International Primary

Year 1 - Year 6 (5 – 11 years old)

An International Education

From the Early Years Foundation Stage (Nursery and Kindergarten age), children can transfer, upon completion of a successful admission’s interview, to Years One and Two of the Primary School where they begin a more formalized approach to learning. The HAIS curriculum is broad and diverse and whilst it is subject-based, there are many opportunities for a cross-curricular approach to learning. In addition to core subjects, specialist teachers teach Drama, Art, Music and Physical Education. Much of the timetable is classroom-based with each class having the support of a teaching assistant.

In this very important phase of their education, children apply the skills they have learned in the Foundation Stage and begin to develop new approaches to learning. As children progress through Years One and Two, we encourage them to become increasingly independent as learners by helping them to: 

  • Be resilient   – show determination and initiative
  • Be resourceful   – self-select resources that help with their learning
  • Be reflective  – think about the next step in their learning; how to do better next time

The main focus of teaching in Years One and Two is in the core subjects of English, Mathematics, Science and Global Perspectives. These subjects follow the teaching frameworks detailed in the Cambridge International Primary Curriculum. These frameworks place great emphasis on children acquiring key life skills.

The curricula for Years Three to Six are designed to ensure children gain learning experiences that develop in the areas of linguistics, mathematics, science, technology, sociology, physicality, and creativity. These areas are taught through the core subjects of English, Mathematics, Science, Global Perspectives and Digital Literacy. In Years Three to Six, the class teachers are responsible for the delivery of the Cambridge International Primary Curriculum subjects and for the pastoral care of our students. In addition, there is also the foundational curricula of Music, Physical Education, Drama and Art taught by specialist teachers. 

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Subjects Studied in Primary

The HAIS International Primary Programme develops skills in 11 subjects. The curriculum is flexible with clear learning objectives for each subject. The curriculum sets clear learning objectives and focusses on developing knowledge and skills in all subjects, providing excellent foundations for the next stage of education.

    • Core Subjects
    • Additional Languages
    • Specialist Subjects

Core Subjects

Mathematics

Global Perspectives

Digital Literacy

Additional Languages

French

French as an Additional Language

Vietnamese

Vietnamese as an Additional Language

English

English as an Additional Language

Specialist Subjects

Physical Education

Art and Design

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English

Key Stage 1 – Primary Years 1 and 2
 
Speaking and Listening: Students learn to speak confidently and listen to what others have to say. They begin to read and write independently and with enthusiasm. They use language to explore their own experiences and imaginary worlds.
 
Reading: Student’s interest and pleasure in reading is developed as they learn to read confidently and independently. They focus on words and sentences and how they fit into whole texts. They work out the meaning of straightforward texts and say why they like them or do not like them.
 
Writing: Students start to enjoy writing and see the value of it.  They learn to communicate meaning in narrative and non-fiction texts and spell and punctuate correctly.
 
Key Stage 2 – Primary Years 3 – 6
 
Speaking and Listening: Students learn to change the way they speak and write to suit different situations, purposes and audiences. They read a range of texts and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how language works.
 
Reading: Students read enthusiastically a range of materials and use their knowledge of words, sentences and texts to understand and respond to the meaning. They increase their ability to read challenging and lengthy texts independently. They reflect on the meaning of texts, analysing and discussing them with others.
 
Writing: Students develop understanding that writing is both essential to thinking and learning, and enjoyable in its own right. They learn the main rules and conventions of written English and start to explore how the English language can be used to express meaning in different ways. They use the planning, drafting and editing process to improve their work and to sustain their fiction and non-fiction writing.

Mathematics

Key Stage 1 – Primary Years 1 and 2
 
In mathematics, children develop their knowledge and understanding through practical activity, exploration, and discussion. They learn to count, read, write and order numbers to 100 and beyond. They develop a range of mental calculation skills and use these confidently in different settings. 
 
They learn about shape and space through practical activity which builds on their understanding of their immediate environment. They begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems.
 
Key Stage 2 – Primary Years 3 – 6
 
Students use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They always try to tackle a problem with mental methods before using any other approach. 
 
Students explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts.

Science

Key Stage 1 – Primary Years 1 and 2
 
Students observe, explore, and ask questions about living things, materials and phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. 
 
They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables.
 
Key Stage 2 – Primary Years 3 – 6
 
Students observe, explore, and ask questions about living things, materials and phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. 
 
They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables.

Global Perspectives

Key Stage 1 – Primary Years 1 and 2
 
In this programme, students are introduced to the skills of research, evaluation, reflection, collaboration and communication. Students develop these skills by exploring their local and wider community and beginning to make connections on a global level.
 
Global Perspectives reinforces learning and skills developed in English, Science, Maths, and STEM. It develops cross-curricular skills at an early age which supports students in their studies as they progress through HAIS Primary School.
 
Key Stage 2 – Primary Years 3 – 6
 
The programme develops the skills of research, analysis, evaluation, reflection, collaboration and communication and offers valuable opportunities to reinforce links with and skills learnt in English, Mathematics, Science and ICT. The students will develop and embed cross-curricular skills at an earlier age, supporting them in their studies as they progress to HAIS Lower Secondary and beyond.

Digital Literacy

The Cambridge Primary Digital Literacy curriculum enables learners to become accomplished users of digital tools and to understand the digital world that they are growing up in. Learners will develop the skills to create digital artefacts with increasing proficiency and sophistication. They will become equipped to join the digital world and will be increasingly able to make important decisions about their own safety and wellbeing. 

STEM

Key Stage 1 – Primary Years 1 and 2
 
Children learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas and engage in long-term projects using a range of materials including digital resources. They learn how to design and make safely and how to start using STEM as part of their designing and making.
 
Key Stage 2 – Primary Years 3 – 6
 
Children work on their own and as part of a team on a range of designing and making activities and long-term projects. They think about what products are used for and the needs of the people who use them. They plan what must be done and identify what works well and what could be improved in their own and other people’s designs. They draw on knowledge and understanding from other areas of the curriculum and use digital resources in a range of ways.

French

as an Additional Language

This programme is designed for students who are learning French as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.

Vietnamese

as an Additional Language

This programme is designed for international students and taught by a team of HAIS Vietnamese teachers, under the direction of HAIS Founder Ms. Tran Hanh An; a linguist, a lecturer, an editor and a book writer, with experiences in the field of Vietnamese language learning for foreigners.
 
HAIS has published three books titled “Vietnamese Around Me” – Volumes 1, 2, and 3 (beginner, intermediate, and advanced levels). The collection of books is uniquely designed and highly practical; suitable for the age of the students to learn and use Vietnamese in the school or with local people in their out-of-school activities.

English

as an Additional Language

Our English curriculum empowers even the youngest learners to communicate confidently and effectively. It helps them to develop the skills needed to respond to a range of information, media and texts. The subject promotes active learning, develops thinking skills and encourages intellectual engagement.
 
What will students learn?
 
This curriculum develops learners’ curiosity about other languages and cultures, and how these shape our perceptions of the world. They will see themselves as successful language learners, be able to communicate effectively and become confident in and enjoy reading a range of texts as their skills develop.
 
How is the subject taught?
 
This framework supports an integrated approach to teaching to develop effective communication skills in English. The five strands, and their respective learning objectives, work together to support the development of knowledge, skills and understanding in:
    • Reading
    • Writing
    • Use of English
    • Listening
    • Speaking

Physical Education

Physical Education is a vital part of a balanced school curriculum. Regular exercise improves physical and mental health and there is growing evidence that it improves academic performance across the curriculum. 
 
Learners develop skills through a wide variety of age-appropriate physical activities, including games, team sports, gymnastics, swimming and dance.
 
What will students learn?
    • Increase confidence, moving with increasing control, fluency and variety;
    • Improve their understanding of concepts, rules, tactics, strategies and compositional ideas;
    • Participate in respectful and responsible ways, engaging appropriately and safely;
    • Improve knowledge and understanding of how physical education can contribute to a healthy and active lifestyle;
    • Develop transferable skills promoting physical, cognitive, and social development, and become independent, critical and reflective movers and thinkers.

Art and Design

Art and Design give learners a platform to express themselves, sparking imagination, creativity, and developing transferable skills. Students explore and push boundaries to become reflective, critical and decisive thinkers. They learn how to articulate personal responses to their experiences.
 
What will students learn?
    • Develop creative skills that will help with many aspects of their future learning and development;
    • Learn to see themselves as artists and become increasingly reflective and independent;
    • Develop the skills needed to express ideas creatively and to communicate visually;
    • Understand their place and the place of others in a creative, innovative and interconnected world.

Music

Music fosters creativity and builds confidence. It helps learners to express themselves and shows them the importance of communication as they learn to connect with other musicians and with audiences.
 
Learners explore music as performers, composers and informed listeners. They make, understand and appreciate music from different cultures, times and places, helping them to develop leadership and collaboration skills as well as self-confidence.
 
What will students learn?
    • To cultivate a joy of music through participating in meaningful and enjoyable experiences;
    • To develop the knowledge, skills and attitudes necessary to contribute as musicians;
    • To collaborate with others in purposeful and expressive ways through singing and playing instruments;
    • To nurture their individual and collective creativity;
    • To use their growing knowledge to explore and generate music that is unique, relevant and valuable.

Drama

Drama fosters a “teamwork spirit” as students learn to work together, to share confidently, to laugh and participate together, and to listen and watch others with empathy and compassion.
 
Drama gives students the opportunity to enact and understand drama, recognising it as a practical art form in which ideas and meaning are communicated to an audience through choices of form, style and convention.
 
What will students learn?
    • To apply knowledge and understanding when making, performing and responding to drama;
    • To explore performance texts, understanding their social, cultural and historical contexts including the theatrical conventions of the period in which they were created;
    • To develop a range of theatrical skills and apply them to create performances;
    • To work collaboratively to generate, develop and communicate ideas;
    • To develop as creative, effective, independent and reflective students, able to make informed choices in process and performance;
    • To contribute as an individual to a theatrical performance;
    • To reflect on and evaluate their own work and that of others;
    • To develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice;
    • To adopt safe working practices.