International Curriculum

To meet the educational needs of our pupils, Harbour International uses the International Primary Curriculum (IPC) combined with elements of the British curriculum to ensure and maintain a high standard of education.

International Primary Curriculum

The International Primary Curriculum (IPC) is a specially designed curriculum for international primary schools. The teachers use this programme to develop pupils' knowledge, skills and understanding across a wide variety of subjects. Personal development and international understanding are at the heart of the curriculum. IPC lays out a clear process of learning and specific goals for every subject. Every unit starts with an “Entry Point”. The entry point is an activity for children that begins each unit of work and provides an exciting introduction to the work that is to follow. At the end of every unit the children celebrate their learning in the “Exit Point”. 

IPC aims to develop international mindedness and encourages personal learning through the development of eight personal goals: enquiry, resilience, morality, communication, thoughtfulness, cooperation, respect and adaptability. IPC personal goals are built into the learning tasks within each unit with the aim that, through the development of these qualities, children grow more comfortable in the ever changing context of life.

The IPC provides an impressive support system for its schools to allow the teachers to create the best possible learning environment for the pupils.

For more information please check the IPC website.

Maths

In September 2020 we began using the mathematics scheme ‘Maths No Problem’. The scheme is based on the world-renowned Singapore approach to Maths and was the first scheme to be recognised by the Department of Education in England. The scheme ensures that there is a strong conceptual understanding of maths as opposed to rote learning of facts. Maths No Problem utilises research from educational psychologists Jerome Bruner and Richard Skemp. Learning begins with concrete resources. After plentiful hands-on experience, this moves to pictorial representations such as a diagram of a problem and finally to abstract representations, for example, 3 + 4 = 7. This is called the CPA approach.

You can watch some videos of Dr. Yeap explaining some of the methods and strategies of Maths No Problem here.

English

English is taught based on the English national curriculum. The children are taught reading through small guided reading sessions using Oxford Reading Tree levelled reading books. Spelling and grammar are taught weekly and these components are then applied during writing sessions. The curriculum takes into account each individual child and their level of learning, with teachers differentiating to ensure that all children are assigned work that is suited to them. The children also have access to our library at least once a week where they can take home two books that interest them. 
 

English as Another Language (EAL)

Our EAL teachers work with non-English speaking children from groups 3-8 to support their learning of English as Another Language. The children are supported by the EAL teachers in small groups and in the classroom to help them acquire the English language skills necessary to access the full curriculum.

Dutch as Another Language (DAL)

Dutch language and culture is taught in groups 2-8 to pupils who have a sufficient command of the English language. Our pupils are given as many opportunities as possible to learn as much as possible about the Dutch language and culture through trips and visits outside of school.

Information and Communication Technology (ICT)

ICT or information and communication technology covers a wide range of learning for the children. Groups 1 and 2 are introduced to many different kinds of technology like timers and walkie-talkies. Students also start working with chromebooks for a variety of activities. We look at digital books and start simple coding and sequencing. In groups 1 and 2 students are also introduced to the safe use of the internet to find information and pictures as well as ways to collaborate on projects.

Groups 3 and 4 students learn about use of email, spreadsheets and databases. They “collect” images from the web and present them using presentation software. Students in these groups expand their knowledge of coding and start to use more advanced concepts. We also explore safe internet use and what to do if they encounter cyberbullying. 

Students in groups 5 and 6 start learning about different types of technology and its applications. They create wikis and websites and are introduced to different computer languages and security features. Group 5 and 6 students use their knowledge of coding to create interactive toys and games. They work with 3-D design.

In groups 7 and 8, students explore more deeply what technology is and what it does. They learn a variety of computer languages as well as applications for these. They create apps and interactive games and animations. They also explore data, what it’s used for and how it’s collected.

To support this learning, students use many different gadgets. We have Dash robots, raspberry pi units, and Beebots as well as chromebooks and iPads. Various software is used for the different activities including Blockly, Scratch, code.org, Tinkercad, musiclab, Google photos as well as the education suite from Google.

Physical education/gym

A qualified gym teacher delivers the gym lessons. Children from group 3-8 must bring gym clothing, white-soled shoes to each gym lesson. Children are not allowed to wear any jewellery during the gym lesson for safety reasons. Groups 4 will attend weekly swimming lessons at the local pool. Children need to bring a towel and swimming clothes for these lessons. Both swimming and gym lessons are compulsory and all children are expected to take part unless they have a letter from a doctor explaining why they are unable to participate in these lessons.

For children in the lower school it is important to wear clothes that they can easily take off and put on by themselves.  

Music

The Music education at Harbour International is based on various methods and practices like the Kodály and Suzuki methods as well as Musical Futures and visual playalongs focusing across all groups and abilities. The music lessons are planned, differentiated, and implemented with a conscious effort to develop the student's musicality and their individual needs. The aim is that all students who attend Harbour International are given the opportunity to learn to play a musical instrument and participate in singing, ensembles, choral music and become confident performers while getting musically literate. Students are given opportunities to perform at special performances and events at the school, as well as classroom performances.