At the Primary School, we aim to make children confident and independent learners. We provide many opportunities for students to demonstrate what they have learned. Learning at AIS is generally inquiry-based, where students are encouraged to identify pertinent questions and construct well-informed answers.

We are following Cambridge International Primary Programme and UK National Curriculum at the Primary School which is one of the most popular international curricula. This program is from Grade 1 through Grade 6, organized at two levels:

  • Key Stage 1 (KS1) covers Grades 1 and 2; and,
  • Key Stage 2 (KS2) covers Grades 3 through 6.

Below is a table of subject areas vs. learning sessions in a week:

科目 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Language Arts 12 12 10 10 10 10
Mathematics 5 5 5 5 5 5
Social Studies 3 3 3 3 3 3
Science 2 2 3 3 3 3
Japanese 5 5 5 5 5 5
Music 1 1 1 1 1 1
PE 3 3 2 2 2 2
Art 2 2 2 2 2 2
ICT 2 2 2 2 2 2
Turkish 0 0 2 2 2 2
Total 35 35 35 35 35 35

Cambridge International Primary Programme

For the core subject areas of Language Arts, Mathematics and Science we follow the internationally recognized Cambridge International Primary Programme (CIPP). The CIPP is comprised of several elements, the core of which is the Cambridge Primary Curriculum Framework. This framework provides the learning goals for each stage.

  • Foundation for Secondary Education
    The CIPP establishes a foundation for secondary education by aiding identification of a student’s strengths and weaknesses and being used to support learning and development. The Primary Programme progresses students seamlessly into middle years curricula, such as Cambridge Checkpoint and IGCSE.
  • External Benchmark
    The CIPP also provides teachers with an external benchmark to inform their teaching and easily measure students’ progress over time. It also allows detailed, structured reporting to parents.
  • International Curriculum
    Appropriate and relevant internationally, the CIPP has been designed to be culturally sensitive. It includes top–quality teaching and assessment resources appropriate for teaching and learning. The structure of the Programme encourages our teachers to use their own materials, bringing in local, national and international examples.
  • The CIPP incorporates a high degree of flexibility as it includes a range of teaching methods and curricula. Our teachers have the liberty to make adaptations whenever necessary, helping them to cater for individual needs.

 UK National Curriculum

We have implemented UK National Curriculum at our school to cover the key learning areas outside the CIPP, Cambridge Secondary 1 curriculum and the Japanese National Curriculum.

The UK National Curriculum determines much of the content taught, but more importantly sets attainment targets for learning. It also determines how performance will be assessed and reported. It gives teachers, students, parents, employers and the wider community a clear and shared understanding of the skills and knowledge that young people will gain at school. Individual learning needs of students can be met and the school can aim to develop a distinctive character and ethos rooted in the local community. It provides a framework within which all partners in education can support our young students on the road to further learning.

Japanese National Curriculum

Primary students focus their assessment on observation during learning activities, but also begin to incorporate more formal test situations, ranging from short quizzes to test papers designed to not only test a learning outcome, but also train the students in test styles and strategies.

While students continue to be observed for progress during learning activities, they are increasingly involved in set assessment tasks ranging from quizzes to test papers of varying length.

We have worked through the curriculum and made some adaptations on the objectives which are designed for local needs. We believe that this adaptation lead students to understand the world in an international perspective.

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