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

assistanthead@rbis.ac.th

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: admission@rbis.ac.th

www.rbis.ac.th