Children in DVOR and K01 have two English lessons per week and in K02-K04 four English lessons per week.
After students have learnt how to read and write at the end of K01, students will learn Englisch in different groups. The aim of these groups is to match the student's knowledge and capabilities. There is one group called 'EAL' (English as an additional Language) and 'NL' (Native Literacy).
Students in the 'EAL' group have good verbal, written and elementary English skills and will deepen their knowledge als second language or additional language. Students without English language skills also join this group and receive individual support.
Students in the 'NL' group can follow classes in an english speaking international school setting easily, which refers to the verbal and written English language. This programme is based on the UK National Curriculum which is slightly adjusted to take the limited time into account.
Both groups are observed continuously and evaluated. The teaching staff discusses the student's progress several times per term.
Both programmes combine the four key elements for language learning: Listening, Speaking, Reading and Writing.
The programmes contain the following activities:
Speaking and Listening
- Discussion of general topics and selected and tales of well-known authors
- Listening, repeat and present stories
- Highlight new vocabulary from stories or discussions
- Experimentieren mit Sprachstrukturen bekannter Geschichten und Gedichte
- Language and listening games
- Songs and theatre plays to extend impression and language skills
- For movers: language activities for EAL learning
- Class presentations in front of the class on certain topics (for older students) and learning of constructive criticism
1. Reading together
- Reading a story or a non-fiction text on the interactive white board
- Mark new words, sentences and simple spelling rules
- Understanding and Discussing of the text
These activities are led by the teacher.
2. Guided reading
- Reading in small groups
- Both teachers and students comment on the text
3. Independent reading
- Students find their own reading material and read at home (with our without help)
- Written summary of the text
- Visual display of the text
- Creating of a 'Reading Record" book
4. Reading for further education and experience
- Knowledge development about famous English authors and their books
- Different author styles
- Recognise certain types (genres) of literature in the English language area
- Development of literary abilities
- Recognise certain literary specialties und the trial to write own story in this style (flyers)
1. Exploring writing
- Free writing - students try to use their phonetics knowledge
- Offering correct spelling
- Free writing
- Identification of issues, which could be improved
2. Genre writing
- Drafting a text
- Correcting a text
- Finalize a text
3. Literature writing
- Put focus on particular literature
- Development of advanced literacy capabilities
- Identification of a certain genre
- Identification of a certain style of different authors
- Writing a story in a special style
The German Primary school offers Mandarin classes in K03 and K04. These classes introduce the Chinese language and writing and suitable work and learn methods. Children learn all aspects of the Chinese language, such as speaking, listening, reading, writing and translating. We target to teach them the basics.
In addition, we make them aware of a deep connection between the Chinese language and culture: the development of the Chinese script, the use of language in the daily life and the regional differences, such as festivals and events.
The Mandarin classes cover three sessions per week, with two classes in the morning and one class in the afternoon. Children are obliged to attend these classes regularly.
The Mandarin classes run for two years, hence an entry in K04 with no Mandarin knowledge is not possible. If a student joins our school only in K04, he could join the voluntary Mandarin programme in K05 in the German Secondary.
Those children who do not attend Mandarin classes are offered two classes of Chinese regional studies held in German. Students primarily learn more about the country China, its population und culture. We teach our students about the location, cultural characteristics, famous people und latest developments. For example, we show them the landmarks of Beijing and Forbidden City, the Chinese Great Wall, and the Terracotta-Army of Xian. Children get a first glance into the life of the people.
China is known for traditions and innovations. It has many distinct landscapes and different population groups with unique languages, religions and customs. During the Chinese regional studies children learn more about how the Chinese work, live and how they spend their leisure time. Due to immigration and trade many inventions and the Chinese cuisine were introduced all over the world.
The objective of the Chinese regional studies is to inform and excite children about the country and its culture.
GRÜZI - BUONGIORNO - BONJOUR - BUN DI
Swiss children from K02-K04 can join the ECA Swiss regional studies which contains content such as history, geography and culture. Children will learn more about their home country Switzerland, develop additional interests and common grounds with other Swiss students and identify with their origins.
The programme is flexible and open. Activities vary and also take into account the wishes and needs of all participants. The ECA is held in Swiss language and also open for Swiss children from the English International Stream.
We consult, accompany, teach, encourage and demand
- in small groups
- within the class
with the goal to best support children with the development of their potential.
Due to the holistic approach of our school we offer parents and children the following professional partners for guidance and support.
In addition to the regular classes we offer our Primary students support classes in small groups or individually. These classes are conducted in collusion with the class teachers und runs at the same time as the regular classes.
"Our school offers a holistic learning culture"
Prospect and Contents
During the physical education classes at GSIS we consider and teach the following prospects and contents:
1. Pedagogical prospects of physical education
- Improve awareness ability, and enhance movement experiences Wahrnehmungsfähigkeit verbessern, Bewegungserfahrungen erweitern
- Create movement, fine-tune body gesture
- Develop sense for health, support health
- Cooperate, compete and communicate
- Experience, understand and assess personal capacity ability
- Dare to so something, take responsibility
2. Physical education contents
- Be aware of the body and enhance mobility
- Running, jumping, throwing = athletics
- Water movement = swimming
- Gym equipment movement = exercises
- Design, dance, display = gymnastics, dance and movement
- Explore play and use of play areas
- Play with rules = sports games
- Slide, drive, roll = roll and boat sports
- Ring sports and fight = duel sport
- Acquire knowledge of the own body, improve self confidence
- Understand health and social aspects of sports
Every year we offer our parents and children a sports highlight - The Sports Day - an athletics competition across both streams.
There are two art classes every week taught by a specialist or the class teacher.
The centre of our pedagogical work is personal development. Every child has room to grow its creativity individually. The teacher helps to create individual, partner or group works with a variety of topics. Project work is most important to us.
We continuously teach basic skills such as concentration and perseverance and we train perception function such as shapes, sizes and spacial position. The basic techniques of visual design are taught and we pay attention to fine motor skills and aesthetics.
The decoration and traditional craftsmanship in the textile sector unites to a colourful palette.
Our students have an interesting and enriching time during their art exploration journey. This creative time has a motivating and relaxing effect and stimulates thoughts and conversations.
The school has laptops, MacBooks, Chromebooks, iPads, Dash and Dot Roboter, Lego Mindstorms EV3 as well as access to a variety of learning programs and websites. All Peak students have access to MacBooks and Chromebooks in the library whereas Pok Fu Lam students have access to computer stations, laptops and Bee Bots.
In addition, every classroom comes with a large interactive whiteboard with touch function, built-in computer und Internet connection as well as a 'Visualiser'. Students and teachers can directly interact with technology in order to research information, present, work together, edit and share.
Objectives of computer science
Information and communication technology plays a very important part in the curriculum. Students get prepared for an ever-increasing technology development in a globalised world. The necessary basic skills in managing new media are learnt in a playful way.
Our task is to teach students...
- Information and communication tools
- Media competency
Understand concepts and risks when using the Internet and social media (copyrights, cyberbullying) and to know how to handle difficult situations.
Zudem wird ein Bewusstsein für mögliche gesundheitsschädigenden Auswirkungen der übermäßigen Nutzung von Screen Technologien entwickelt und es werden entgegenwirkende Verhaltensweisen gefördert. Das bedeutet auch, dass die Nutzung von Technology im Schulalltag themen- und projektspezifisch zielgerichtet und authentisch ist. Schüler erlernen
- Dokumente, Bilder, Videos zu erstellen, zu bearbeiten und zu teilen,
- Informationsquellen, Informationen und Medien kritisch zu bewerten,
- altersgemäße und entwicklungsfördernde Verhaltensweisen zu erwerben, und
- gesundheitsschonende Verhaltensweisen im Umgang mit neuen Technologien.
Durch Projektarbeiten werden mit der Zeit einzelne Fähigkeiten zielgerichtet erworben, geübt und vertieft um Informationen zu finden, zu erforschen, zu analysieren, auszutauschen, zu verarbeiten und sie in verantwortlicher, kritischer und kreativer Weise mit anderen zu teilen oder zu präsentieren.
In den Klassen 1 – 4 sind für das Fach Musik je zwei Unterrichtsstunden vorgesehen. Die Grundschule verfügt über einen Musikraum, ausgestattet mit Klavier, verschiedenen Trommeln, audio-visuellen Medien und Orff-Instrumenten.
Der Musikunterricht in der Grundschule orientiert sich an den Arbeitsbereichen „Musik hören“, „Musik machen“ und „Musik umsetzen“. Außerdem werden die Kinder vertraut gemacht mit den für diese Bereiche notwendigen musiktheoretischen Grundlagen.
Die Schüler sollen lernen, verschiedenartige musikalische Gestaltungsmittel sowie musikalische Zusammenhänge und Abläufe zu erkennen. Ihre Fähigkeit, aus dem musikalischen Angebot ihrer Umwelt auszuwählen, soll gefördert werden.
Die Schüler sollen im vielfältigen Umgang mit Melodien, Rhythmen, Texten und Instrumenten Musik erfahren und deren verschiedene Darstellungsmöglichkeiten in Sprache, Notierung, Bewegung und Spiel erlernen.
Die Schüler sollen befähigt werden, Musik einzeln, in Gruppen oder im Klassenverband darzubieten.
Die DSIS bietet ein Zusatzangebot an musikalischen Aktivitäten.
In der Grundschule gibt es zwei Chöre. Der Junior-Chor steht den Schülern der ersten bis dritten offen. Für Schüler aus der vierten Klasse besteht die Möglichkeit, am Senior-Chor teilzunehmen. Die Unterrichtssprache ist in beiden Chören Englisch.
Die Grundschule verfügt über ein Grundschulorchester, an dem alle Schülerinnen und Schüler mitwirken können, die ein Orchesterinstrument ausreichend beherrschen.