The British School
New Delhi

Primary

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Message from Primary Principal,
Nicola Matthews

Our Primary school follows the Early Years Foundation Stage programme followed by the National Curriculum of England.
The broad, balanced, rich and varied curriculum is flexible and responsive to each child’s wider needs. A strong emphasis on honesty, pride and integrity is tied in with the TBS Learner Profile attributes.

We believe that all students should benefit from the rich experiences that life in India provides and have adapted the curriculum to maximise the opportunities which exist here.

With personalised teaching and learning practices, our students grow into well-rounded, happy and responsible people ready for an easy transition to the demands of the secondary curriculum.

Our Nursery and Reception years follow the statutory Early Years Foundation Stage (EYFS) framework.
This curriculum is based upon four themes and principles:

  • Unique Child – Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
  • Positive Relationships – Children learn to be strong and independent through positive relationships.
  • Enabling environments – Children learn and develop well in enabling environments, in which their experiences
    respond to their individual needs and there is a strong partnership between practitioners and parents.
  • Learning and development – Children develop and learn in different ways. The framework covers the
    education and care of all children in early years’ provision, including children with special educational
    needs and disabilities.

Primary areas of learning

  • Personal, Social and Emotional Development
  • Communication and Language
  • Physical Development

Specific areas of learning

  • Literacy
  • Mathematics
  • Understand the World
  • Expressive Arts and Design

The curriculum provides a broad range of skills enabling students to build firm foundations and allowing the next blocks to be built through the National Curriculum. Our students leave EYFS being able to communicate and ask questions, and with the ability to form positive relationships as they transition to the Key Stage 1 Phase. Communication is shared with parents through curriculum letters, parent-teacher conferences, Tapestry, MSP and school reports.

The Key Stage 1 Phase comprises Year 1 and Year 2 and focuses on providing continuity and progression in learning for students as they transition from child-initiated play in EYFS to more structured learning experiences. It enables students to experience the joy of discovery, problem solving and creative thinking to grow intellectually, socially, mindfully and emotionally.

The curriculum is designed to develop students’ interests to explore and learn confidently and collaboratively. It promotes an enquiring mind with the capacity to think rationally through the essential learning skills of English, Maths, Humanities, PSHE (Personal, Social and Health Education) and Science along with Computing, Drama, Music, Dance and Physical Education. Hindi, the host country language, is introduced in Year 1 and continues till Year 5.

Assessment of learning is an ongoing process of evaluating, recording, tracking and reporting progress to inform planning and differentiation on a daily and unit basis. Learning expectations and progress are communicated to students through teacher feedback, celebration of student learning, and opportunities to self-reflect and peer assess. Curriculum letters, parent-teacher conferences, notes in the school diary, MSP and school reports are used for communication between teachers and parents.

Partnership with parents is a powerful tool and we welcome and appreciate parental support with student learning and school life as we together prepare them to move on to the Key Stage 2 Phase.

The Key Stage 2 Phase, spanning Year 3, Year 4 and Year 5, is a transformative journey for students. It encourages them to delve deeper into their studies, fostering a sense of enquiry that paves the way for them to become independent and reflective learners.

Our curriculum is a comprehensive tapestry of learning, providing rich opportunities for collaborative working through engaging topics. It weaves together the vital threads of English and Maths with stimulating links established through Humanities, Science, Dance, Drama, Music, and Personal, Social and Health Education (PSHE). Physical Education, an integral part of our curriculum, cultivates vital life skills such as independent learning, teamwork and core values essential for personal growth. The skills of independent learning and cooperation with others are also developed, along with attitudes and values that ensure progression in the development of essential life skills. Our curriculum also provides opportunities for learners to interact with global and local cultures while contributing towards the environment.

A wide range of learning and assessment strategies are applied to suit the diverse learning styles and needs of students, and Approach to Mastery helps them master concepts. Homework is given to reinforce the understanding of concepts learnt in class and helps students work independently and learn time-management skills. In addition, carefully planned activities that promote student agency are embedded within the curriculum. Our Guiding Statements and Learner Profile help set expectations and standards for learning.

The focus on providing continuity and progression in learning through carefully linked cross-curricular units for high quality teaching and learning prepares students for the rigour of the Middle Years Programme.