English Primary
In the English Primary Department we have classes from Year One to Year Six with two classes in each year band. Our teachers emphasise the enjoyment of learning and the mastery of skills whilst developing the whole child both in the classroom and in the wider world. Our programme is designed to provide the highest academic quality of education.
In our department we encourage the development of the traits described in our learner profile. It describes the qualities our students develop and display as they learn.
The Written Curriculum
The EPD Written Curriculum for Integrated Studies Is organised into 6 ‘Cross Curricular Themes’ which are about concepts that are relevant, challenging and engaging for us all and allow children to go beyond the confines of subject areas.
- Health, Wellbeing, Identity, Culture
- Time and Place
- Science and Technology
- Community systems & responsibility
- Environment and Sustainability
- Arts and Creativity
Through these themes, students gain knowledge in six subject areas.
- Language (English, German, Mandarin)
- Mathematics
- Social Studies (History & Geography)
- Science and Technology
- Arts
- Personal, Social and Health Education
The aims and objectives for each subject area are taken from the United Kingdom National Curriculum, with enhancements and adaptations to suit the unique needs and requirements of our international student body and context. Details of the aims and objectives covered in the English Primary Department can be found by clicking the links:
The Taught Curriculum
The six cross curricular themes help teachers to develop a comprehensive long term plan for Integrated Studies with in-depth investigations into important conceptual ideas, identified by the teachers, and requiring a high level of involvement on the part of the students. These inquiries are substantial, in-depth and usually last for several weeks.
The Assessed Curriculum
Assessment is an important part of each Integrated Studies unit as it both enhances learning and provides opportunities for students to reflect on what they know, understand and can do. The teacher’s feedback to the students provides the guidance, the tools and the incentive for them to become more competent, more skillful and better at understanding how to learn.
