Primary School Curriculum is engineered for the holistic development of all its students. The school provides the highest standard of individualized education by fostering love of learning in the children. Teachers aim to enhance each child’s self-confidence and self-esteem while, at the same time, challenging them academically. This is achieved by …
- Internationally recognized Cambridge Primary Curriculum and assessments which includes Cambridge International Primary Checkpoint and yearly progression tests from Year 3 to Year 6.
- Aiming to produce confident and competent learners, who are able to communicate effectively.
- Excursions and field trips that broaden the students’ horizons.
- Projects and activities that encourage students to explore, inquire, question and apply what they know.
- Working in an environment marked by encouragement.
- Encouraging students read in a wide range of books
- Teachers creating a stimulating learning environment by displaying students’ work.
- Developing students’ 21st Century skills such as critical thinking, communication, collaboration, problem solving, leadership and etc.
Below is an overview of the subjects offered in Primary School:
|Primary School (Year 2 – 6)|
|No||Subject Name||Number of Periods|
|1||English Language A
English Language B*
* May not be offered in all campuses
We offer Cambridge International Primary curriculum framework in English, mathematics and science from Year 2 to Year 6.
English Language A (Cambridge Primary English)
Cambridge Primary English enables learners to communicate confidently and effectively and to develop the critical skills to respond to a range of information, media and texts with understanding and enjoyment. Learners who follow this curriculum framework will develop a first language competency in English based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding.
This curriculum aims to develop students’ speaking, listening, reading and writing skills and these skills are assessed throughout the course.
We have students of varied English language learning backgrounds; therefore, we offer English B classes for students with a shorter period of exposure to and engagement in the English language. There are two levels of English B, being ‘Intermediate’ and ‘Pre-intermediate’, the aim of which is to elevate students skills to English Language A level over the years through a structured process.
Cambridge English as a Second Language places emphasis on developing listening, speaking, reading and writing skills as well as vocabulary development and language awareness. Learners are exposed to a range of vocabulary with opportunities for using language in personalised, meaningful ways and developing the language skills they will need to access classroom materials in English across school curricula.
The mathematics curriculum framework explores five content areas: number, geometry, measure, handling data and problem solving. This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject.
Cambridge Primary Science curriculum framework covers four content areas: scientific enquiry, biology, chemistry and physics. Scientific enquiry is about considering ideas, evaluating evidence, planning, investigating, recording and analysing data. Environmental awareness and some history of science are also part of the curriculum.
The curriculum consists of health and wellness education in Years 2 to 5. The content includes family and school life, how to stay healthy, caring environment.
Year 6 curriculum specializes on the history and geography of South East Asia and Pacific.
We use a curriculum which includes Primary computing courses that takes a real life, project-based approach to teach young learners logic and programming, computational thinking, creativity, image editing, computer networks, communication and collaboration, productivity and online safety.
Our schools follow an international curriculum, however, it is important for Myanmar students to understand their own culture to be able to make connections to other cultures. Therefore, Myanmar Culture classes are included in the curriculum for local students and uniquely designed to engage students in different elements of Myanmar culture such as language, history and arts.
Myanmar Culture is also offered to non-local students and it also includes Myanmar language for foreigners at beginner/elementary levels. This helps non-local students to adapt to Myanmar language and culture, and address the challenges that they can face in their daily lives.
Our art curriculum aims to develop students’ creativity and focuses on improving students’ drawing, colouring, composition, use of perspective and painting skills.
A variety of resources and materials are used in Art classes.
Physical education curriculum in primary school targets developing students’ agility, coordination, and flexibility. This is achieved through educational games, gymnastics, athletics, football, and basketball trainings. Students are also encouraged to participate in intra-school and inter-school sports activities and competitions such as athletics week, skipping rope competition, dodge ball, basketball and football tournaments.
Primary school music curriculum is designed to develop each student’s understanding and appreciation of music. This is achieved through learning aural perception, singing and recognizing sounds of different kind of musical instruments. This learning is based on activities that students are familiar and comfortable with such as singing, movement and games.
Throughout the year students have a number of opportunities to showcase their work and talent, both in the school and in the wider context.
Etiquette is the intentional and proactive effort to instill in our students important universal values such as caring, honesty, fairness, responsibility and respect for self by modelling and teaching good character through emphasis on universal values that we all share. This is achieved through activities, projects, and student-homeroom teacher discussions during homeroom time and student reflections.