Welcome to Grades 1-6 where we focus on providing a structured and supportive learning environment in which each child:
The curriculum is made accessible to all children and is tailored to meet each child’s individual learning needs, level of language and stage of development.
Jasim Salih Grades 4-6 Department Head
Jasim salih is the new head of department for grades 4-6 he has a bachelors in computing engineering and science United Kingdom. Adaptable professional with 4 Years of experience in United Kingdom and BISK primary he has proven knowledge of classroom management. An enthusiastic educator who understands for students to gain physical skills and confidence for their all-round education to succeed. Looking to contribute his knowledge and skills in an institution that offers a genuine opportunity for career progression. email@example.com
Aveen Majeed Grades 1-3 Department Head
Aveen Majeed is the Department Head for KG-3. she graduated with a first-class honors degree in Early Childhood Studies and earned a Master’s Degree in Psychology from the University of Middlesex in London. Her teaching career has flourished in the most diverse city in the world for 8 years. She taught children of various age groups and worked in different settings in both public and private. She believes in providing a warm, friendly, and caring environment that will contribute to the academic, social, and psychological welfare of your child. Her aim is to enable children at BISK to become lifelong learners and feel confident in exploring the world around them. firstname.lastname@example.org
Deepthi Neelam Head of Elective teachers
Deepthi Neelam is the Head of Elective teachers,who plays a significant role in establishing the school's current and future needs , Deepthi Neelam is an ICT teacher who works to promote educational skills of students in IT through practical and theoretical strategies. Deepthi Neelam has Masters in Computer Applications (IT) and is teaching at BISK for 7 years . email@example.com
The Grades 1-6 Curriculum is based on Cambridge Schemes of Work:
The Curriculum Framework document provides a comprehensive set of learning objectives for Cambridge Primary English. These give a structure for teaching and learning and a reference against which learners’ development of knowledge, skills and understanding can be checked.
The learning objectives are divided into three main areas called ‘strands’ which run through every stage: Reading, Writing and Speaking and Listening.
The Curriculum Framework has been designed to provide balanced coverage of the fundamental skills and knowledge of English at this level. Although the Curriculum Framework is divided into three strands, they are interrelated and should be taught in conjunction with each other.
Within the Reading and Writing strands, learning objectives are grouped into the following ‘sub-strands’:Reading
- Develop broad reading skills
- Demonstrate understanding of explicit meaning in texts
- Demonstrate understanding of implicit meaning in texts
- Explain, comment on and analyse the way writers use stylistic and other features of language and structure in texts
- Recognise conventions and evaluate viewpoint, purpose, themes and ideas in texts.
- Develop broad writing skills
- Select and develop content and use register and language appropriate to genre, purpose and audience
- Structure and organise ideas coherently using sections or paragraphs
- Use a range of sentence structures and punctuation accurately to convey meaning and create particular effects
- Use accurate spelling.
The Curriculum Framework document provides a comprehensive set of learning objectives for Cambridge Primary Mathematics. These give a structure for teaching and learning and a reference against which learners’ development of knowledge, skills and understanding can be checked. The learning objectives are divided into five main areas called ‘strands’ which run through every stage: Number, Geometry, Measure, Handling Data and Problem Solving.
For mathematical fluency, reasoning and solving problems must implicitly and explicitly underpin learning and teaching. As such, the Problem Solving strand needs to underpin the mathematics content.
The principles and tools of problem solving will therefore apply to all your mathematics lessons forming a context in which the other skills and knowledge can develop and acquire meaning. They should be present in all the thinking and discussion that takes place in the classroom.
This continuous exposure to methods of Problem Solving creates a network of associations in learners’ minds that link multiple aspects of the curriculum together. It improves learners’ willingness to try to solve problems and to persevere in doing so; over time they will see the success of this methodology and believe that the systematic nature of mathematics achieves results. One crucial aspect of applying Problem Solving techniques is for learners to understand there are different ways to solve a problem. This, in turn, leads them to recognise there a selection of strategies they could employ to solve a particular problem and they have the power to select the most effective ones.
The Curriculum Framework document provides a comprehensive set of learning objectives for Cambridge Primary Science. These give a structure for teaching and learning and a reference against which learners’ development of knowledge, skills and understanding can be checked.
The learning objectives are divided into four main areas called ‘strands’, which run through every stage: Scientific enquiry, Biology, Chemistry and Physics.
The Curriculum Framework has been designed to provide balanced coverage of the fundamental skills, knowledge and understanding of Science at this level.
The learning objectives in Biology, Chemistry and Physics focus on the knowledge and understanding that learners need to develop in these areas of science.
The Scientific enquiry strand is designed to underpin all of the content areas. It includes the skills learners need to be able to consider ideas, plan investigative work, collect results, use equipment and analyse and evaluate evidence. It also introduces learners to some main themes in the history of science, in particular that scientific knowledge and understanding develops over time.
Scientific enquiry should be integrated into most lessons. This will give learners many opportunities to develop how they think and work scientifically. This means that a scientific enquiry learning objective can be encountered several times over a stage in different contexts e.g. firstly alongside biology content, and then again together with chemistry content.
Grades 1-6 take internal assessments at the end of each term. There are also end of unit tests once a unit is finished.
Cambridge Primary Checkpoint is designed to help students learn by providing comprehensive feedback on their strengths and weaknesses in the key curriculum areas – English, mathematics and science. The tests are exclusively available to schools that offer Cambridge Primary and are generally taken at the end of the final year of the programme. They are marked by Cambridge and provide schools with an international benchmark for learner performance. Each learner receives a statement of achievement and a diagnostic feedback report, giving schools invaluable information and parents extra trust in the feedback they receive.
Why use Cambridge Primary Checkpoint Tests at BISK?
They provide an international benchmark that enables both individual students and the Primary School team to monitor current attainment and identify future needs.
- To provide objective feedback on the attainment and progress of our students at BISK, which can help to inform future teachers.
- Cambridge International Examinations also produce the Year 9 Checkpoint exams and the IGCSEs (Year 11). This helps build continuity and progression across the school.
- At BISK we follow the Cambridge International Primary Curriculum for English, Math and Science for Grades 1-6. These tests relate directly to what the students have been learning in class.
A programme of extra-curricular activities is devised at the beginning of each school year and is designed to extend and enrich the learning experience for Primary School students.
Creative Arts activities include a choir and students may choose to learn an instrument such as piano, guitar or drums. Art and drama activities allow students with a particular talent to extend their skills.
Sporting activities include football, basketball and volleyball for both girls and boys. Teams participate in local competitions and matches are arranged with other international schools.
The Primary School has an active Student Council which is elected by the student body. They help to organize a variety of social and fund-raising functions throughout the year.
The curriculum is enriched by field trips and outings.