By Head of Primary
Entrance Test Guidelines
SIS is an academic programme for bilingual children. Most of the primary pupils continue into Collège and Lycée with SIS and take the OIB (Option Internationale du Baccalauréat)
The following is a brief, general outline of the tests and gives an idea of what is expected of pupils accepted into SIS Primary department. N.B. These are not sample tests. The actual entrance tests will be similar to these guidelines but the reading texts will be longer. We do not expect candidates to achieve full marks but your child should be able to do these tasks comfortably. If he or she struggles, we suggest you apply to a less academic programme rather than placing your child in a situation of failure in an SIS test.
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Crabs and lobsters have shells which are a sort of hard skin. A lobster has a shell. It flaps its tail to swim. As the lobster gets bigger, its shell splits. The fresh shell is soft to begin with, but it soon hardens. There are lots of different sorts of crabs. Some are good at swimming and some have long thin legs.
Children should be able read this text comfortably and, after reading, say what it is about without looking at it. They should be able to try to explain one or more of the words in bold and should be able to describe crabs (good at swimming / long thin legs). They should then be able to talk about shells for a few minutes in correct English.
‘Good-bye’ said Plop, bobbing up and down in a funny little bow. He watched the boy run across the field, and then took a little run himself, spread his wings, and fluttered up to the landing branch. He slithered along on his tummy and dived head first into the nest-hole.
‘Well ?’ said his mother.
‘The little boy says DARK IS EXCITING.’
‘And what do you think, Plop ?’
‘I still do not like it AT ALL,’ said Plop, ‘but I’m going to watch the fireworks – if you will sit by me.’
Children should be able read this text comfortably and with expression, possibly hesitating a little over the words in bold. After reading, they should be able to give an idea of what has happened beforehand and should be able to try to explain two or more of the words in bold. They should also be able to explain why the author has used capital letters for some phrases. They should be able to describe, in correct English, what they think might happen next.
Maurice and Dodi were relaxing in front of the television one balmy evening when they heard something on the news that was to change their lives completely.
“Scientists have discovered,” explained the newscaster, “that the world’s core has been heating up. Within six calendar months the Earth will be so hot it will explode !”
“Explode ?” Dodi said, “What does that mean, explode ?”
“It means go pop, dear !” Maurice replied, “Kaboom !”
“Oh, I don’t like the sound of that, it’ll ruin my garden !”
Children should be able to read the text comfortably and with expression that reflects the punctuation and dialogue. They should be able to explain the underlined words and give an alternative for each. They should be able to give at least one alternative word for the word explode, as if they were explaining it to Dodi themselves. They should identify the clues about Dodi’s character and explain what they think she is like.
The island looked perhaps two or three miles in length, no more. It was shaped a bit like an elongated peanut, but longer at one end that the other. There was a long swathe of brilliant white beach on both sides of the island, and at the far end another hill, the slopes steeper and more thickly wooded, but not so high as mine. With the exception of these twin peaks the entire island seemed to be covered in forest. So far as I could see there was no sign of human life. Even then, as I stood there, that first morning, filled with apprehension at the terrifying implications of my dreadful situation, I remember thinking how wonderful it was, a green jewel of an island framed in white, the sea all about it a silken, shimmering blue.
Children should be able read this text comfortably and with expression, possibly hesitating a little over highlighted words. After reading, they should be able to try to explain two or more of the phrases and words written in bold.They should be able, in their own words, to describe who they think ‘I’ is and how they think ‘I’ arrived there. They should be able to describe, in correct English, what they think might happen next.
 Please note that pupils are placed in the same year level as in their French school. For example, a child in CE2 must have the level for P4 English class.
Dernière modification le 20-02-13 par