or thick mucus or puss draining from eye.
Unusual appearance, behaviour: abnormally tired, pale, lack of appetite, difficult to wake,
confused or irritable. This is sufficient reason to exclude a child from school.
Contagious disease
It is requested that parents report to their class teacher or school nurse as soon as possible if their
children are diagnosed with any contagious disease by a physician. The health statement by a
physician will be required prior to re-admittance if necessary.
We adhere to the following exclusion periods for contagious disease:
Contagious Disease Exclusion period
Chickenpox Keep student from school until all lesions have
crusted, usually 7 days after onset of rash
Conjunctivitis For 24 hours after treatment has started and
discharge has ceased
Hand, Foot & Mouth Disease For two weeks and when all blister are
completely dry and healed
Head Lice Until student receives proper treatment and
cleared by school nurse
Influenza Until symptoms free or fever-free for 48hours
without taking medication
Measles For a minimum of 5 days after appearance of
rash
Mumps For 14 days after onset of parotid gland
swelling or until the parotid gland is normal
Rubella For 7 days after onset of rash
Scarlet Fever For 7 days after onset of illness
Streptococcal sore throat Until 24 hours after antibiotics are started
Head Lice
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If we have a case of head lice we will inform all parents at the school and ask that they check their
child’s hair to prevent further spreading. The nurse is happy to check student’s hair upon request.
Medicine at school
School medication guards against students having medications in their possession, so it is requested
that all medications and supplies must be transported to the school nurse by parents personally.
Parents must submit the written medicine authorisation form to the school nurse office for notification
and approval of any medication to be administered while on campus.
The nurse will administer medicine in nurse’s office in accordance with the instruction written by
parents on the form.
Students may not carry any form of medication. Authorised medicines must be handed to the
school nurse who will administer them outside class time.
Any student taken ill or injured during the school day should go to the nurse.
If your child has been sick then they should not return to school for a further 24 hours to
ensure the virus has passed
All medicines must be given to our school nurse or doctor, to be administered as prescribed. It is
essential that medicines are clearly labelled with your child’s name. Parents are requested to ensure
staff are well informed of the routines and dosages related to any medication and must not rely on their
child to share this information with the Doctor or Nurse. Students must not carry medication in their
school bag.
2.10 Lunch and break time snacks
Many children have a school lunch whilst others prefer to have a packed lunch from home which they
bring in with them in the morning. The weekly menu may be found on the notice board in the
Restaurant and in advance on the College website.
Children who eat a school lunch will also receive a morning and afternoon snack if they are in Pre-
Nursery – Year 2. Students in Year 3 and above will receive a morning snack in addition to a cooked
lunch.
Children may bring a small snack and drink for mid-morning break. We have to say no to canned
drinks and glass bottles from a health and safety point of view.
Please note: the College is a “nut free” environment as some children do have severe nut allergies.
2.11 Birthday Cakes and treats at school
A birthday celebration at school is always fun and children like to share their special day with their
friends. Bringing a birthday cake into school is quite acceptable but party bags, crisps, sandwiches and
jellies are not! It is important that you talk to your child’s class teacher / form tutor before you bring in
a birthday cake so that this may be planned into the day without causing disruptions to lessons and
other school activities. Ideally cup cakes should be brought in to school as this negates the need for a
knife to be used.
2.12 The School Libraries
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The School Libraries are open for the whole MCE community to enjoy. The library times are Sunday -
Thursday 8.00am – 4.30pm.
2.13 THE HOUSE SYSTEM
All of our students and teaching staff are allocated to one of four School Houses and, once allocated,
will stay in that House throughout their time at the College. The main function of the House is as a
vehicle for College competition, and to develop a vertical College ethos and integration of students.
Each House has a teacher as Head of House, and these are supported by elected students as House
Captains. Each House has a male and female House Captain. All members of teaching staff, with the
exception of the Headmaster, Heads of School and Director of Sport, are allocated to a House.
The Houses
are a focus for school competition;
provide a source of collegiality;
develop group identity and a sense of belonging;
offer an opportunity for the older students to lead and mentor the younger ones.
Points are earned for each House in competition throughout the Term. The House with the most points
at the end of the Term wins the House Shield, which is presented in the final Assembly of the Term.
Our four houses are as follows:
Elgar
Sir Edward William Elgar, 1st Baronet (2 June 1857 – 23 February 1934) was an
English composer, many of whose works have entered the British and international classical concert
repertoire. Elgar lived in Malvern in what is now College property - 7 The Lees, now House 6.1 at
Malvern College UK. Among his best-known compositions are orchestral works including the Enigma
Variations, the Pomp and Circumstance Marches, concertos for violin and cello, and two symphonies.
He was appointed Master of the King’s Musick (as it was then known) in 1924.
Although Elgar is often regarded as a typically English composer, most of his musical influences were
not from England but from continental Europe. He was a self-taught composer who struggled to
achieve success until his forties, when his Enigma Variations (1899) became immediately popular in
Britain and overseas. He followed the Variations with a choral work, The Dream of Gerontius (1900),
which became, and has remained, a core repertory work in Britain and elsewhere.
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Foster
Reginald Erskine Foster, nicknamed Tip Foster, commonly designated R. E. Foster in
sporting literature was an English cricketer and football player. He is the only man to have captained
England at both sports. One of seven brothers who were all educated at Malvern College and who all
played cricket for Malvern and for Worcestershire, Tip Foster captained England for the 1903 winter's
Ashes tour to Australia. In the first Test at Sydney on his England debut, Foster scored 287 runs. This
was the highest score in Test cricket until 1930. For more than a century, Foster also held the record for
the highest score in a test match at the SCG, his score not being beaten until Australian Michael Clarke
scored 329 not out against India in January 2012.
In football, Foster played as a forward for the Corinthians and the Old Malvernians - a team made up
of ex pupils from Malvern College. He played five matches for England between 1900 and 190. In his
second game, against Ireland, he scored his first international goal in goal in a 3-0 victory. Foster was
awarded the captaincy against Wales in his final appearance on 3 March 1902, which ended in a 0-0
draw. During his short England career he scored two goals.
Sanger
Frederick Sanger (13 August 1918 – 19 November 2013) was a British biochemist
who won the Nobel Prize for Chemistry twice, one of only two people to have done so in the same
category and is the fourth person overall with two Nobel Prizes, and the third person overall with two
Nobel Prizes in the sciences. In 1958, he was awarded a Nobel Prize in chemistry "for his work on the
structure of proteins, especially that of insulin". In 1980, Walter Gilbert and Sanger shared half of the
chemistry prize "for their contributions concerning the determination of base sequences in nucleic
acids".
At the age of nine, he was sent to the Downs School, a residential preparatory school associated with
Malvern College. From there he moved to Bryanston School in Dorset. Sanger was able to spend most
of his last year of school experimenting in the laboratory alongside his chemistry master, Geoffrey
Ordish, who had studied at Cambridge University. Working with Ordish awakened Sanger's desire to
pursue a scientific career. In 1936 Sanger went to St. John’s College, Cambridge to study natural
sciences where he was awarded a 1st Class Honours degree and then completed his PhD in 1943.
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Lewis
Clive Staples Lewis was a British novelist, poet, academic, medievalist, literary
critic, lay theologian, broadcaster and lecturer. He studied at Malvern College UK and held academic
positions at both Oxford University (Magdalen College) and Cambridge University (Magdalene
College). He is best known for his fictional work, especially The Chronicles of Narnia which have been
adapted for cinema.
Lewis and fellow novelist J.R.R Tolkien were close friends. They both served on the English faculty at
Oxford University. It is said that Tolkien got his idea of The Shire and the Mountains of Mordor when
standing on the Malvern Hills looking back at England and into Wales respectively.
Lewis's works have been translated into more than 30 languages and have sold millions of copies.
House Colours
The children are divided into four houses and each house has its own colour. The colours are as
follows:
Elgar Red
Foster Green
Sanger Blue
Lewis Yellow
3 College Procedures and Policies
3.1 Absence from School
If your child misses school due to illness, please contact the school office as soon as possible in order for
the registers to reflect the reason for absence. This is then marked in the register as an illness absence.
We often have to send children home who arrive at school already sick. If your child is ill, it is much
better to keep them at home so they recover more quickly and do not infect other children in the class.
If you wish to take your child out of school for a holiday, then this request should be put in writing to
the Head of School at least a week before departure and the class teacher informed. This includes
religious holidays, which are not published. If the school is not informed, then the absence is registered
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as an unauthorized absence. We do not encourage holidays to be taken in school time or time missed at
the beginning or end of a term.
It is important to acknowledge your child’s education is always affected by absence - whatever the
reason. Parents can help to minimize the effects by making sure that their child catches up on missed
work or by ensuring that work is set before a long period of absence. It is not, however reasonable to
request work the day before traveling.
3.2 Late Bus
Students who are participating in co-curricular activities or sports activities only, may use the Late Bus.
Years 3-10 have compulsory co curricular sessions. Younger students may stay to wait for older siblings
to use the Late Bus. These sessions will be supervised.
3.3 Bus Routes
Every effort is made to provide convenient bus stops for students, parents and carers. However, we
may not be able to provide ‘door to door’ services given the nature of Cairo traffic, the time constraints
we are working with, and the number of children who need to use our transport. Also, some housing
compounds do not allow school buses to enter their sites. We try our best to give realistic times of
departure and arrival, but it is always advisable to be punctual. If there is no one at the bus stop to
receive the children, you will be contacted by a member of staff.
3.4 Co-Curricular Activities Programme
Co curricular clubs and activities play an essential role in the life of the College. These are compulsory
and often age specific. We encourage our students to involve themselves as much as possible in these
activities. A detailed timetable of clubs and activities will be posted on our website. Clubs and activities
will typically not take place in the first week of any Term.
A club or activity that is organised by a member of the College staff will normally be at no extra cost.
Clubs and activities that are run by outside agencies or involve off-site specialist will incur a cost
charge and you will be informed in advance of this. All clubs are scheduled to finish at 4:20pm. The
teacher will then accompany any children waiting to be collected to the Main Reception area where a
member of the Operation Department will register the students and place them on the late bus. If the
children are to be collected by car then this must be done no later than 4:40pm.
Some clubs are run before school opens or after the late bus. The College does not offer transport for
these programmes and the responsibility falls to the parents of the students involved.
3.5 Closure of School Procedures
On some occasions, it is necessary to close or cancel school. The following procedures will be followed
whenever it is necessary to cancel or close school due to inclement weather, fire, important
Government events etc. The health and safety of students shall be the primary consideration in all
decisions or actions taken at times of inclement weather or other emergencies.
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Prior to the School Day:
If the decision to close the school is made, the Headmaster will coordinate with the College
Leadership Team to cancel school for students.
The Headmaster will ensure that all parents and staff are notified via the College Phone texting
service as well as the email system.
A message will be left on the College Answer phone and a message will be placed on the College
website if possible.
Procedures for Closing School While in Session:
If an emergency necessitates the closure of the College during school hours the subsequent guidelines
will be followed:
The Headmaster will ensure that all parents and staff are notified via the College phone texting
service and email.
At all times when the School building must be evacuated, all students and staff shall exit the
building in an orderly fashion as rehearsed. Students shall be kept at the designated meeting place or
other suitable location until parents can arrange to pick them up.
The Director of Administration will liaise with the appropriate emergency services and the
Headmaster to determine whether school buses are able to run. If deemed safe, students will be
dismissed to their buses.
All other students will remain at school under teacher supervision until a parent or nominated
guardian arrives to take them home.
Should the outside situation prevent transport, students and staff will remain on the school site until
it is safe to travel.
Parental Decisions
Although the College will take every precaution to ensure the safety of all students during an
emergency, there may be times when parents would prefer to collect their children earlier. If they
choose to do this, parents must inform the Headmaster’s or Head of School’s PA to ensure that all
students are accounted for.
3.6 Parking and Drop Off
The College has a one way system operating from the rear of the building. Please enter via the side
road at the rear of the building before turning onto the road at the front of the College. All cars and
buses then leave the school site via the Service Road at the front of the College.
Parents are requested not to arrive at school before 7.30am as staff will not be on duty before this time.
After 7:50am the children should make their way quickly and quietly to class.
Drop offs take place at one of five drop off bays. Two are located at the front of the Secondary School
building, one at main reception, one in front of the Primary School and one dedicated bay outside Early
Years. Please ensure that you use the bays for easy flow of traffic.
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Parking is restricted within the school campus with limited spaces for parents and visitors. However,
as long as the driver holds a MCE Permit they will be able to drive into the underground car park in
addition to the parking places to the front of the school.
Please note that only Parents can register for a Permit at either of the Reception Desks providing your
name, child’s name, class, and vehicle registration number. We request that the permit is returned
when a student leaves the College.
3.7 Smoking
MCE is a non-smoking school and smoking is not permitted on the campus at any time. Please advise
your drivers and maids accordingly.
3.8 Deliveries of food
The College has an official caterer to provide this service and it is necessary to be able to monitor food
sources for health and safety issues. Students may bring a packed lunch from home but no take-away
food is allowed on the campus.
3.9 Friends of Malvern College Egypt- FoMCE
At MCE we value our parents.
Parent Representatives
Each class is represented by a parent representative. These are normally appointed on a first volunteer
first appointed system. The role also can be job shared if appropriate.
The primary function of the Class Rep is to facilitate communication between class teachers and
parents in relation to volunteers for the classroom or special events. The Class Reps also facilitate the
social interaction among families in the school community.
Their role is not to have involvement in the day-to-day teaching of the class but to be the liaison
between the school and its families.
Class Reps are not to be used to help other parents express concerns/grievances against the teacher or
other members of staff. These class representatives form the backbone of our parents association or
FoMCE. The FoMCE Executive Committee plays an active role in the community at MCE.
The object of FoMCE is to sustain and support the College, in particular by:
Enhancing and enriching the life of the students at the College through financial and other support
Strengthening the links between the College and the local community;
Assisting the College by providing voluntary help and advice;
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3.10 Assemblies
The whole college community come together to celebrate assemblies and special events. Additionally,
individual Schools may have an assembly every week. The Headmaster or Heads of School will deliver
the assembly and the various successes of the week will be celebrated.
Once a term we will enjoy a musical assembly. Throughout the Year each class or Form in the Primary
School has the opportunity to produce their own assembly. This will generally reflect their learning in
class or address an important theme or event that is pertinent to them at the time.
All parents of Malvern College Egypt are welcome (and are encouraged) to attend assembly. Those
parents attending should sit themselves in the designated parent seating areas. This will minimise the
excitement and disruption to the children.
