The idea of the school curriculum is to arrange British education environment where children are exposed to English all day long, study by British programmes and, finally yet importantly, have fun at the same time.
Our curriculum aims at intellectual, physical and emotional children’s development as well as understanding the world through science. We pay much attention to emotional intelligence and social skills including self-confidence, managing feelings and behavior and installing rapport.
The curriculum contains basic knowledge that allows teachers to develop exciting and stimulating lessons that simultaneously to develop the knowledge, skills and abilities of students in more accessible school curricula.
What is really essential is that children are not taken away from their parents for a long time like they would if they were taking education abroad.
Every pupil learns English, Maths, Science, Chinese, History, Geography, ICT, Art, Design & Technology, Drama and Music - all these subjects start in the youngest Reception class.
From the age of nine children start to learn one of classic languages (Latin or Greek) and Religious Studies. At any age, pupils are free to choose more contemporary languages.
For our Early Years School and Prep School, the curriculum progresses smoothly from the age of 4 until the age of 13, culminating in entrance exams to the Secondary School.
Many of our pupils will choose to progress to our own Secondary School. However, should they choose to continue their education abroad, they will be prepared to pass entrance and scholarship exams at the most competitive schools around the world.
Subjects at Oxford Prime Academy
The main aim for English in the curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word.
In the curriculum English is not only given as language acquisition, but also as communication means in the whole learning process. The first skill which is focused at is listening comprehension. The quality of the students’ speaking skills is consequently related to the efficiency of decoding the language heard. The children learn to understand colloquial speech in every day communication and in range of situations. They give their attention to what others say and respond appropriately. In addition, they listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.
Speaking skills starts developing simultaneously with listening as soon as the children feel a need to express themselves. It is not just outlined by the list of vocabulary or a bunch of songs, but children try to express themselves rather effectively, using sentences starting from the Reception level. Their pronunciation and accuracy is mastered effortlessly in a natural way due to the continuous exposure to language patterns.
Through Prep School, the course teaches pupils to generate independent and well evidenced opinions and considered judgments. They give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. They can participate actively in collaborative conversations, in discussions, presentations, performances, role play/improvisations and debates. Spoken language underpins the development of reading and writing.
English course ultimately aims to inspire pupils to read and develop a love of reading. Through early years it ensures that children learn spelling, punctuation and grammar and promotes clear, eligible, cursive handwriting. Children read selected non-fiction and fiction with various styles of writing. They practice different methods of writing, such as prose, poetry, letters, speeches, advertisements etc., whereby they learn to be aware of a point of view and ways to support it.
Throughout their later classes at Prep School pupils will study at least three literary texts in detail and undertake a range of creative writing tasks. There is also an emphasis on reading for pleasure and pupils are encouraged to read widely in their spare time.
Since Mathematics in Ukraine has always been more advanced, Oxford Prime Academy takes an advantage of this fact, stretching our curriculum further than British syllabus. We aim that every pupil has a thorough grasp of Mathematics, and more importantly, is aware of the use of Mathematics in everyday life, by the end of Prep School. We encourage children to achieve their full potential at Mathematicss as a foundation for future progress.
Pupils study the following five areas of Mathematics and cover their sub topics:
Percentages, Standard form, Fractions, Accuracy, Ratios, Proportion, Highest Common Factors and Lowest Common Multiples, Using a calculator efficiently, Upper and Lower Bounds and Estimation
Simplifying Expressions, Solving equations using formulae, Indices, Inequalities, Factorising and Simultaneous equations
Gradients, Linear graphs and Travel graphs
Circle theorems, Similar triangles, Pythagoras’ Theorem, Trigonometry of a right-angled triangle, Constructions and Loci
Using frequency tables to calculate means
The programme is being edited.
We inspire our children to achieve fluency in Chinese by the end of Prep School. No prior knowledge of Chinese is expected upon entrance to Oxford Prime Academy.
We use an immersion technique, whereby children speak in simple phrases from day one. By immersion, we mean that children observe lots of dialogues and language interaction and after some time they start to distinguish the rhythm and patterns. Then they acquire simple words from these streams and we play various games to get the articulation right. This is very interesting for younger children as it resembles nothing in common with typical teaching. In the process of playing, pupils learn lots of new vocabulary. They also learn spelling via exploring Chinese traditions and handicrafts. Grammar is introduced only as the last stage, when pupils can express them freely in Chinese.
The aim is that every pupil maximises his or her linguistic potential, while also develops an enthusiasm and natural curiosity for Chinese, the traditions and culture of China.
We believe that it is important for pupils to be able to analyze certain historical events rather than to know a fully detailed chronology. This would include understanding historical era of the event, preceding circumstances, motivation of the key personalities, the mode of living and structure of society of that time, evolution of the event etc.
History for our youngest learners begins with the study of those phenomena, which spur their natural interest: dinosaurs - how they lived, their extinction and fossils, Stone Age man, Vikings, Normans, the Knight Crusades, evolution of modes of transport, developments of housing for people throughout thousands of years, construction of key architectural milestones around the world etc. And if these topics sound too academical, they do not for the children who glue together houses from different time eras and put their heroes of that time "to live” inside.
In Prep School, children progress to learn the concept of chronology and place already acquired knowledge on a timeline. They study key epochs in greater details and cover British history since 1066 until circa 1900.
We want to give children a sense of their own identity, including those who have no relation to the UK. This leads us to study key international events, such as First and Second World Wars with an analysis of key battles, alongside with military history. The wars are placed in the political, social and cultural contexts of the time with analysis of development of the Cold War. Ukrainian history is studied in details in the context of wider international events.
We encourage children to boldly identify ‘politically correct’ themes throughout the history course and to analyse opposing views on the subject.
The ultimate aim is to provoke students’ enthusiasm for history and to inspire understanding of the contemporary world through the lens of historic events.
We aim that geography helps children to understand the world. We teach pupils to enquire and investigate open-ended questions by themselves.
In our Early Years School they find answers through discussions, interactive contents and even by guessing, but they learn the answers with their own hands - placing things on interactive maps, gluing, drawing etc. It can be putting various fruits on an interactive map as to where they grow, dissecting a volcano or drawing a route for an appropriate means of transport to travel through a particular part of the world.
When pupils progress to Prep School, they develop a global perspective by placing events to local, national and international levels. They gather an understanding of patterns and processes affecting a change on the Earth’s surface. At an older age, children acquire practical skills of observing and measuring facts confirming or rejecting geographical concepts.
All the approaches above are applied to studying such key topics as volcanoes and earthquakes, weather and climate, rivers and coasts, population and settlements, industry and transport. Moreover, children have an opportunity of field trips to observe and experience geographical phenomena.
ICT (Information Communication Technology) has three components in our school. Fist, it is studied as a subject in its own right with all pupils having lessons each week.
Second, it is an integral part of all other academic disciplines. Oxford Prime Academy is equipped with modern interactive equipment and cutting-edge educational software. Just by going through our standard lessons, children become confident users of modern technology.
However, the third component is the most important to us - we single out algorithmic thinking as a special way for a child to understand the world around us. Through our Robotics activity, this is done not only with computers, but with all sorts of chain reactions, programming Lego robots, through construction of simple circuit boards and mechanisms with in-built algorithms etc. Pupils with abilities of algorithmic thinking are encouraged by all means to study more advanced programming.
We inspire children to think of artificial intelligence (AI) as their counterpart and we have a vision: in the arriving world of AI it is vitally important to understand the concept of AI and to be able to communicate with AI, rather than just be a standard user of AI products.
At Oxford Prime Academy all pupils learn Latin from the age of nine, and in the final years of Prep School pupils can expect more lessons per week. The ultimate aim is to develop an awareness of the major impact and influence both the ancient Romans and Greeks had on Western civilization.
Younger learners start with the myths of ancient Greece and the foundation stories of Rome. They proceed to explore the ancient history of the Romans and Greeks. The interest that pupils develop helps to understand Latin grammar and vocabulary. Their experiments with the usage of Latin in modern European languages lead them to discover how many words they already know in languages they never studied.
By the end of the course, children are expected to have an in depth understanding of the culture and language of the ancient Roman and Greek society with an emphasis on Latin.
The programme is being edited.
Art, Design & Tehcnology, Drama and Music
We believe that Art, Design & Technology, Drama and Music are not just subjects of our curriculum, but they present a way for children to express themselves. They play an important part in the overall life of the school and their description can be found here.