An international

Underpinned by the Primary Years Programme (PYP) framework, our primary school curriculum supports each child in reaching their personal potential. Our interdisciplinary, inquiry-based approach teaches students to take ownership and responsibility for their learning. They are able to think deeply about issues, work collaboratively, solve problems creatively, and communicate across a variety of media.
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Our primary school students can choose to enrol in either our English immersion programme, our Chinese-English bilingual programme or our French-English bilingual programme. In our English immersion programme, lessons are conducted in English except for daily language acquisition classes where students study either French or Chinese. In our Chinese-English bilingual and French-English bilingual programmes, students learn equally in both English and Chinese or French.

Our rigorous curriculum delivered within the PYP framework, means our students engage in topic based learning commonly referred to as the Unit of Inquiry (UOI). Where possible, specialist subject areas such maths, English, Chinese, French, art, music, drama and physical education, are integrated into students’ learning as they explore a particular concept or topic (UOI). Science and social studies are learnt exclusively in the context of the UOI. Our top Digital Literacy Coaches work with our teachers to ensure that technology is used to support and extend learning across subject areas.

Our unique STEAM programme, plays is an integral part of every primary school students’ education. We have a dedicated STEAM teacher, resources and makerspaces for students to innovate, create, problem solve and engage in design thinking. Our STEAM teacher collaborates with other teachers to integrate STEAM opportunities in units of inquiry and specific subject areas.

As one of Singapore’s leading private primary schools, learning is not just confined to the classroom. Instead, we engage our students in a wide variety of outdoor learning activities ranging from lessons in our Outdoor Discovery Centres to field trips, excursion week and Open minds (hands-on learning experiences in settings such as Fort Canning and Sungei Buloh wetlands).

Parent involvement in CIS’ primary school is actively encouraged and plays an important role. We provide many opportunities for parents to engage in their child’s education such as helping out with class reading activities, field trips and volunteering as a room parent with the PTA.

A holistic

Providing each and every child with a holistic educational experience is important to us. Our unique co-curricular programme, run during school hours, extends curricular learning by providing students with creative, performance, service or sporting opportunities. Our house system and primary student council encourage a strong sense of community, leadership and team spirit.

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Our house system helps students develop the best skills in leadership and teamwork. Students regularly participate in house events, and our house captains are charged with helping to foster team spirit and a sense of belonging.

Our primary school co-curricular activities (CCA) programme is designed to provide opportunities that extend and enhance our curriculum during the school day. CCAs are wide in nature and may include Husky Days or musicals or productions.

Our student council provides further opportunities for our senior primary school students to develop their leadership skills. Students campaign for the executive roles and are elected by their peers. These leadership opportunities ensure our students recognise the importance of responsibility to others and what it takes to create and promote a positive school culture.

and assessment

Communication and connecting with our parents is important to us. Our teachers communicate with parents every Friday via My.CIS and we share important need-to-know information through our weekly newsletters and advisories.

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Coffee mornings, parent seminars and hands-on workshops are hosted regularly, while conferences are held three times a year to discuss or showcase each child’s progress. Detailed and descriptive reports are issued three times a year.

Our teachers use regular assessments throughout the school year to track each child’s progress. Formative assessments monitor learning and provide ongoing feedback during a unit, while summative assessments evaluate student learning at the end of a unit by comparing it to a standard or benchmark. Equally important, teachers consider a child’s attitude, effort, commitment, and social development when reporting.

CIS benchmarks student achievement (Senior Kindergarten to 10) against NWEA (Northwest Evaluation Association) standards and international school norms in an external assessment called Measures of Academic Progress (MAP). Conducted three times a year, MAP results in maths and literacy are also used to identify trend patterns and overall cohort progress year on year.

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