Language Arts is taught in three strands: Word Level; phonics, spelling, vocabulary and handwriting, Sentence Level; grammar and punctuation, Text Level; comprehension of fiction, poetry and non-fiction, and composition. Instruction seeks to build upon what children already know and are able to do, and to foster the attainment of new concepts and skills. Teachers seek to actively engage children in their own learning process to develop their thinking, reasoning, decision making and problem solving abilities. Children acquire a variety of reading strategies and skills that help them read with accuracy and fluency, while the importance of the written word and oral expression is emphasised. Classroom activities are developed through centers, cooperative learning, independent study, student project work, student portfolios, and teacher directed learning.

We teach …

1. The four language skills: listening, speaking, writing and reading.
2. High-frequency communicative functions such as: requesting objects, asking for help, expressing states of physical and emotional condition, etc. 
3. Discourse: asking questions, describing objects and people, telling a story, responding to questions, reacting logically to an utterance in a dialog, expressing doubt, embarrassment, excitement, disillusion, relating ideas by opposition, cause and effect, addition, etc.
4. Vocabulary and formulate related to areas of general social interaction or to topics of general interest such as:
   • Personal information The classroom 
   • School and Home Routine 
   • Food
   • Family and Home
   • Animals and Habitats
   • Professions
   • IPC THEMES
5. Language use and grammar awareness; e.g.: gender and number agreement in the noun phrase, correct use of verb tenses in speech and writing, correct use of prepositions and some idioms, etc. 

• Learning outcomes have been drafted according to five proficiency levels. 
• Assessment tasks are marked according to assessment criteria and rubrics.
• Ways of assessing and recording assessment are diverse: hands-on projects, oral presentations, written tests, oral tests, class observation, self-assessment checklists, etc.
• Only Grades 6 and higher have to sit for Mid-Year and End of Year examinations.
• Students from second grade to upper school take the NWEA assessment three times a year. This is a computer based standard test that measures accademic progress in Reading, Mathematics, English, and Science.
• When students have acquired a remarkable command of spoken Spanish which excels learning expectations for the grade and level, transfer into the Spanish 1 programme may be considered. A written policy and procedure regulates such cases and students may be required to sit tests. 

Improving Primary Mathematics (I.P.M.) scheme was developed over a number of years by a team from the London Borough of Barking and Dagenham and the National Institute of Economic and Social Research (U.K.). I.P.M. is based on a Swiss mathematics scheme used in primary schools in Zurich, but has been modified extensively for use in English medium Schools.

The aim of the I.P.M. initiative is to raise achievement among pupils of all abilities.

The scheme places importance on standards. Speaking, listening and oral mathematics are given a high priority. This aim is to develop fluency, accuracy and understanding. The programme also aims to develop strategies for mental computation beginning in Kindergarten. The development of an understanding of mathematics is taught through carefully sequenced step-by-step learning.

The I.P.M. method of teaching focuses on Interactive Whole Class Teaching in order to involve children of all achievement levels in the lessons. This method has several advantages, such as:

Each learning step is clearly explained by the teacher; Mathematical vocabulary is used correctly and in context; Teacher-student interaction is maximized; Children learn from student demonstrations and through discussion with other students in the class; Mistakes are understood through questioning and discussion about answers; Children see that taking risks is important and that they are not alone with any difficulty; Children gain confidence through knowing that they are doing similar work to everyone else; Children are encouraged to help and support each other in learning.

This has important implications for personal development, class unity and co-operation.

From the beginning in Kindergarten, lessons have a common organization.

This helps children understand what comes next and to get a feel for the way the lessons fit together. Each lesson begins with a starter activity of five minutes. Starters are used to bring together previous learning or to prepare the ground for new learning. The class works together on games and activities that are fun. They set up a positive start to the lesson and involve everyone. Next, the teacher introduces new ideas or processes, demonstrating the new work. Once a new idea or process has been established, individual children are encouraged to demonstrate and explain their learning to the class.

There is an emphasis on developing understanding. Once the students have reached understanding there is a strong focus on improving speed and accuracy. During this part of the lesson, there may be short practice activities or games done individually, in pairs or as a whole class. Following this, students usually do written activities, to reinforce the work learned during the lesson or previous lessons. Each lesson is brought to a close by re-emphasizing a specific learning point, to set homework or to look forward to new work.

Kindergarten: Five student workbooks.

Grade 1: Six student workbooks

Grade 2: Students begin to make the transition to textbooks.

In the first term, there are workbooks, which introduce copy and complete exercises.

In the second and third terms, children work from a textbook for most written exercises.

Grades 3, 4, 5: Students work from textbooks and worksheets.

Learning outcomes are developed as a progression between each year level. The progression is built upon finely graded steps, which develop children’s understanding and skill year by year. Some of the areas of study that are introduced and subsequently built upon through the course of the I.P.M. programme are:

• Shapes & Solids
• Number Equalities
• Addition
• Subtraction
• Measuring
• Time
• Symmetry
• Money
• Data Handling
• Weight
• Number Systems
• Multiplication
• Division
• Fractions
• Word Problems

The Lower School Information and Communication Technology curriculum is designed to ensure that children acquire a solid foundation of learning necessary for further study.

I.C.T. in this section of the school is closely linked with the implementation of the International Primary Curriculum (I.P.C.), and the skills in this area are developed through activities supporting the main areas of the I.P.C..

The process of teaching and learning Information Technology is divided into nine main strands listed below:

• Introduction to Computers and Operating Systems,
• Mouse and Keyboarding Skills,
• Word Processing and Desktop Publishing,
• Graphic Processing,
• Problem Solving and Computer Programming,
• Multimedia, Presentation and Hypertext Software,
• Networking and Telecommunication,
• Spreadsheets,
• Databases.

The teachers of I.C.T. recognise that students have different ability levels and learning styles and they work to accommodate all students in every activity. The process of I.C.T. learning in the main strands listed above is vital to students’ social and intellectual development in modern society and teachers recognize the need for students to succeed and achieve their goals. The I.C.T. curriculum in the Primary School fully prepares students to meet the standards required in the secondary school.