Primary School

Throughout the primary years, the aim is to achieve effectiveness in the core skills of reading, oral and written communication and dexterity with numbers. These are of prime importance and without which further progress can be inhibited. Through topics, themes and projects the pupils are also introduced to the world around them and trained in the understanding of life in its many and varied aspects. Using internationally accepted best practice, children are taught to inquire, to use and apply skills learned. Junior Primary (Y1 - Y3) During the early years of elementary education, we seek to:

1. ensure that pupils receive optimum tuition in order to maximize attainment and enhance their general development.

2. emphasize the importance of developing the core skills in Literacy and Numeracy.. offer further specialist tuition, if needed, to pupils experiencing difficulties in achieving satisfactory performance levels.

4. provide a stimulating and enjoyable learning environment in which happiness and application flourish side by side.

5. advise, guide and train the child to develop appropriate behavioural skills at individual and group levels.

6. introduce another modern language, offering the challenge of learning a different form of communication.

7. offer the right challenges within a well-supervised and caring environment to enhance self-esteem and self confidence. Senior Primary (Y4-Y6) Without losing sight of the initial objectives, the senior elementary stage extends the challenges offered.

The curriculum becomes more specialized, with the addition of new knowledge and skill training as detailed below:

1. The emphasis on the core skills continues, but increasingly, these skills are used to seek out information and solve problems.

2. Specialist help also continues for those who have not yet achieved acceptable levels of skill.

3. The use of new technologies in science and Information and Communication Technology and development of practical skills through Arts and Craft, initiate the child into the modern world.

4. The levels of demand in terms of self-discipline and personal organization are raised and responsibilities are increased at both individual and group level.

5. Cultural and environmental studies advance knowledge of the world with various projects reinforcing the set learning goals.

6. A solid foundation is created at this level to ensure a smooth transition into the secondary school.

Essential Elements Knowledge:

The Programme of inquiry is based around six organising themes: Who we are, Where we are, Where we are in place and time, How we express ourselves, How the world works, How we organise ourselves, Sharing the planets. Concepts: Eight trans-disciplinary concepts are integrated into the curriculum. Form: What is it like? Function: How does it work? Causation: Why is it like it is? Change: How is it changing? Connection: How is it connected to other things? Perspective: What are our points of view? Responsibility: What is our responsibility? Reflection: How do we know? Skills:Five trans-discipliary skills are taught throughout the curriculum. Social Skills, Communication Skills, Research Skills, Self-Management Skills, Thinking Skills. Attitudes: Twelve attitudes are embedded throughout the curriculum: Appreciation, Commitment, Confidence, Creativity, Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect, Service, Tolerance. Action: Learners are given the opportunity to choose their actions, to act and to reflect on actions. All students will choose to serve.