Early Years Programme
ages 4 - 5
Our Early Years is part of the ISW Primary school, which is an authorized and accredited Cambridge International School. We provide a warm, friendly and nurturing environment with qualified international teaching staff, where English is the main language of instruction.
In the first five years of life, your child experiences the most rapid development of their life. Many of the so-called learning windows, i.e. the ideal time for learning certain skills, open up during this phase. The brain of a four-year-old is far more active than that of an adult. This makes it all the more important to create the best learning and experiential environment for your child, especially at this stage of life.
Young children learn and develop at different rates and in different ways. Our Early Years Programme allows for learning to match each child’s needs. Children are given opportunities to have holistic and stand-alone experiences in all subject areas. Our children come from diverse cultures and linguistic backgrounds whom we support to become internationally minded people. We nurture each child’s natural curiosity and acknowledge differences in developmental stages respecting each child as an individual and as a group member.
Learning in an international environment, with many different nationalities represented, offers a rich and advantageous experience for all the children.
Our Early Years children benefit from a stimulating, engaging and supportive environment. We believe that inquiry is a powerful tool to learn about the world around us. Our Early Years (EY) curriculum balances learning through play, directed teacher guidance and the provision of carefully planned learning experiences, primarily in English. Early Years learning is a holistic learning experience that integrates socio-emotional, physical and cognitive development. We deliver the curriculum largely through Units of Study which integrate all of the main subjects including Mathematics and Language.
Play, problem-based learning, collaboration, experimentation, and explicit teaching all have a place within a well-considered inquiry-based classroom. Inquiry recognizes the child as being actively involved in their own learning and as taking responsibility for that learning.