Phoenix International School


Phoenix Primary School


The Phoenix International School Primary Department is organised into the following three areas.

  • Reception
  • Key Stage One – Years 1 and 2
  • Key Stage Two – Years 3, 4, 5 and 6

All year groups follow the National Curriculum supplemented with a comprehensive Spanish Programme of Study.


During their early years, the children work towards the Early Learning Goals as set out in the structured strands of learning found in the Foundation Curriculum.  They extend their early experiences of the written word, text and number.  The children develop a secure foundation for their future education, building on the range of skills they have experienced in Nursery.  The Foundation Curriculum for Reception children is divided into the following six strands:

Communication, Language and Literacy

  • The children talk and listen with confidence, showing awareness of others’ needs.  They are encouraged to use a developing and varied vocabulary to express themselves.
  • They use their increasing knowledge of sounds, words and letters when writing and reading.
  • They are beginning to make their own choices of books and stories.  They begin to discuss the characters and storyline.
  • They are beginning to write simple sentences and phrases.

Personal, Social and Emotional Development

  • The children are encouraged to become independent in their daily routines and personal hygiene. They develop their confidence within their peer group and express themselves as an individual.
  • They understand their own needs and those of others and develop good working and social relationships with those around them.
  • They develop a strong and positive sense of self identity and are beginning to be able to express a range of emotions and feelings fluently and appropriately.

Mathematical Development

  • The children can recognise and use a range of numbers.
  • They are beginning to understand number bonds and the functions of addition and subtraction.
  • They use an appropriate vocabulary to describe both 2D and 3D shapes.

 Knowledge and Understanding of the World

  • The children are encouraged to discuss past and present events in their own lives and their family members and that of other people they know.
  • They enjoy discussing significant events in their lives.
  • They use a range of technology to support their learning.

Physical Development

  • The children learn to move with confidence, imagination and safety.
  • They demonstrate increasing co-ordination and awareness of others when engaged in physical activities.
  • They discuss the importance of a healthy life style and diet.

Creative Development

  • The children express and communicate their own ideas through their responses and feelings.
  • They express their preferences through art, music, dance and imaginative play.

Key Stage One – Aged 5 – 7 years

In Key Stage One the children continue to develop their reading, writing and number skills.  They are beginning to understand their own unique place in the world through developing a strong sense of self-identity.  They explore and communicate ideas, feelings and preferences through the arts, music, role-play and imaginative play.

Key Stage Two – Aged 7 – 11 years

In Key Stage Two the children extend their learning through a broad and balanced curriculum.  Emphasis is given to the necessary life skills of Literacy and Numeracy.  They also experience a wide range of subjects which encourage understanding of  the diverse world we live in through considering  their own place in the world, recognising their own responsibilities and rights, and those of others.

Programme of Study in Key Stage 1 and 2


In studying Literacy the children develop their skills in reading, writing and speaking and listening.  This enables them to express themselves imaginatively and creatively and to communicate with others effectively.   We encourage the children to become enthusiastic and critical readers of stories, poetry and drama as well as all other forms of text such as non-fiction, media text and instructional writing.   By exposing the children to the full range of text they are able to communicate to different audiences using the appropriate form.

Literacy is divided into the following three strands:


In Key Stage One the children develop their interest in reading as they learn to read independently.  They focus on words and sentences and how they fit into whole texts.

In Key Stage Two the children are encouraged to read a range of text using their knowledge of words, sentences and texts.  They increase their ability to read challenging and longer texts independently, reflecting on the meaning of text and it’s uses.


In Key Stage One the children are beginning to recognise writing as an important form of communication and that it is used as a way of communicating meaning to both themselves and others.  They develop their spelling and handwriting skills as they extend their writing experiences.

In Key Stage Two the children develop their understanding that writing is essential to both thinking and learning.  They investigate the range of genre and understand that meaning can be expressed in many ways for a range of audiences.  They are encouraged to plan, draft and edit their writing to reflect their developing vocabulary choices.

Speaking and Listening

In Key Stage One the children learn to speak confidently and listen to others.  They use language to explore their experiences and thoughts both in their own lives and in imaginary worlds.  They learn how to listen carefully to others to enable them to consider the main points of a discussion.

In Key Stage Two the children learn to change the way they speak for a range of audiences, situations and purposes.  They learn how to respond to others appropriately making appropriate vocabulary choices.


Mathematics equips the children with the tools for logical reasoning, problem-solving and the ability to think in abstract ways.  Mathematics is a vital skill in the children’s everyday life both today and in the future.   By using their developing mathematical and thinking skills the children are encouraged to discover solutions to the everyday problems encountered in the wider world.

Numeracy is divided into the following four strands:

Using and Applying

The children learn that mathematics can be used across the curriculum and they use their knowledge to problem solve in Numeracy and other subjects such as Science and Geography. They recognise the need for standard units of measurement and use a range of mathematical equipment, including ICT to support their learning. The children understand that there is a need to decide when the use of a calculator is appropriate.


In Key Stage One the children learn mathematics through practical activities, exploration and discussion. They learn to count, read and write numbers to 100 and beyond. They use their mathematical skills to problem solve within their immediate environment and explain their reasoning using mathematical language.

In Key Stage Two the children use the number system more confidently. They understand and use the four number operations, often tackling problems using mental before written methods. The children use a wider range of mathematical language to explain their reasoning. They are beginning to investigate alternatives methods of solving and presenting problems.

Shape, Space and Measures

In Key Stage One the children learn about Shape, Space and Measure through practical activities building on their experiences in their immediate environment. They investigate the properties of shapes using mathematical vocabulary to explain their findings.

In Key Stage Two the children explore features of Shape, Space and Measure in a range of contexts, using charts and diagrams to show their reasoning. They use a wider range of mathematical language to describe and present their findings. The children recognise right angles and the properties of angles through 360°.

Handling Data

The strand of Handling Data is not explicitly taught in Key Stage One. However, the children are introduced to some basic skills such as categorising and sorting objects and abstract items such as colour and presenting their findings in basic charts.

In Key Stage Two the children learn to identify the necessary data to solve a problem. They decide
how to organise and present their findings using the appropriate vocabulary as well as retrieving
data from secondary sources. The children develop an understanding of probability and discuss events using the terms ‘fair’, ‘unfair‘, ‘equally’, ‘likely’ and ‘certain’. They investigate averages, using the terms mode, median and mean.

Spanish Studies

At Phoenix International School we teach Spanish to all children as a core subject.  We believe that the earlier a child is exposed to an additional language, the faster the acquisition of that language takes place.  Children learn to develop communication and literacy skills that lay the foundation for future language learning.  They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between the Spanish and English languages.

The learning of a foreign language provides a valuable educational, social and cultural experience for the children; extending their knowledge of countries, cultures, people and communities.  Learning an additional language raises the children’s awareness of the multilingual and multicultural world they live in.

The programme of study for Spanish is applied throughout all year groups.  This allows for lessons to be delivered at the appropriate level for gifted linguists and those requiring more support regardless of their age group.

The Spanish programme is divided into three parts, Literacy (Lengua), History (Historia), and Geography and Science (Conocimiento del Medio).  The children develop skills in reading, writing and speaking and listening.


We believe that Science should excite and stimulate children’s curiosity about the world around them.   The children are encouraged to investigate and analyse phenomena and events around them and consider their impact on the world today.

Science is divided into the following four strands:

Scientific Enquiry

In Key Stage One the children are taught the importance of collecting evidence by making observations and measurements when trying to answer a question. They can communicate their findings in a variety of ways and use scientific vocabulary to explain their findings.

In Key Stage Two the children make predictions and learn the importance of collecting evidence to prove or disprove their predictions. They recognise the need for fair-testing and understand the effects of changing one or more factors of an experiment. They use a wider method of presenting their findings including ICT.

Life Processes and Living Things

In Key Stage One the children are taught that animals move, grow, reproduce, and feed and have environmental needs. They are beginning to understand that there is a circle of life and a food chain. The children are encouraged to treat living things with respect and care.

In Key Stage Two the children are taught that humans share life processes with other living things, including plants. They are able to make links between animals and their habitats. They understand the major internal organs of a human and their functions. The children consider the effects of good nutrition and health care and consider comparisons in other livings things such as plants. They extend their learning of habitats to consider the effects of environmental change on the life forms found there. They learn that some micro-organisms are beneficial and some are not.

Materials and their Properties

In Key Stage One the children investigate, through using their senses, the similarities and differences between materials and their properties. They investigate the uses of a range of materials through practical activities.

In Key Stage Two the children investigate the thermal, conductivity, permeability and appearance of materials. They investigate the differences between solids, liquids and gases and their properties. The children learn about the water cycle and the processes of change that water goes through. They understand that some changes are reversible and some are not.

Physical Processes

In Key Stage One the children learn about basic circuits and the domestic uses of electricity. They investigate movement both in pushes and pulls and are beginning to understand the effects of friction. The children learn about different light and sound sources, both natural and manufactured.

In Key Stage Two the children build circuits incorporating motors, switches and bulbs. They investigate how the strength of the battery affects the brightness of the bulb or the speed of the motor. They use basic symbols to represent a circuit. The children extend their learning on movement to include air resistance and gravitational pull. They learn about light and sound through investigating shadow, reflection and volume.


ICT is used across the curriculum to support the children’s learning. The children learn to present, edit, store and share material. They experience the use of digital cameras, video and scanners. The children are taught how to use the Internet appropriately and to consider when ICT will benefit their investigation and final presentation of work.


The children learn about local, European and International history. They find out about why some things change and some things stay the same. They are encouraged to consider political, social, religious and economical viewpoints. The children study the historical impact that some of the major cultures and civilisations have had on our world, such as the Ancient Greeks, the Ancient Egyptians, the Romans, the Vikings, the Tudors, the Victorians and Britain Since 1948 and how their way of life, beliefs and achievements still impact on our world today.

The children learn about the physical and human features in the wider world. They consider the ways people and the environment affect each other; including the effects of human development on the landscape and eco-structure. The children learn to use maps, atlases, photographs and compasses to support their learning.


The children learn about the physical and human features in the wider world. They consider the ways people and the environment affect each other; including the effects of human development on the landscape and eco-structure. The children learn to use maps, atlases, photographs and compasses to support their learning.


The strands of PSHE are taught as a subject as well as being an integral part of school and daily life. The children learn about their responsibilities in society and the school environment both to themselves and others. They develop the confidence and responsibility to make the most of their abilities. They are encouraged to reflect on their experiences and use these experiences to develop themselves personally and socially, enabling themselves to make appropriate decisions when faced with moral, social, health and cultural decisions.

The children are encouraged to recognise that we live in a diverse, mulitcultural world. The children consider the similarities and differences between the religions as well as comparing their own beliefs and way of life with that of others. It is important that everyone is encouraged to learn more about the characteristics of, and people associated with, religions as well as understanding the diversity of the world we all live in.

Sex Education

Children within both Key Stage One and Key Stage Two will learn about basic reproduction through their Science lessons. However, in Year 6, lessons become more focused on how our bodies change so that pupils have an understanding of puberty.

Music and Drama

Music and Drama are delivered as a practical and creative subject which stimulates the children’s imagination.  It develops their ability to express personal feelings and thoughts.  The children are encouraged to perform and compose, individually and as part of a group, both through singing, acting, dancing and playing instruments.  The music elements of pitch, duration, timbre, texture, dynamics and structure are investigated by the children.


The children are encouraged to express themselves through the medium of art.  They develop an awareness of colour, pattern and shape by using a wide range of media such as paint, clay, wood, card and materials.  The children learn about famous artists and their forms of artwork, looking at sculptures, paintings, engravings and murals.

The children learn the necessary skills for making familiar products and objects.  They investigate how things work and why they have been developed.  The children learn the range of practical skills, such as cutting, gluing, joining, fixing, strengthening and mixing, required to produce quality and useable items. They design and make their own products for specific audiences using a range of materials such as food, textiles, wood, card and paper.  Many of their designs involve the use of electrical and mechanical mechanisms.  They consider all aspects of producing a design including packaging.


The children develop many personal skills through sports such as confidence, co-operation, tolerance, teamwork, self-discipline and perseverance.  They learn how their bodies work and the benefits of a healthy life style.  They are taught to understand the body’s need to prepare for exercise and rest.  The children take part in a range of activities including swimming, running, team games, dance, gymnastics, field games and athletics.  Each year all children participate in our school sports day.  Pupils are divided into house teams and a trophy is presented to the winning team.  Individual certificates are given to pupils who win, but also for sportsmanship, team participation, excellent progress throughout the year etc.

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A Level Results
94% Overall Pass Rate - August 2018