The school offers the Primary Years Programme (PYP) of the International Baccalaureate (IB). The driving force behind the PYP is a deeply held philosophy about the nature and future of international education. The International Curriculum for young learners is broad and inclusive. The PYP aims to assist young people to develop their individual talents and teach them to relate the experiences of the classroom to the realities of the world outside.

The school’s curriculum includes both academic and non-academic features as both are considered to have an impact on student learning. Students are encouraged to be critical thinkers, responsible citizens, life long learners and informed participants in local and world affairs. They are conscious of the shared humanity that binds all people together, showing this through their responsible attitudes, thoughtfulness and appropriate action plans.

The School strives for excellence and maintains high standards. Teaching is a combination of whole class, group and individual activities with more specialised teaching in the subject areas of ICT, French, Kiswahili, Swimming, P.E. and Music.

More Information about The Primary Years Programme can be accessed by visiting www.ibo.org.

Language Arts
Language is fundamental to learning and is integrated into all areas of the curriculum. By learning language, we nurture an appreciation of the richness of language and a love of literature. The Language framework identifies the major expectations considered essential in the PYP. These expectations are arranged into three main strands: oral communication, written communication and visual communication.

Mathematics
The Mathematics framework is arranged into five strands; number systems, pattern and function, measurement, shape and space and data handling. These are the areas of Mathematics that other disciplines use to research, describe, represent and understand aspects of their area. These will be taught as stand-alone mathematical topics, although aspects might be included in the Unit of Inquiry. Mental Maths remains an integral part of the framework.

Unit of Inquiry (UOI)
Inquiry-based units of study are the entry point into Social Studies (History and Geography) and Science and Technology. Each unit has a primary focus into one of the disciplines of Science or Social Studies but inquiry will not be restricted only to that discipline. Students will experience what it is like to think and act like a historian, a geographer or a scientist.
Students and teachers identify together what they want to know, what they already know which might be relevant to the inquiry, what they need to know to answer their questions and how best they might find that out.

These units of inquiry are organised through six themes:
  •   Who we are
  •   Where we are in time and place
  •   How we express ourselves
  •   How the world works
  •   How we organise ourselves
  •   How we share the planet

These themes are the general areas of knowledge that a student must experience in one academic year. The six Units of Inquiry that are investigated in one calendar year are derived from the six themes above.

Information Communications Technology (ICT)
Students work independently with computers from the time they join the school in grade one. As they progress through the school, they learn to handle computers, flash disks, and CD-ROMS independently. They are eventually able to retrieve and interpret information, use databases, solve problems, make decisions, word process and develop drawing and graphic skills. In the upper grades, students are encouraged to use PowerPoint for their presentations.

The units covered in ICT curriculum this term and through the year are aimed at developing the basic skills that will enable the child to explore a scope that is wider than the traditional classroom. Subject Integrated Lessons (SILs) are offered from Grade 1 to Grade 6. By the end of year 6, students will not only be computer literate but proficient in the main software packages.

French/Kiswahili
Children start learning both languages from grade one and continue till grade six. Initial emphasis is mainly in speaking and listening but as they progress, children start reading and writing.

Personal, Social and Health Education
Through these programmes students develop many facets of their identity and learn to use appropriate social skills to communicate and manage their feelings, emotions and opinions. Students are guided to help develop a positive attitude and to display appropriate behaviours in order to meet challenges, make healthy life choices and to serve as responsible and respectful members of societies. Students are prepared to address moral issues in their lives and to act upon a number of positive values such as justice, respect for human rights and dignity.

Assessment
On-going continuous assessment with user-friendly feedback is an integral part of teaching. Teachers use a range of approaches to provide effective feedback, including: observations, performance assessments, process-focused assessment, and portfolios. Both holistic and analytical assessment is obtained by employing various assessment tools: rubrics, checklists, anecdotal records, benchmark and continuums are considered.

External Assessment
The school will introduce an external assessment designed especially for students in International Schools from 2006/7 academic year onward. Grades 3, 4, 5 and 6 students will write The International Schools Assessment (ISA) which is published by the Australian Council of Educational Research (ACER). This is an assessment based on the internationally endorsed reading and mathematics framework of the Programme for International Students Assessment (PISA). The assessment is culturally broad based and is a combination of multiple choice and open-ended questions and prompts. This assessment will take place at the school every February in the areas of Reading, Writing and Mathematics.

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