NORWICH INTERNATIONAL SCHOOL

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THE PRIMARY SCHOOL
 
Opened in 2015 Norwich International Primary School is housed in a spacious attractive campus covering over 3000 SQM. Based on the British curriculum but with the addition of Mandarin as a second language the school caters to the needs of years 1-6 which are children aged between 5 and 11 years old. Our fully qualified teachers possess either a Bachelor of Education or a Postgraduate Certificate of Education giving them QTS or Qualified Teacher Status in the UK.
Facilities
  • Spacious airy classrooms
  • Library, Resource and Computer Center
  • Dance and Drama rooms
  • Science laboratories
  • International standard dining hall
  • Specialist Thai and Mandarin rooms
  • Indoor and outdoor play areas
  • Flood lit football and sports pitch
OUR TEACHERS
 

julia

Head of School
Ms. Julia Martinez

 Stacy

Y.1
Ms.Stacy Coreless

 Boyd

Y.2 
Ms.Olivia Boyd

tracy

Y.3
Ms.Tracy Hawkes 

stella

Y.4
Ms.Stella Borsellino

 

 Ian

Y.5-6
Mr.Ian Steven

 joe

Sports Teacher
Mr. Joe Mark Edama

 joy

Chinese Teacher
Ms.Li Ning

somjai

Thai Teacher
Ms.Somjai Seehajampa

Maria

AE Teacher
Ms.Maria Whitmore

 

 

 

 

 

 

 

  CURRICULUM
 
Norwich International School curriculum is based on the UK National Curriculum, the purpose of which was to standardise the knowledge, skills and understanding taught across the four member countries whilst allowing them to maintain their individual identities and cultures.
The goal of any school is provide a broad and balanced curriculum that children find interesting and relevant. To do this we have used topic based learning that integrates effective teaching, assessment and learning, whilst taking into account local Thai culture and the requirements of an ever changing world requiring multi-cultural awareness and International mindedness.
Key Stage 1 continues the learning with year groups 1 and 2 where despite subjects being more traditional, learning is achieved through cross-curricular links and opportunities are created for our students to be critical and creative thinkers.
Key Stage 2 follows on with years 3, 4, 5 & 6 with knowledge, skills and understanding being further developed. The curriculum is at the heart our school vision to balance raising high academic standards with educating the ‘Whole Child’ promoting student self-esteem, emotional wellbeing and creativeness whilst developing empathy for the world around them.
What do we teach?
English and Mathematics
In Norwich International School, Primary students follow the English National Curriculum for English and Mathematics. We have adapted parts of the curriculum to enable teachers to share clear learning objectives and success criteria with students of all abilities.
Speaking & listening skills are taught and practised through a variety of activities – role play, spoken presentations, group discussion, paired work, debate, team projects and drama.
The Foundation Subjects of the Primary Curriculum
Ten other subjects are taught through the Curriculum. Although we use the English National Curriculum we link many of the subjects using a comprehensive, thematic, creative approach, with a clear process of learning and with specific learning goals for every subject, for personal learning and to develop international reflection amongst our students.
Modern Foreign Languages
Specialist language teachers deliver Thai and Mandarin, following the standards of the National Curriculum for Modern Foreign Languages for Mandarin and Ministry of Education guidance for Thai.
How do we assess learning?
We use two methods of assessment in school, for a number of purposes:
Assessment for Learning
  • Communication and language
  • Physical development
  • Personal, social and emotional development
  • For more information about the British Primary School Curriculum please click here

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The specific areas of learning
  • To help children make progress by guiding their next steps
  • Physical development
This happens in class regularly, during learning activities, and feedback to students is quick and direct. It can be conducted as an observation of an activity, during discussions or after a written test. Targets are stored by students in exercise books to remind students and teachers about the next steps in learning. v
In Foundation subjects, if a student has achieved beginning or developing, the teacher will share learning advice with the child to help them know what they need to do to improve the skill. This advice will be used as a target for students to help them make further progress.
An example of some learning advice could be - ‘Work with a partner. Discuss the sounds that different instruments make.’
Assessment of learning
Traditional assessment methods (i.e. examinations) are still used for the following reasons
  • To see what has been learned at the end of a unit, term, year or Key Stage
  • To track the progress of individual children’s learning (see ‘How do we monitor progress?’)
  • To help the school improve the curriculum and children’s learning
  • To help provide accurate feedback when reporting.
We believe children learn better without the pressure of exams continually looming over them. The school will reduce the amount of formal exams and we intend to keep it that way focusing more on continual assessment.
We aim to strike the right balance between creating an enjoyable learning environment for children and maintaining high standards of school improvement and staff accountability.
AA child’s development is individual and their rate of progress will vary from year to year; sometimes growth will be slow and smooth, sometimes rapid followed by periods of reflection and consolidation. This is normal and not a cause for concern.
9 things you should know about our Curriculum
1. The English National Curriculum is used in thousands of schools around the world.
2. The goal of the Curriculum is for children to focus on a combination of academic and personal learning. We want children to enjoy their learning; develop enquiring minds, develop the personal qualities they need to be good citizens of the world, and develop a sense of their own nationality and culture, at the same time developing a profound respect for the nationalities and cultures of others. Most of all, we want children to develop all the skills they will need in order to confidently face the world of tomorrow.
3. Children learn through a Thematic Approach. A unit of work has a theme that today’s children find interesting and relevant. Examples of these themes include Animals, Toys and Rainforests. A unit of work lasts on average between four and eight weeks and children learn many of their subjects through this one common theme so that their learning has meaning to them.
4. Linking subjects means that children can make lots of connections with their learning. We now know that the more connections that the brain can make, the better a child can learn.
5. The development of skills is a very big part of our curriculum and learning activities have been designed so that children can develop these skills. This development of skills even applies to the personal and social learning where we emphasise adaptability, resilience, thoughtfulness, cooperation and respect and which, as a result of progressive skill development, helping children to become able and inspired learners.
6. Our curriculum is not just topic learning. Although the learning is based around a theme, the learning that the children do within that theme has very distinct outcomes to ensure that children are learning exactly what they need to learn.
7. The curriculum focuses children’s learning on a combination of knowledge, skills and understanding. No one can properly predict the nature of work and life opportunities that will be available for today’s primary age children by the time they are adults. Many of the jobs they will have don’t yet exist; especially in the fields of ICT, technology and science. So we focus on a skills-based approach, developing adaptable and resilient globally-minded learners, prepared for the fast-changing world that they’ll be living and working in.
8. The curriculum has been designed for children of all abilities and all learning styles, and encourages learning in groups as well as individual learning.
9. The continued development of the FOUNDATION today ensures that children are learning a current and highly relevant curriculum based on the very latest research into the brain and children’s learning.