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High School
 
The RVIS High School expands upon the foundation laid by the middle school and culminates with the highly rigorous IB Diploma Program. The 9th and 10th grade curriculum overtly prepares students for the Diploma Program, ensuring that students are well positioned to succeed in the demanding program. Through a strong advisory program, students develop a strong and coherent sense of self which will prepare them for university and career selection and success. Students, via government and community service opportunities, are encouraged to develop skills in collaboration and contribution.
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The RVIS Dolphins Athletic Program has gone from strength to strength with increasing numbers of students choosing to represent the school in competitive leagues. We have age group teams starting in Elementary School, as well as Under 13, Junior Varsity (Under 16) and Varsity teams. The school competes in variety of sports, including Soccer, Basketball, Volleyball, Track and Field, Cross Country, Tennis, Badminton and Swimming.

RVIS is a member of three leagues:

  • PSL (Primary Sports League)
  • BPSSL (Bahrain Private Schools Sports League)
  • OASIS Activities Conference

Our student-athletes model our school mission with Respect, Honesty and Responsibility and we intend to carry on this tradition with our students continually growing and achieving. Our coaches and students come from a variety of backgrounds and this international approach enhances our programs and the experience of being an RVIS Dolphin. Every member of the coaching staff is passionate about their sport and continues to maintain the highest possible standards.

The performing arts are a vital part of all students’ education. Theatre allows for a creative outlet and helps build self-confidence through the study of character development and performances to a wider audience. The study of performing arts also indicates an increase in students’ language skills and development, their public speaking abilities, and their enjoyment of the school day in general. At RVIS, Middle School students participate in Creative Dramatics- a class designed to introduce them to many aspects of dramatic performance. This class allows students to explore imaginative play, Readers Theatre scripts, puppet-making and improvisation techniques.

In High School, students are able to choose between Theatre and Art as an elective. In Theatre, students perform monologues and scenes in various styles. They explore the history of theatre, going back as far as the Greeks through to modern day performances. Students analyze scripts and do research to determine a characters background and motivation.

The performing arts are a vibrant and exciting part of the RVIS community.

The purpose of High School Student Government is to ensure that students have a voice at RVIS and are represented by effective leadership. This elected group of dedicated students gives a tremendous amount of time and attention to student concerns and questions, discussing relevant topics with faculty, and run the high school assembly on alternate weeks. Student Government is excellent preparation for growing leadership skills that easily translate to academic and career success and university involvement.

Model United Nations (MUN) is a simulation of the United Nations General Assembly. In MUN, students play the role of ambassadors to debate current issues on the agenda. Student ‘delegates’ make speeches, prepare draft resolutions, negotiate with allies and adversaries, resolve conflicts, and navigate the Model UN conference rules of procedure - all in the interest of promoting international cooperation resolving world problems. RIVS Model United Nations team has the opportunity to participate in weekend conferences in Bahrain as well as attend international conferences around the world.

 

A Together-Apart Model for our Secondary School

Why Single Gender Education in a Co-educational Setting?

Brain Research has indicated that male and female brains are wired differently and therefore acquire knowledge more effectively through different approaches. Research has also indicated that males and females are predisposed to different interests as they grow. At RVIS we take this research into consideration when teaching and planning curriculum, in order to maximize student learning.

There is a long standing myth that males are better than females at math. Research has show that this is false, and that many math curricula may be more accessible to male brains. Neuroscientists have studied the brain while males and females complete specific tasks such as math and spatial reasoning. It was discovered that a more primitive, subconscious section of the brain is active while males are learning mathematical concepts. Females on the other hand, use a portion of a conscious section of the brain that also controls language and is most efficient when given context.

What this means for learning is that males are more likely to be able to take the abstract concepts and make sense of them in the real-world. Females perform better when they have the real-world context first, and work in reverse to the abstract. Equally capable, different modes of learning.

A consistent finding in research is males and females innately find different interests in areas of literature. Females are more inclined to choose fiction, books about people’s experiences and emotional difficulties they must overcome. Boys are more apt to choose non fiction; war stories and books about struggles. What does this mean for education? Choosing a book that appeals to students will most likely lead to a more enjoyable experience for the student which will naturally lead to a deeper understanding of the literature and higher participation.

Adolescence is a challenging time under the best of circumstances. As students mature, self image becomes a prominent part of life, especially from the opposite gender. Data gathered from single gender programs indicate that females worry less about self-image and are more likely to participate and take risks in single gender classrooms. It has also been shown that females are more likely to enter fields related to math and science in a learning environment that is single gender.

We also believe that a crucial aspect of development is learning to communicate and work in co-educational settings. For this reason, we emphasize a “together” model in non-academic areas such as: lunch time, passing periods, assemblies and school trips. This gives our students the chance to broaden their peer group and learn important aspects of communicating with people who literally think differently.

This together-apart model allows our students to experience the best of both worlds: A learning environment that is tailored to genetic dispositions, while enjoying setting that allows for a broader, more diverse peer network.

The International Baccalaureate Diploma Programme is an academically challenging and balanced course of study that prepares students for success in university and life beyond. The mission of the program is to develop inquiring, knowledgeable, and caring young people who help to create a better, more peaceful world through intercultural understanding and respect. More...




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