Download - Rbis primary curriculum guide 2013 14
LOGO
RASAMI BRITISH
INTERNATIONAL SCHOOL
PRIMARY
Key Stage 1
and
Curriculum
Guide
2013 - 2014
Key Stage 2
2
THE PRIMARY SCHOOL CURRICULUM GUIDE
For Key Stage One and Key Stage Two
Contents
Rasami British International School Mission Statement .................................................................................................... 3
Introduction from the Head of Primary .............................................................................................................................. 4
Key Stage Transitions ............................................................................................................................................................. 5
The Curriculum ....................................................................................................................................................................... 6
Key Stages and Year Groups ................................................................................................................................................. 7
English ...................................................................................................................................................................................... 8
Mathematics ............................................................................................................................................................................ 9
Science .................................................................................................................................................................................... 10
Information and Communication Technology (ICT) ....................................................................................................... 11
Humanities – History and Geography ............................................................................................................................... 12
Art and Design ...................................................................................................................................................................... 13
Design and Technology (D&T) ........................................................................................................................................... 14
Music ...................................................................................................................................................................................... 15
Physical Education (P.E.) and Swimming ......................................................................................................................... 16
Personal, Social and Health and Citizenship Education (PSHCE) ................................................................................. 17
Thai Language and Thai Studies ........................................................................................................................................ 18
Curriculum Overview of topics .......................................................................................................................................... 19
Curriculum Topic Overview for Key Stage Two .............................................................................................................. 20
Reporting and Assessment .................................................................................................................................................. 21
After school ............................................................................................................................................................................ 22
Additional Information for Parents and Guardians ........................................................................................................ 23
N.B. This Curriculum Guide contains information for the whole of your child’s education in
Primary, and should therefore be retained for future reference.
3
Rasami International School Mission Statement
We pride ourselves on caring for the individual by emphasising personal
development, academic excellence and sound preparations for a global future.
We promote academic achievement within respectful and caring atmosphere where
traditional standards are valued.
We help students develop their character through a wide range of educational
pursuits and extra-curricular activities, whilst nurturing their personal qualities and
self-esteem at every opportunity.
Our commitment to these priorities help students become well-balanced, happy and
interesting people who are a pleasure to meet and know.
Our hope is that they will become successful and considerate leaders that can
contribute to a better world.
4
Introduction from the Head of Primary Rasami British International School (RBIS) provides a safe, friendly and happy educational
environment, where needs of the individual are catered for and the Thai elements of caring,
friendliness, tolerance and consideration are upheld as fundamental to the ethos of the school.
The ratio of teachers to children is outstanding, and classes are kept small to retain the family
atmosphere and enhance learning.
The RBIS curriculum is based on the National Curriculum of England and Wales, and
adapted to reflect its international student body and host country. Where applicable, units of
work incorporate local elements to teach skills, making the curriculum even more relevant to
student learning.
The primary school is divided into two Key Stages:
Key Stage One consists of Years One and Two for children between 5 – 7 years.
Key Stage Two consists of Years Three to Six, for children between 7 – 11 years.
When your child moves from Early Years to Primary, or from Primary to Secondary, there are
a number of changes which can be stressful for both children and parents if not dealt with
properly. At RBIS, we ensure that the transition is smooth and stress-free, and both children
and parents welcome our guidance and support during these transitions.
This curriculum guide is intended to provide you with all the information you require about
teaching and learning in Key Stages One and Two at our school. However, educational
practice is constantly under review in the UK so we adopt changes in the National
Curriculum if we feel they will benefit our students. Parents are naturally kept fully informed
of any major changes in the school curriculum.
If you have any further questions about the curriculum please do not hesitate to contact me,
and I will be pleased to answer your queries.
Ms Cheryl Leend
Head of Early Years and Primary
RBIS Assistant Head
5
Key Stage Transitions
Early Years to Primary Transition Educators find that this is often a time when parents are most anxious about their child and
how they will cope in the ‘big school’, but here at RBIS we prepare the students so that the
transition is stress-free, and you will find your child eager to make the move into Primary.
When your child moves from Early Years Foundation Stage into Key Stage One (Year One),
they will experience greater independence in both work and play.
In preparation for the transition to Primary:
During the term leading up to transition, K2 children will to socialise and join some
activities with students in Year One e.g. lessons, playtime, lunch, activities, etc.
K2 will spend a day being taught by the Year One teacher, in the Year One classroom and
follow the Primary school timetable.
Parents are invited to meet the Year One teacher, Head of Primary and the Headmaster to
discuss the move and changes in routines, curriculum, and to ask any questions they may
have.
Primary to Secondary Transition This is another important step in your child’s education, and
at RBIS we deal with this transition between Year Six
and Year Seven very effectively.
When your child moves into Secondary, the biggest change is
the movement between subject lessons. They will still have a
form tutor that greets and registers them each morning, but
secondary students are responsible for their own movement to classes on time, ensuring they
have the correct materials and books needed for their lessons.
In preparation for the move to Secondary:
Year Six students participate in a number of events and activities with Secondary
students throughout the year.
Year Six will go to Secondary for a whole day, to be taught by the Key Stage Three subject
teachers and follow a Secondary timetable.
Parents are invited to a meeting with the Head of Secondary. They will receive full
information about the next stage in their child’s schooling and have opportunity to raise
any questions.
At any time during the academic year, parents are welcome to raise any questions they may
have about their child’s education and to make an appointment to talk to teachers, Heads of
Schools or the Headmaster.
6
The Curriculum
Key Stages One and Two receive a full, varied and balanced curriculum delivered by
experienced native English teachers. The exception to this is for Thai Language and Culture,
Chinese and French which are taught by specialists in their own native language.
Core Curriculum subjects include:
English
Mathematics
Science
ICT (Information and Communication Technology)
Foundation subjects include:
History
Geography
Art
Design and Technology
PE
Swimming
Music
PSHCE (Personal, Social, Health and Citizenship
Education)
Thai 1st Language
Thai 2nd Language (for non-Thai nationals)
Thai Culture
Chinese
French
Students are taught by class teachers, who also look after pastoral needs
and produce termly progress reports for parents. Thai Culture, Thai 1st and 2nd Language,
Chinese, French, English as an Additional Language (EAL), Art, P.E., Swimming and Music
are delivered by subject specialists.
The school combines the diversity of the British National Curriculum with the uniqueness of
Thai culture, language and music. Units of study in the National Curriculum are adjusted to
take account of the many historical, geographical and environmental opportunities offered in
Thailand and SE Asia, so that children can relate skills learned to real-life situations and
places.
English as an Additional Language (EAL)
Students requiring greater support in English are placed in EAL. They will receive either in-
class support or are withdrawn for short sessions for a specific learning focus. New students
are assessed when they join the school and if necessary will remain in EAL until they can
access the curriculum easily. All children in Primary are regularly monitored by their class
teachers to ensure they are coping with the activities in class.
7
Key Stages and Year Groups
Primary Education
Key Stage 1 Key Stage 2
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
5 – 6 years 6 – 7 years 7 – 8 years 8 – 9 years 9 – 10 years 10 – 11 years
In Key Stage One, children continue to build on skills acquired in the Early Years Foundation
Stage. It is a special time where children learn to read, write and become numerate.
In Key Stage Two, students continue to develop, consolidate and extend their skills in all
subject areas. They become confident readers, writers and mathematicians, and show their
ability in range of subjects.
Design and
Technology
P.E.
Mathematics
English ICT
Art
8
English
In English at Key Stage One and Two
students are taught and assessed according
to the objectives and attainment levels in
the National Literacy Strategy.
Teachers use cross-curricular links with
other subject areas wherever possible for
effective meaningful learning.
Children are taught according to their stage
of development and are expected to use
English as the main communicating
language at all times in school (apart from
Thai, Chinese and French classes).
English Assessment Students are assessed continually through
teacher observation and marking of all
written work.
All students are formally assessed at the
end of the school year using standardised
assessment tasks from the UK.
Levels are given in accordance with the
Attainment Targets from the National
Curriculum.
Aims We expect our learners to become confident
in all four areas of English – speaking and
listening, reading and writing.
By the end of Primary, we expect students
to:
Read with confidence, fluency and
understanding
Be interested in books, read with
enjoyment, and evaluate and justify
their preferences
Write with confidence, fluency and
understanding
Spell and use words accurately
Have fluent and legible handwriting
Be creative and able to write in a
range of genres in fiction and poetry
Understand, use and be able to write
a range of non-fiction texts
Plan, draft, revise and edit their own
writing
Speak confidently and fluently on a
range of subjects
Be able to explain their reasoning
and ideas clearly
Be able to follow instructions of
increasing difficulty.
Mathematics Maths in Key Stage One and Two is planned
using the objectives of the National
Numeracy Strategy (NNS) from the UK and
adapted for the international students of the
school.
Lessons in both Key Stage 1 and Key Stage 2
comprise of mental mathematics, group
activity and individual practice tasks.
Children are expected to complete practical,
investigative and problem-solving tasks and
discuss their reasoning.
Maths Assessment At the end of each unit of work, children are
given written and mental assessment tasks;
however students are continually assessed
through teacher observation and marking of
all written work.
We use standardised assessment tasks from
the UK at the end of each year and levels are
given in accordance with the Attainment
Targets from the National Curriculum.
Aims
We expect to produce competent
mathematicians who are able to use
mathematics in everyday real-life situations.
Children are taught to understand:
The size of a number and where it fits
into the number system
Number facts such as multiplication
tables, number bonds, doubles and
halves
whether their answers are reasonable
How to calculate accurately and
efficiently
How to solve problems mentally
To make sense of number problems,
and recognise the operations needed to
solve them
Students will be expected to:
Explain their methods and reasoning
using correct mathematical terms
Make predictions from the numbers
in graphs, diagrams, charts and tables
Suggest suitable units for measuring,
and make sensible estimates
10
Knowledge, skills and processes
Materials and their
Properties
Physical Processes
Materials and their
Properties
Science In Science, our aim is to develop inquisitive
minds that search for the reasons, to
wonder why the world around is like it is,
and to learn to understand scientific facts,
skills and processes.
The curriculum is modelled on the National
Curriculum for England and Wales, and
where possible adapted to our international
student body.
In both Key Stage One and Key Stage Two,
the students will study six science units of
work each year covering:
• Knowledge, skills and processes
• Life processes and Living Things
• Materials and their Properties
• Physical Processes
Science Assessment Students are assessed continually through
observation, marking and end of unit tests.
Year Six will also receive a standardised
assessment from the UK which provides an
attainment level in accordance with the
National Curriculum.
Aims We want to encourage children to be active
thinkers and problems solvers, and to
explore the world around them with
inquisitive minds.
Students will have the opportunity to:
Acquire knowledge, skills and
understanding through a range of
domestic and environmental
contexts that are familiar and of
interest to them.
Learn and use appropriate scientific
language
Carry out a range of scientific
investigations.
Communicate their findings in a
variety of ways, including ICT.
11
Information and Communication Technology (ICT)
ICT is now acknowledged as a core subject in
the National Curriculum for England and
Wales, and for our students, technology is
already an integral part of their lives in our
rapidly changing world.
The ICT curriculum is modelled on skills and
objective targets outlined in the National
Curriculum and each class studies six units of
work during the year.
Lessons are carried out in a computer suite
where individuals or pairs of children can
access computers and the internet.
ICT is used for lessons teaching specific
computer skills such as keyboard, word
processing, modelling software and software
tools, but is also used for presentations or
research in cross-curricular lessons such as
English, History and Geography.
ICT Assessment
The students are assessed continually
through observation, completion of tasks and
analysis of finished work. They have an
assessment at the end of each unit of work
and attainment levels are given at the end of
each term.
12
Humanities – History and Geography The History and Geography curriculums at
RBIS are based on the skills required in the
UK National Curriculum but take advantage
of the experiences and first-hand evidence of
our host county and nearby South-East Asian
countries where resourcing in English is
available.
History Students in both Key Stages will study:
Chronological Understanding.
Knowledge and Understanding of
events, people and changes in the past.
Historical Interpretation.
Historical Enquiry
Organisation and communication
Geography In both Key Stages the students study:
Geographical enquiry skills.
Knowledge and understanding of places
and pattern.
Knowledge and understanding of
environmental change and sustainable
development.
Field visits and Residential Trips are an
important aspect of geographical work,
allowing children to study first-hand the
topics they are learning. All children are
expected to participate in these trips as they
form part of the curriculum.
Humanities Assessment Students are assessed continually through
observation, marking and completion of set
tasks. The assessments are based on objectives
outlined in the QCA (UK) documentation.
13
Art and Design
Following guidelines from the National
Curriculum, students in Key Stage One
and Two are given broad and balanced
experiences through Art.
The curriculum is delivered by a qualified art
specialist, supplemented by art activities
integrated into other curricula areas by the
class teacher.
Units of work throughout the year will
include:
Investigating and making art, craft and
design
Exploring and developing ideas
Evaluating and developing work
Knowledge and understanding
Children will use different mediums and
materials to express themselves through Art
and Design. They will experiment with
colour, pattern, texture, line, tone and space.
Art and Design Assessment Assessment is continual through observation
and completion of tasks.
14
Design and Technology (D&T) “Design and technology is about making things
that people want and that work well. Creating
these things is hugely exciting: it is an inventive,
fun activity.” James Dyson, Chairman, Dyson Ltd
Design and Technology challenges children
to solve problems and able to participate in
today’s rapidly changing world. They learn
to think creatively and to solve problems
both as individuals and members of a team.
At RBIS, our Design and Technology
curriculum is based on the recommended
units of work from the National Curriculum,
but directly linked to other subject to provide
greater meaning to the student’s education.
For example, if children are learning about
healthy eating in Science and PSHCE they
may be challenged to design and create a
healthy meal.
Design and Technology Assessment The children are assessed through
observation, completion of tasks and
analysis of finished work.
15
Music
The music curriculum at RBIS is taught by a
qualified music specialist, and provides a
range of musical experiences based on the
National Curriculum guidelines adapted to
take advantage of the international character
of our school.
Music is a powerful, unique form of
communicating that can change the way
pupils feel, think and act. It brings together
intellect and feeling and enables personal
expression, reflection and emotional
development.
During music lessons, the students will:
use their voices expressively by singing
songs and speaking chants and rhymes;
Play tuned and unturned instruments
Rehearse and perform with others
Music Assessment Music assessment is through teacher
observation and analysis of performance.
We encourage all children to participate fully
and to find an area of music they enjoy. The
after school activity programme offers
additional support to the curriculum.
The music curriculum is also enhanced by
additional music taught through Assemblies,
productions and class lessons.
All students in Key Stage One and Two
perform in an End of Term production where
they present their talents and the music they
have learned in front of an audience.
Physical Education (P.E.)
The RBIS PE curriculum is based on skills
and objective targets outlined in the UK
National Curriculum. Children will follow
units of work which provide a broad and
balanced curriculum.
The lessons are carried out on the multi-
purpose hard-court area, in the indoor
dance/gymnastics room and in the swimming
pool.
PE emphasises the development of individual
physical skill, teamwork, co-operation and
healthy activity.
All students are required to be properly
equipped for all PE lessons by wearing the
school PE kit, trainers or other sports shoes.
Swimming recognised as an extremely
important part of the curriculum. Apart from
improving health and fitness, in an
emergency situation during social activities
outside school, it could save your child’s life.
Participation in weekly swimming lessons is
part of the PE curriculum and students are
expected to take part unless the school is in
receives an appropriate Doctor’s certificate
for exclusion.
PE Assessment The children are assessed continually
through observation and participation of
both PE and Swimming activities.
It is recognised that physical activity
improves brain function and helps children
develop more quickly academically.
RBIS has a number of Extra-Curricular
Activities supporting the PE curriculum
which children are encouraged to join.
17
Personal, Social and Health and Citizenship Education
(PSHCE)
At RBIS, we understand that education of the
individual involves their emotional, social
and personal development as well as their
academic education. We provide a strong,
supportive and caring atmosphere, where
each child is allowed to express themselves
confidently and without fear of prejudice.
The work also includes aspects of Citizenship
involving the children in understanding their
role in society, and exploring issues related to
their participation in the society around
them.
As a British international school, we also look
at customs and culture from many other
counties around the world – particularly
those of our student body.
The students are taught PHSCE through
Circle Time, class discussions and whole
school assemblies. At all times children are
encouraged to raise any concerns with their
teachers, and discuss as groups or
individuals.
We take a very pro-active approach towards
issues such as bullying, racism and
aggression, and because of this we have a
very happy atmosphere at school, where
children feel relaxed and able to learn and
play comfortably.
Self-esteem, comradeship, motivation,
racism, bullying, and looking after our health
are some of the topics discussed during
PHSCE; students also become active citizens
by participating in fund-raising events for
various charities.
We teach our students to respect the
differences between people and to become
thoughtful, caring individuals with a sense of
purpose in their community and a
responsibility towards the world in which
they live.
Thai Language and Thai Studies
At RBIS, our Thai curriculum uses the
syllabus approved by the Thai Ministry of
Education.
We value and uphold the traditions of our
host nation by integrating Thai Language
lessons into the curriculum. The children are
taught reading and writing in Thai, as well as
oral traditions of the language and Thai
culture.
Children whose first language is not Thai will
study Thai as a Second Language and thus
learn to acclimatise and adjust to living in
Thailand.
Thai language lessons are taken by suitably
qualified native speaking Thai teachers. The
children also receive Thai Studies where they
experience the cultural traditions of Thai
festivals, beliefs, arts, music and singing.
Thai Language and Thai Studies
Assessment
Students are based on objectives outlines in
the approved syllabus. Children will be
assessed regularly by the Thai teachers
through observation, completion of tasks and
analysis of finished work.
Modern Foreign Languages
(Optional)
At RBIS we recognize the benefits of children
learning additional languages. Research has
shown that children are able to learn
languages more quickly the earlier they are
introduced to them.
Therefore, we are very pleased to offer both
Chinese and French to Primary children from
this academic year.
Curriculum Overview of topics
ICT and Science are taught each half term
following the National Curriculum
recommended units of work.
History and Geography alternate half termly
unless it is an extended topic requiring a
whole term for students to cover the topic.
Where possible, the units of work will take
advantage of the experiences and first-hand
evidence of our host county and nearby
South-East Asian countries.
Field trips and residential visits are
important, allowing children to study first-
hand the topics they are learning.
All children are expected to participate in
field trips as they form part of the
curriculum.
Curriculum Topic Overview for Key Stage One
Subject and
Year Group
Term 1 Term 2 Term 3
First half Second half First half Second half First half Second half
Y1
Science Ourselves
Sorting and
Using
Materials
Light and dark Pushes and
pulls
Growing
plants
Sound and
Hearing
History Toys from the
past
What were
homes like
long ago?
Seaside
holidays in
the past
Geog Around the
school
Making our
local area
safer
Mapping skills
ICT Introduction to
Modelling
Using a
Word Bank
Information
around us
Labelling
and
classifying
Representing
information
graphically
Understanding
instructions
and making
things work
Y2
Science Health and
growth
Forces and
Movement
Plants and
animals in the
local
environment
Variation
Grouping
and changing
materials
Using
Electricity
History Remembran
ce Sunday
Remembering
famous people
The great fire
of London
Geog Passport to the
World Global Eye
An island
home
ICT
Communicating
information
using text
Creating
pictures
Finding
information
Controls
using
computers
Control
Devices
Review and
skills
20
Curriculum Topic Overview for Key Stage Two Subject and
Year Group
Term 1 Term 2 Term 3
First half Second half First half Second half First half Second half
Y3
Science Helping plants
grow well
Light and
shadow
Ourselves –
teeth and eating
magnets and
springs
characteristics
of materials Rocks and soils
History Invaders and
settlers (Romans) Ancient Egypt
A famous
person
Geog
Weather
around the
world
Investigating
our local area
A contrasting
locality overseas
ICT Combining text
and graphics
Manipulating
sound
Introducing
databases
Exploring
simulations E-mail
Review and
skills
Y4
Science Environments and
habitats
Moving and
growing Keeping warm
Solids and
liquid
separation
Electricity –
circuits and
conductors
Friction
History Living in
Bangkok past
Looking at famous dynasties – the
Tudors
Geog Improving the
environment
A village in
India Village settlers
ICT
Writing for
different
audiences
Developing
images –
repeating
patterns
Branching
databases
Collecting and
presenting
information
Modelling
effects on screen
Review and
skills
Y5
Science Changing states Earth and
Beyond
Life cycles and
living things
Keeping
Healthy
Changing
Sounds
Gases around
us
History
Ancient
civilisations
and Vikings
The Victorian
Age
Exploration and
Explorers
Geog Water
Environmental
issues – local
traffic
Contrasting
local areas
ICT Graphical
modelling
introducing
spreadsheets
Analysing data
and asking
questions
Monitoring
environmental
changes and
conditions
Controlling
devices
Evaluating,
checking
accuracy and
questioning
Y6
Science
Reversible and
irreversible
change/Dissolving
Light – how
we see things
Interdependence
and adaptation
Micro
organisms Forces in action
Changing
circuits
History World War 2 Ancient Greece Life changes
since 1948
Geog Rivers Investigating
Coasts
Investigating
mountains
ICT
Interpreting
information from
large databases
(the Internet)
Data handling Control and
Modelling Data logging
Digital image
and multimedia
Text and
graphics
21
Reporting and Assessment
All students in both Key Stages are
continually assessed by teachers through
observation, analysis of completed tasks,
marking of work and end of unit
assessments.
At the end of term three using tests from the
UK, all students complete formal end of year
assessments in Maths and English. Year Six
also have additional assessments for Science.
Each term, students receive a progress report;
parents are invited in to school to discuss
their child’s progress, attainment levels and
effort grades with the class teacher.
Levels of Attainment
The National Curriculum sets standards of
attainment to measure progress for students
in Primary schools. These attainment levels
are expected in all UK schools and in British
schools worldwide.
However, these are guidelines based on
average levels. All learning is individual, and
depending on fluency in English and/or
ability your child may be working towards or
working above these recommended levels.
Levels of Attainment expected at the end of each year:
w 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5 Year
One
Year
Two
Year
Three
Year
Four
Year
Five
Year
Six
Levels are divided into a, b and c.
3c shows that the student has experience at the level
3b shows that the student has experience and knowledge at that level
3a shows that the student has experience, knowledge and understanding at that
level
* w shows the student is working towards Level 1
Effort Grade Explanations
A The student is highly self-motivated and always undertakes the work necessary to complete a task to the best of his or her ability.
B The student is well motivated and generally undertakes the work necessary to complete a task to the best of his or her ability.
C The student has the capacity to work independently and has produced some work to the best of his or her ability. Greater self-motivation could be developed.
D The student requires individual monitoring to produce his or her best work, but does respond to this kind of assistance. There is a need to develop greater self confidence and independence.
22
After school
Homework Homework activities enable children to
develop, consolidate and practise a skill or
concept learnt at school. It also allows them
to use resources outside the classroom to
extend their interests and skills and is an
integral part of their learning experience.
The main means of tracking and monitoring
is the Communication and Homework Book.
Please see this for comments and note
progress. Parental support for homework is
vital to the success of the programme.
Encouragement from parents enables the
child to feel secure and confident whilst
completing the task.
Children need to complete assignments at
home in an
atmosphere
promoting
concentration,
working away
from
distractions
such as
television or
iPads.
As an extension to the school curriculum, we
expect students to complete homework
to the best of their ability, and with a high
standard of presentation.
Tasks are given to support previous learning
and consolidate understanding. The teacher
explains the task but students should take
responsibility for ensuring they understand
their homework before they leave school.
A homework timetable is issued at the
beginning of the academic year, including
time allocation expected for
each year group.
Reading Reading is the single most important
homework activity, and
should be practised
daily. Children need
to read aloud to an
adult to increase
fluency, and to
discuss the
vocabulary and story
to understand
meaning.
Regular reading greatly
accelerates a child’s acquisition of English
language and understanding, and will benefit
learning in all areas of the curriculum.
Extra-Curricular Activities (ECAs) Children are encouraged to pursue their
studies and interests outside the classroom.
At RBIS, we have a comprehensive Extra-
Curricular Activity programme offering
students a wide variety of activities to enrich
and extend learning.
All students are expected to attend at least
one after-school activity each term, because
there is great benefit to learning new skills
and increasing social interaction through a
pleasurable pastime.
23
Additional Information for
Parents and Guardians
The School Day
Please ensure your child is punctual and at
school in time for the start of the academic
day.
Being punctual helps children prepare
themselves mentally for their school day.
When children are late, they are often
anxious and take a while to settle and focus
on their studies. Children that are regularly
late will be missing vital introduction to new
concepts and learning.
After National flag-raising each day, students
are informed of important messages by the
Head of Primary or the Headmaster.
A typical day in Primary:
08:20amFlag-raising assembly
08:25 – 08:30am Registration
08:30 – 09:40am Lessons
09:40 - 09.55am Break
09:55 - 11.45am Lessons
11:45 - 12.45pm Lunch
12:45 - 14.15pm Lessons
14:15 - 14.25pm Break
14:25 - 15.25pm Lessons
15:30 – 16:30pm After-school activities (Note: Friday 08:20 -14:55, with after-school activities on
that day starting at 15:00 and ending 16:00)
A class timetable will be sent home at the
beginning of the academic year.
Parents receive a curriculum leaflet each
term, with information about the areas of
study for their child’s year group.
Class Teachers
Queries regarding your child’s academic
progress, emotional or social requirements,
should first be addressed to the class teacher.
All class teachers have a weekly designated
time in their schedule for parent
appointments.
However, you are also welcome to discuss
aspects of your child’s development at any
time, with the Head of Primary or the
Headmaster. Please contact the school office
to arrange a mutually convenient time.
N.B.: Please retain this guide for further
reference whilst your child is in the Primary
School.
24
Rasami British International School
48/2 Soi Rajavithi Rd.,
Phayathai,
Bangkok 10400,
THAILAND
Tel: +66(0)2-644-5291, Fax: +66(0)2-640-9527
Email: [email protected]
www.rbis.ac.th