Primary School - Phases 3 and 4 (ages 7 to 11)


The Primary School is both the longest period of a child’s education and the time when the most connections and discoveries take place. Our Primary School provides a rich and dynamic learning environment for children from the age of 3 to 11 years. To support the children in navigating this learning journey our Primary School is structured into four distinct phases as follows:
Phase 1 (ages 3 to 5) Nursery and Kindergarten
Phase 2 (ages 5 to 7) Years 1 and 2
Phase 3 (ages 7 to 9) Years 3 and 4
Phase 4 (ages 9 to 11) Years 5 and 6

During this critical time, children learn to read, write and build the foundations of numerical and scientific understandings.
This is what we aim to offer to every child at Nexus and, for these reasons, our curriculum is based on the globally recognised International Baccalaureate (IB) Primary Years Programme (PYP). Our PYP is an educational curriculum and philosophy that is authorised and evaluated by the International Baccalaureate Organisation (IBO).
The PYP areas of learning are language, social studies, mathematics, science and technology, arts, and personal, social and physical education. In addition, all of our learners are required to learn in a second language during the programme. This is taught through intensive and immersive daily language tuition from native speakers. Families have the option of French or Mandarin. We also celebrate the varied and rich first languages that our learners bring to Nexus – offering a truly international experience to our learners.
The PYP philosophy goes much deeper than knowledge and understanding, instilling in our learners attitudes and approaches to learning that are essential for the dynamic and intercultural world in which they live. The philosophy of the PYP is to make the learners inquirers, thinkers, communicators, risk takers, knowledgeable, principled, caring, open-minded, well-balanced, and reflective. These ten attributes make up the IB learner profile:

Inquirers - Learners develop their natural curiosity.
Knowledgeable - Learners explore concepts, ideas and issues that have both a local and global significance.
Thinkers - Learners think critically to engage themselves in figuring out complex problems.
Communicators - Learners express themselves and information through a variety of modes of communication.
Principled - Learners act honestly and with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities.
Open-minded - Learners appreciate their own cultures and personal histories and have a desire to explore the perspectives, values and traditions of other individuals and communities.
Caring - Learners show respect and compassion towards the needs of others.
Risk-takers - Learners approach unfamiliar situations with courage, as well as defend their beliefs.
Balanced - Leaners understand the importance of intellectual, physical and emotional balance to achieve personal well-being.
Reflective - Learners give consideration to their own learning and experience.
Through our PYP learners will explore, acquire and refine these qualities, making them internationally-minded life-long learners. Our PYP curriculum is planned and taught around six transdisciplinary themes:
Who we are - An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time - An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilisations, from local and global perspectives.
How we express ourselves - An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the world works - An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
How we organise ourselves - An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.
Sharing the planet - An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
These themes are universal and applicable to all cultures and the core values, skills and knowledge taught through them have a global significance for all students in all cultures.
To support this learning the children have regular access to experts in Visual Arts, Music, Health and Physical Education, Library Skills and Digital Technologies. These experts work alongside our class teachers to enrich and deepen the learning experiences of every child. In addition, digital technologies are extensively used to enhance learning. Learners will not be encouraged to be passive ‘consumers’ of digital technology, such as using ‘educational games’. They will use powerful digital tools to collaborate, create and reflect.

This taught curriculum is assessed against those curriculums from around the world that consistently achieve the highest academic standards (based on the Programme for International Student Assessment (PISA) - a worldwide study by the Organisation for Economic Co-operation and Development (OECD) of students’ mathematics, science and reading performance). To achieve this, we rigorously teach the core skills of literacy, mathematics and scientific inquiry, applying these to the six transdisciplinary themes, thus ensuring that our learners have the academic tools to fully utilise the attributes of the learner profile.
In the Primary School, learning is a highly a personalised process and we model positive learning-focused relationships in an environment where children are given high levels of  independence and are nurtured to develop their self-esteem and self-confidence. Throughout the school we encourage strong parent-learner-teacher relationships where learners feel that both home and school are working together to guide them through their learning journey.
DownloadPrimary School Curriculum Booklet