Jump to content

Search the Community

Showing results for tags 'primary'.

  • Search By Tags

    Type tags separated by commas.
  • Search By Author

Content Type


Forums

  • EduCativ
    • Announcements
    • Feedback and Ideas
    • Contact Us
  • Institutes
    • India
    • United States
    • Albania
    • Algeria
    • Andorra
    • Argentina
    • Australia
    • Austria
    • Bahrain
    • Belarus
    • Belgium
    • Bosnia and Herzegovina
    • Bulgaria
    • Canada
    • China
    • Croatia
    • Cyprus
    • Czech Republic
    • Denmark
    • Egypt
    • Estonia
    • Finland
    • France
    • Germany
    • Greece
    • Hong Kong
    • Hungary
    • Iceland
    • Indonesia
    • Ireland
    • Italy
    • Japan
    • Jordan
    • Kuwait
    • Latvia
    • Lebanon
    • Liechtenstein
    • Lithuania
    • Luxembourg
    • Macedonia
    • Malaysia
    • Malta
    • Mexico
    • Moldova
    • Monaco
    • Morocco
    • Netherlands
    • New Zealand
    • Nicosia
    • Northern Ireland
    • Norway
    • Oman
    • Pakistan
    • Philippines
    • Poland
    • Portugal
    • Qatar
    • Romania
    • Russia
    • San Marino
    • Saudi Arabia
    • Scotland
    • Serbia
    • Singapore
    • Slovakia
    • Slovenia
    • South Africa
    • South Korea
    • Spain
    • Sweden
    • Switzerland
    • Syria
    • Taiwan
    • Thailand
    • Tunisia
    • Turkey
    • Ukraine
    • United Arab Emirates
    • United Kingdom
    • Wales

Categories

  • India
  • United States
  • Albania
  • Algeria
  • Andorra
  • Argentina
  • Australia
  • Austria
  • Bahrain
  • Belarus
  • Belgium
  • Bosnia and Herzegovina
  • Bulgaria
  • Canada
  • China
  • Croatia
  • Cyprus
  • Czech Republic
  • Denmark
  • Egypt
  • Estonia
  • Finland
  • France
  • Germany
  • Greece
  • Hong Kong
  • Hungary
  • Iceland
  • Indonesia
  • Ireland
  • Italy
  • Japan
  • Jordan
  • Kuwait
  • Latvia
  • Lebanon
  • Liechtenstein
  • Lithuania
  • Luxembourg
  • Macedonia
  • Malaysia
  • Malta
  • Mexico
  • Moldova
  • Monaco
  • Morocco
  • Netherlands
  • New Zealand
  • Nicosia
  • Northern Ireland
  • Norway
  • Oman
  • Pakistan
  • Philippines
  • Poland
  • Portugal
  • Qatar
  • Romania
  • Russia
  • San Marino
  • Saudi Arabia
  • Scotland
  • Serbia
  • Singapore
  • Slovakia
  • Slovenia
  • South Africa
  • South Korea
  • Spain
  • Sweden
  • Switzerland
  • Syria
  • Taiwan
  • Thailand
  • Tunisia
  • Turkey
  • Ukraine
  • United Arab Emirates
  • United Kingdom
  • Wales

Categories

  • India
  • United States
  • Albania
  • Algeria
  • Andorra
  • Argentina
  • Australia
  • Austria
  • Bahrain
  • Belarus
  • Belgium
  • Bosnia and Herzegovina
  • Bulgaria
  • Canada
  • China
  • Croatia
  • Cyprus
  • Czech Republic
  • Denmark
  • Egypt
  • Estonia
  • Finland
  • France
  • Germany
  • Greece
  • Hong Kong
  • Hungary
  • Iceland
  • Indonesia
  • Ireland
  • Italy
  • Japan
  • Jordan
  • Kuwait
  • Latvia
  • Lebanon
  • Liechtenstein
  • Lithuania
  • Luxembourg
  • Macedonia
  • Malaysia
  • Malta
  • Mexico
  • Moldova
  • Monaco
  • Morocco
  • Netherlands
  • New Zealand
  • Nicosia
  • Northern Ireland
  • Norway
  • Oman
  • Pakistan
  • Philippines
  • Poland
  • Portugal
  • Qatar
  • Romania
  • Russia
  • San Marino
  • Saudi Arabia
  • Scotland
  • Serbia
  • Singapore
  • Slovakia
  • Slovenia
  • South Africa
  • South Korea
  • Spain
  • Sweden
  • Switzerland
  • Syria
  • Taiwan
  • Thailand
  • Tunisia
  • Turkey
  • Ukraine
  • United Arab Emirates
  • United Kingdom
  • Wales

Blogs

  • Victoria
  • K S PUBLIC SCHOOL
  • Aavishkar School
  • Stepping Stones High School
  • Best School in Gondia - MLZS Gondia

Find results in...

Find results that contain...


Date Created

  • Start

    End


Last Updated

  • Start

    End


Filter by number of...

Joined

  • Start

    End


Group


About Me

  1. We are very proud of what we have achieved over the years, and may it continue, with the huge community support in Mtunzini and surrounding areas, we are blessed to have such a great school in such beautiful surroundings. We are grateful for the outstanding community support that has enabled us to achieve so much over the years. Mtunzini Primary school is a school with vision, where each child gets every opportunity to develop to their full potential. Where each pupil can remain an individual a person with potential just waiting to be unlocked by motivated, dedicated, and professional staff. The amazing parental support over the years has ensured that this school has continued to thrive and develop into an institution that has played a valuable role in shaping the lives of many young people. We offer an all-round education, where cultural, sporting, and academic activities are of equal importance for the development of the pupils. The Foundation Phase at Mtunzini Primary School prides its self on instilling values such as honesty, self-discipline, and commitment to sport, class, and homework. Teachers strive to provide a holistic approach allowing each child to achieve their full potential. A team of committed teachers works toward laying a good foundation for further development. We endeavor to build each child’s self-esteem and encourage learning through exploration, discovery, and problem-solving. Our senior Primary Phase aims to equip our pupils with the academic, social, and personal tools needed to excel in the exciting world that awaits them. We encourage our pupils to develop creative, critical thinking, problem-solving, research, and study skills. Our committed, well-qualified class teachers attend regular conferences, courses, and workshops. We also utilize specialist teachers for Drama, Physical Education, Music, Computer Literacy, Afrikaans, and isiZulu. Several external Olympiads and benchmarking assessments are utilized to gauge our academic performance. We are well known for our excellent academic record and are strongly committed to maintaining high standards. There is one English-medium class in each grade and our classrooms are equipped with Smartboards, speakers, and internet access. Our holistic curriculum is CAPS-aligned, offering English (home language), Mathematics, Natural Science, Social Science, Creative Arts, Life Skills, Computer Literacy, and either Afrikaans or isiZulu (first additional language). Technology and Economic Management Science are included in Grade 7. We aim to develop character and resilience in all facets of our pupils. Regular outings are encouraged and each grade attends a camp to allow both emotional and social growth. Caring and cooperation are promoted through the Grade 7 pupils, who apply for leadership portfolios to assist with the effective running of the school. Education has seen vast changes over the last ten years. Not only has the curriculum changes but so have teaching and assessment techniques. The Curriculum and Assessment Policy Statement (CAPS curriculum) aims to encourage “an active and critical approach to learning”.It includes the outcomes of creative problem solving, co-operation, self-management, information handling, communication, responsibility towards society and the environment, and application of knowledge to real-world situations. It aims to develop pupils into aware and competent members of society. Computer-based Extra Maths lessons are offered. The lessons are run by the computer teacher in the computer center and children attend twice a week between 02:00 and 02:30. Several maths programs are used to help learners become more confident with maths concepts covered in class. Readers are Leaders is a computer-based reading program that focuses on reading and comprehension skills. It can be used as a tool to improve these skills but is also a dynamic way of extending learners. Readers are Leaders lessons are held in the Computer center on two afternoons a week between 02:00 and 02:30. These lessons can be organized through the class teacher or directly with the computer teacher. At Mtunzini Primary, the co-curricular program is considered an integral part of the education program offered. Enjoyment, fun, teamwork, and good sportsmanship are of paramount importance and play an important role in social development. At the heart of a good sportsman/sportswoman is a healthy spirit of competitiveness. Coaches attend regular clinics to further their knowledge to ensure children are equipped with the skills and etiquette of the particular sports codes. Interschool fixtures and inter-house fixtures are held each term. Parents are provided with a termly planner of the scheduled events. A wide variety of sporting activities are offered. These include Boys and Girls Cricket, Chess, Tennis, Swimming, Boys, and Girls Hockey, Rugby, Netball, Soccer, Athletics, Cross Country, and Golf. View full school
  2. We are very proud of what we have achieved over the years, and may it continue, with the huge community support in Mtunzini and surrounding areas, we are blessed to have such a great school in such beautiful surroundings. We are grateful for the outstanding community support that has enabled us to achieve so much over the years. Mtunzini Primary school is a school with vision, where each child gets every opportunity to develop to their full potential. Where each pupil can remain an individual a person with potential just waiting to be unlocked by motivated, dedicated, and professional staff. The amazing parental support over the years has ensured that this school has continued to thrive and develop into an institution that has played a valuable role in shaping the lives of many young people. We offer an all-round education, where cultural, sporting, and academic activities are of equal importance for the development of the pupils. The Foundation Phase at Mtunzini Primary School prides its self on instilling values such as honesty, self-discipline, and commitment to sport, class, and homework. Teachers strive to provide a holistic approach allowing each child to achieve their full potential. A team of committed teachers works toward laying a good foundation for further development. We endeavor to build each child’s self-esteem and encourage learning through exploration, discovery, and problem-solving. Our senior Primary Phase aims to equip our pupils with the academic, social, and personal tools needed to excel in the exciting world that awaits them. We encourage our pupils to develop creative, critical thinking, problem-solving, research, and study skills. Our committed, well-qualified class teachers attend regular conferences, courses, and workshops. We also utilize specialist teachers for Drama, Physical Education, Music, Computer Literacy, Afrikaans, and isiZulu. Several external Olympiads and benchmarking assessments are utilized to gauge our academic performance. We are well known for our excellent academic record and are strongly committed to maintaining high standards. There is one English-medium class in each grade and our classrooms are equipped with Smartboards, speakers, and internet access. Our holistic curriculum is CAPS-aligned, offering English (home language), Mathematics, Natural Science, Social Science, Creative Arts, Life Skills, Computer Literacy, and either Afrikaans or isiZulu (first additional language). Technology and Economic Management Science are included in Grade 7. We aim to develop character and resilience in all facets of our pupils. Regular outings are encouraged and each grade attends a camp to allow both emotional and social growth. Caring and cooperation are promoted through the Grade 7 pupils, who apply for leadership portfolios to assist with the effective running of the school. Education has seen vast changes over the last ten years. Not only has the curriculum changes but so have teaching and assessment techniques. The Curriculum and Assessment Policy Statement (CAPS curriculum) aims to encourage “an active and critical approach to learning”.It includes the outcomes of creative problem solving, co-operation, self-management, information handling, communication, responsibility towards society and the environment, and application of knowledge to real-world situations. It aims to develop pupils into aware and competent members of society. Computer-based Extra Maths lessons are offered. The lessons are run by the computer teacher in the computer center and children attend twice a week between 02:00 and 02:30. Several maths programs are used to help learners become more confident with maths concepts covered in class. Readers are Leaders is a computer-based reading program that focuses on reading and comprehension skills. It can be used as a tool to improve these skills but is also a dynamic way of extending learners. Readers are Leaders lessons are held in the Computer center on two afternoons a week between 02:00 and 02:30. These lessons can be organized through the class teacher or directly with the computer teacher. At Mtunzini Primary, the co-curricular program is considered an integral part of the education program offered. Enjoyment, fun, teamwork, and good sportsmanship are of paramount importance and play an important role in social development. At the heart of a good sportsman/sportswoman is a healthy spirit of competitiveness. Coaches attend regular clinics to further their knowledge to ensure children are equipped with the skills and etiquette of the particular sports codes. Interschool fixtures and inter-house fixtures are held each term. Parents are provided with a termly planner of the scheduled events. A wide variety of sporting activities are offered. These include Boys and Girls Cricket, Chess, Tennis, Swimming, Boys, and Girls Hockey, Rugby, Netball, Soccer, Athletics, Cross Country, and Golf.
  3. The absence of an English Primary School in the North inspired the major task of canvassing for, and eventually the building of, Northridge Primary School in 1974. Thanks to the efforts of an extremely hardworking, dedicated group of Sinoville parents under the leadership of Mrs. Anne Bouwer the school opened, officially, on 11 May 1976. The school opened to an enrolment of some 229 learners from Grade 1 to Grade 4. Today the school boasts a complement of 1204 learners with classes including Grades R to Grade 7. Northridge Primary School uses the School Communicator as our primary means of communication with parents. The School Calendar, various resources (Newsletters, etc), as well as selected homework, are posted on the Communicator. Please download it today, so that you can stay up to date with school events. In the Foundation Phase discipline is the responsibility of the class teacher and, on occasion, other teachers with whom the learner comes in contact. Most discipline takes the form of a warning or reprimand but on occasion, a learner needs to receive a firmer consequence and in these cases, a black dot will be issued. Should a learner accumulate 5 black dots he/she will be required to attend a detention on a Friday afternoon. A detention letter will be sent home advising parents of this action. A reward system is also in place to encourage and reinforce positive, desired behavior. Rewards come in the form of stickers on the chart. Once a learner receives 5 stickers in Grades 1-2 he/she will be allowed to wear civvies on a Friday. Grade 3 learners must accumulate 10 stickers to be able to wear civvies on a Friday. Parents will be advised on which day the learner may wear civvies. In the INTERSEC PHASE discipline is encouraged and reinforced through the use of a merit and demerit system. Positive behavior and good work are rewarded by the awarding of merits. As learners accumulate merits they are further rewarded with certificates, civvies, tuckshop vouchers, trips to the cinema, and the top merit earners are taken on an outing at the end of the year. Undesirable behavior is discouraged by the issuing of demerits. This is usually only done after a learner has been warned. Once a learner has received 5 demerits he/she will be required to attend a detention on a Friday from 1:35 to 3:30 p.m. Should a learner continue to receive detentions it will be taken that he/she is non-compliant with our discipline structure and parents will be required to attend a meeting with the principal and the learner’s educators. Further failure to comply will result in the learner and his /her parents attending a meeting with the SGB. Learners who continually flaunt the rules will be excluded from excursions and camps as a child who cannot behave in the classroom could prove to be a risk and an embarrassment when out of the confines of the school environment. Northridge Primary has an Aftercare Centre which caters to learners who cannot go home directly after school. In the Aftercare Centre learners are provided with a nutritious lunch and their homework is supervised daily from Monday to Thursday. The Aftercare Centre is open until 17:30 (5:30 pm) by which time all learners should have been collected unless special arrangements were made with the manager of the Aftercare Centre. The Aftercare Centre does not operate in school holidays nor on public holidays. Fees are determined each year and are payable in advance at the beginning of each month. At Northridge Primary School we offer a wide variety of extra-mural activities. We cater to the sporty child as well as the cultural child. The cultural activities are done throughout the year: Drum Majorettes, Eco Club, Chef Club, Marimba Band, Bible club, Comfort Zone, Brotherhood, Inside-out Club, Science Club. An extra-mural timetable goes out at the beginning of each term which indicates on what day and at what time the extramural activity starts and ends. View full school
  4. The absence of an English Primary School in the North inspired the major task of canvassing for, and eventually the building of, Northridge Primary School in 1974. Thanks to the efforts of an extremely hardworking, dedicated group of Sinoville parents under the leadership of Mrs. Anne Bouwer the school opened, officially, on 11 May 1976. The school opened to an enrolment of some 229 learners from Grade 1 to Grade 4. Today the school boasts a complement of 1204 learners with classes including Grades R to Grade 7. Northridge Primary School uses the School Communicator as our primary means of communication with parents. The School Calendar, various resources (Newsletters, etc), as well as selected homework, are posted on the Communicator. Please download it today, so that you can stay up to date with school events. In the Foundation Phase discipline is the responsibility of the class teacher and, on occasion, other teachers with whom the learner comes in contact. Most discipline takes the form of a warning or reprimand but on occasion, a learner needs to receive a firmer consequence and in these cases, a black dot will be issued. Should a learner accumulate 5 black dots he/she will be required to attend a detention on a Friday afternoon. A detention letter will be sent home advising parents of this action. A reward system is also in place to encourage and reinforce positive, desired behavior. Rewards come in the form of stickers on the chart. Once a learner receives 5 stickers in Grades 1-2 he/she will be allowed to wear civvies on a Friday. Grade 3 learners must accumulate 10 stickers to be able to wear civvies on a Friday. Parents will be advised on which day the learner may wear civvies. In the INTERSEC PHASE discipline is encouraged and reinforced through the use of a merit and demerit system. Positive behavior and good work are rewarded by the awarding of merits. As learners accumulate merits they are further rewarded with certificates, civvies, tuckshop vouchers, trips to the cinema, and the top merit earners are taken on an outing at the end of the year. Undesirable behavior is discouraged by the issuing of demerits. This is usually only done after a learner has been warned. Once a learner has received 5 demerits he/she will be required to attend a detention on a Friday from 1:35 to 3:30 p.m. Should a learner continue to receive detentions it will be taken that he/she is non-compliant with our discipline structure and parents will be required to attend a meeting with the principal and the learner’s educators. Further failure to comply will result in the learner and his /her parents attending a meeting with the SGB. Learners who continually flaunt the rules will be excluded from excursions and camps as a child who cannot behave in the classroom could prove to be a risk and an embarrassment when out of the confines of the school environment. Northridge Primary has an Aftercare Centre which caters to learners who cannot go home directly after school. In the Aftercare Centre learners are provided with a nutritious lunch and their homework is supervised daily from Monday to Thursday. The Aftercare Centre is open until 17:30 (5:30 pm) by which time all learners should have been collected unless special arrangements were made with the manager of the Aftercare Centre. The Aftercare Centre does not operate in school holidays nor on public holidays. Fees are determined each year and are payable in advance at the beginning of each month. At Northridge Primary School we offer a wide variety of extra-mural activities. We cater to the sporty child as well as the cultural child. The cultural activities are done throughout the year: Drum Majorettes, Eco Club, Chef Club, Marimba Band, Bible club, Comfort Zone, Brotherhood, Inside-out Club, Science Club. An extra-mural timetable goes out at the beginning of each term which indicates on what day and at what time the extramural activity starts and ends.
  5. Springfield Primary School was originally built on Springfield Road in Belfast in 1910. The building is of traditional red-brick design comprising some architectural features typical of that “old Belfast”. It is of excellent condition and has been carefully preserved over the years. It has eight rooms one is used for each of the primaries 1-7 and the other one is used for the playgroup. The inside of the building is bright and attractive with many displays of the children’s work. “Pastoral care is concerned with promoting pupils’ personal and social development and fostering positive attitudes through the quality of teaching and learning through the nature of relationships amongst pupils, teachers and other adults in the school through arrangements for monitoring pupils’ overall progress, academic, personal and social through specific pastoral structures and support systems and extra-curricular activities and the school ethos. Pastoral care accordingly should help a school to achieve success.” At Springfield, we are trying to improve our carbon footprint by becoming more eco-friendly. We have set up an Eco-Committee to help us make our school more eco-friendly and in turn help the environment. The Eco Committee has drawn up an action plan that will help us to reduce our food waste and to recycle more in our classes. All members of staff have responsibilities for the general welfare of pupils. In addition, a formal pastoral structure exists to care for pupils in particular ways. The Management of the school will support class teachers in their efforts to achieve the aims of the pastoral care policy. They will assist the pastoral care coordinator to monitor and evaluate the effectiveness of the policy. The school has a 'Drugs Education Policy' as required by DENI. The school also has a Policy on the 'Use of Reasonable Force.'The program intends to give the children information that is relevant to their age and level of understanding and might help them to make rational and informed choices, recognizing that the influence of the school is extremely limited as compared to either society or peer pressure. View full school
  6. Springfield Primary School was originally built on Springfield Road in Belfast in 1910. The building is of traditional red-brick design comprising some architectural features typical of that “old Belfast”. It is of excellent condition and has been carefully preserved over the years. It has eight rooms one is used for each of the primaries 1-7 and the other one is used for the playgroup. The inside of the building is bright and attractive with many displays of the children’s work. “Pastoral care is concerned with promoting pupils’ personal and social development and fostering positive attitudes through the quality of teaching and learning through the nature of relationships amongst pupils, teachers and other adults in the school through arrangements for monitoring pupils’ overall progress, academic, personal and social through specific pastoral structures and support systems and extra-curricular activities and the school ethos. Pastoral care accordingly should help a school to achieve success.” At Springfield, we are trying to improve our carbon footprint by becoming more eco-friendly. We have set up an Eco-Committee to help us make our school more eco-friendly and in turn help the environment. The Eco Committee has drawn up an action plan that will help us to reduce our food waste and to recycle more in our classes. All members of staff have responsibilities for the general welfare of pupils. In addition, a formal pastoral structure exists to care for pupils in particular ways. The Management of the school will support class teachers in their efforts to achieve the aims of the pastoral care policy. They will assist the pastoral care coordinator to monitor and evaluate the effectiveness of the policy. The school has a 'Drugs Education Policy' as required by DENI. The school also has a Policy on the 'Use of Reasonable Force.'The program intends to give the children information that is relevant to their age and level of understanding and might help them to make rational and informed choices, recognizing that the influence of the school is extremely limited as compared to either society or peer pressure.
  7. A new academic year welcomes you all to a dynamic and challenging educational experience. Together we will build a concrete basis by experimenting and investing our knowledge to expand our horizon and empower our future.Looking forward to a bright future would be the key that will boost and energize your true potential. Hence, your worries and self-doubts of the upcoming events will diminish and fade away with your awareness of choices.At Makassed KSPS, we will dive into a new beginning, and together, we will get on a new journey full of creativity, exploration, and imagination. This journey will transcend your school learning to nurture and foster your global thinking and experiences. At Makassed Khalil Shehab Primary School we believe in building up learners who will be sincere to God, the Prophet, and their parents. We are committed to offering modern education to our learners through innovative teaching methods to make them competent in Language Art, Sciences, and technology skills with devotion to Makassed, the nation, and Arab affiliation. Makassed Khalil Shehab Primary School strives to develop learners’ minds and characters to become global, creative, and responsible. It builds young citizens capable of facing future challenges fully endowed with the culture of ethics and nationalism. Khalil Shehab School's vision is to promote the strength of character through the development of personal responsibility and integrity. It strengthens the ability to learn and grow in a culturally diverse and technologically advanced society. It emphasizes both academic attainment and character development.The primary goals of Khalil Shehab School are intellectual endeavor and achievement. It also believes that a well-rounded education includes experiences in the arts, athletics, and a variety of extra-curricular activities. Khalil Shehab School believes that every student is and will continue to be part of a community and, therefore, seeks to strengthen his or her moral responsibility. Khalil Shehab School belongs to the Makassed Philanthropic Islamic Association of Beirut offering Kindergarten as primary education for the less privileged community in Beirut. Khalil Shehab Primary School was established By Makassed Philanthropic Islamic Association 45 years ago on a donated property by the family of Mr. Khalil Shehab, a citizen of Beirut.We offer through our distinctive curriculum and various programs high standards and quality teaching. Together with our qualified and well-trained staff, we implement new approaches that enhance the students' achievements, performance, and creativity. Khalil Shehab Pre-School KG to Grade 1 +961 805857 View full school
  8. A new academic year welcomes you all to a dynamic and challenging educational experience. Together we will build a concrete basis by experimenting and investing our knowledge to expand our horizon and empower our future.Looking forward to a bright future would be the key that will boost and energize your true potential. Hence, your worries and self-doubts of the upcoming events will diminish and fade away with your awareness of choices.At Makassed KSPS, we will dive into a new beginning, and together, we will get on a new journey full of creativity, exploration, and imagination. This journey will transcend your school learning to nurture and foster your global thinking and experiences. At Makassed Khalil Shehab Primary School we believe in building up learners who will be sincere to God, the Prophet, and their parents. We are committed to offering modern education to our learners through innovative teaching methods to make them competent in Language Art, Sciences, and technology skills with devotion to Makassed, the nation, and Arab affiliation. Makassed Khalil Shehab Primary School strives to develop learners’ minds and characters to become global, creative, and responsible. It builds young citizens capable of facing future challenges fully endowed with the culture of ethics and nationalism. Khalil Shehab School's vision is to promote the strength of character through the development of personal responsibility and integrity. It strengthens the ability to learn and grow in a culturally diverse and technologically advanced society. It emphasizes both academic attainment and character development.The primary goals of Khalil Shehab School are intellectual endeavor and achievement. It also believes that a well-rounded education includes experiences in the arts, athletics, and a variety of extra-curricular activities. Khalil Shehab School believes that every student is and will continue to be part of a community and, therefore, seeks to strengthen his or her moral responsibility. Khalil Shehab School belongs to the Makassed Philanthropic Islamic Association of Beirut offering Kindergarten as primary education for the less privileged community in Beirut. Khalil Shehab Primary School was established By Makassed Philanthropic Islamic Association 45 years ago on a donated property by the family of Mr. Khalil Shehab, a citizen of Beirut.We offer through our distinctive curriculum and various programs high standards and quality teaching. Together with our qualified and well-trained staff, we implement new approaches that enhance the students' achievements, performance, and creativity. Khalil Shehab Pre-School KG to Grade 1 +961 805857
  9. Learning is underpinned by Inquiry and Critical & Creative Thinking View full school
  10. Learning is underpinned by Inquiry and Critical & Creative Thinking
  11. The Hurstbridge Learning Co-operative is a parent-run, alternative primary school situated in beautiful bushland close to the township of Hurstbridge, Victoria. Established in 1973, the Co-op is a community of families committed to providing the resources and experiences needed to create a more stimulating alternative to the mainstream classroom. We believe that every member of the community can contribute to the learning and raising of its children. At Co-op, children are given a true voice. They work alongside their friends, parents, and teachers to develop their unique passions. Enrollments are kept to around thirty children. The intimate size of the Co-op creates a community much like an extended family. The Co-op values play and child-inspired learning. Child-inspired learning creates an environment where parents learn also, not only from the children but from each other as well. The very name ‘the Co-op” acknowledges this reciprocal effect. Activities and projects provide opportunities for parents and children to participate and learn together. Excursions, camps, and visitors to the school enhance this shared experience of learning. We believe that, when provided with a positive and supportive environment, children have a natural curiosity and desire to learn. Natural curiosity and passion are at the heart of both the teaching and learning philosophy at the Co-op. Co-op is seen to be part of a life-long learning process, which doesn’t start and finish with the school day. The aim is to respect each child, accept their individual development and recognize the child’s ownership of their learning. We also support non-authoritarian conflict resolution processes that respect differences and empower the children to develop solutions that meet everyone’s needs. The Learning Co-operative is committed to the fundamental belief that all individuals are unique and, as such, we each have our unique learning agenda and preferred ways of learning. We, therefore, strive to create an environment where children are free to explore their creativity and individuality and those of others. Choice, co-operation, open-mindedness, non-judgemental attitudes, wonder, and curiosity are defining features of the learning environment. We are committed to the principles of self-awareness and empowerment where individuals have input into their learning and personal development. We are committed to the process of consensus, where each individual believes that their opinion, thoughts, or feelings are respected, acknowledged, and validated and they have an obligation to both express and articulate their needs and views and listen to others do the same. We are committed to creating an environment that is nurturing and caring of the individual both in times of achievement and in times of struggle. We are committed to an environment that fosters and promotes a love of learning, sharing, and collaboration, peace, and non-violence. We believe that good education must enhance our humanity and foster the values that will enable us to live in harmony with our fellow human beings and with our environment. Education must focus on the person as ‘person’ and not just as ‘student’. We believe that the Learning Co-operative is a diverse environment. We are inspired by and committed to, this diversity. We believe it is integral to our philosophy and fundamental principles. These principles are tolerance, patience, understanding, forgiveness, cooperation, respect, trust, compassion, diversity for oneself and the community in which we live, consensus, empowerment, and personal integrity. We believe that an environment and community that aspires to these principles can create a place where children will develop a strong sense of self, as well as empathy for others. We believe that this then will enable children to pursue their natural curiosity, wonder, and inquiry and help them develop their clear values and visions for life. View full school
  12. The Hurstbridge Learning Co-operative is a parent-run, alternative primary school situated in beautiful bushland close to the township of Hurstbridge, Victoria. Established in 1973, the Co-op is a community of families committed to providing the resources and experiences needed to create a more stimulating alternative to the mainstream classroom. We believe that every member of the community can contribute to the learning and raising of its children. At Co-op, children are given a true voice. They work alongside their friends, parents, and teachers to develop their unique passions. Enrollments are kept to around thirty children. The intimate size of the Co-op creates a community much like an extended family. The Co-op values play and child-inspired learning. Child-inspired learning creates an environment where parents learn also, not only from the children but from each other as well. The very name ‘the Co-op” acknowledges this reciprocal effect. Activities and projects provide opportunities for parents and children to participate and learn together. Excursions, camps, and visitors to the school enhance this shared experience of learning. We believe that, when provided with a positive and supportive environment, children have a natural curiosity and desire to learn. Natural curiosity and passion are at the heart of both the teaching and learning philosophy at the Co-op. Co-op is seen to be part of a life-long learning process, which doesn’t start and finish with the school day. The aim is to respect each child, accept their individual development and recognize the child’s ownership of their learning. We also support non-authoritarian conflict resolution processes that respect differences and empower the children to develop solutions that meet everyone’s needs. The Learning Co-operative is committed to the fundamental belief that all individuals are unique and, as such, we each have our unique learning agenda and preferred ways of learning. We, therefore, strive to create an environment where children are free to explore their creativity and individuality and those of others. Choice, co-operation, open-mindedness, non-judgemental attitudes, wonder, and curiosity are defining features of the learning environment. We are committed to the principles of self-awareness and empowerment where individuals have input into their learning and personal development. We are committed to the process of consensus, where each individual believes that their opinion, thoughts, or feelings are respected, acknowledged, and validated and they have an obligation to both express and articulate their needs and views and listen to others do the same. We are committed to creating an environment that is nurturing and caring of the individual both in times of achievement and in times of struggle. We are committed to an environment that fosters and promotes a love of learning, sharing, and collaboration, peace, and non-violence. We believe that good education must enhance our humanity and foster the values that will enable us to live in harmony with our fellow human beings and with our environment. Education must focus on the person as ‘person’ and not just as ‘student’. We believe that the Learning Co-operative is a diverse environment. We are inspired by and committed to, this diversity. We believe it is integral to our philosophy and fundamental principles. These principles are tolerance, patience, understanding, forgiveness, cooperation, respect, trust, compassion, diversity for oneself and the community in which we live, consensus, empowerment, and personal integrity. We believe that an environment and community that aspires to these principles can create a place where children will develop a strong sense of self, as well as empathy for others. We believe that this then will enable children to pursue their natural curiosity, wonder, and inquiry and help them develop their clear values and visions for life.
  13. Choosing the right school for your child is vitally important. We all want the very best education for our children whilst ensuring that they are safe, happy, feel secure and develop a love of learning. At St. Illtyd's we pride ourselves on the academic progress our pupils make but we are equally proud of the atmosphere, care, and co-operation which is at the heart of the school. Our committed staff works together with the children, parents, governors, parish, and the wider community to help every pupil to nurture their gifts and talents and fulfill their potential. We offer a broad, balanced, skills-led curriculum delivered and supported by a team of dedicated and professional staff in an exciting, happy, rewarding, and fulfilling atmosphere and environment. We are privileged to be the Executive Headteacher of St. Illtyd's and look forward to working with you in the future. We hope that you enjoy your visit to our website and that you find any information you are looking for. Our school values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. The Rights Respecting Schools Award (RRSA) recognizes achievement in putting the United Nations Convention on the Rights of the Child (CRC) at the heart of a school’s planning, policies, practice, and ethos. In St. Mary’s & St. Illtyd’s, we continue to strengthen our relationship with Jesus and see rights as the foundation of what we do in school. We want our children to demonstrate and model rights respecting behaviors so that they can make a difference. As a rights-respecting school, we not only teach about children’s rights but also model rights and respect in all its relationships: between teachers/adults and pupils, between adults and between pupils. View full school
  14. Choosing the right school for your child is vitally important. We all want the very best education for our children whilst ensuring that they are safe, happy, feel secure and develop a love of learning. At St. Illtyd's we pride ourselves on the academic progress our pupils make but we are equally proud of the atmosphere, care, and co-operation which is at the heart of the school. Our committed staff works together with the children, parents, governors, parish, and the wider community to help every pupil to nurture their gifts and talents and fulfill their potential. We offer a broad, balanced, skills-led curriculum delivered and supported by a team of dedicated and professional staff in an exciting, happy, rewarding, and fulfilling atmosphere and environment. We are privileged to be the Executive Headteacher of St. Illtyd's and look forward to working with you in the future. We hope that you enjoy your visit to our website and that you find any information you are looking for. Our school values are at the core of everything we do. They underpin our teaching and learning and provide an environment that prepares our pupils as confident, happy citizens. The Rights Respecting Schools Award (RRSA) recognizes achievement in putting the United Nations Convention on the Rights of the Child (CRC) at the heart of a school’s planning, policies, practice, and ethos. In St. Mary’s & St. Illtyd’s, we continue to strengthen our relationship with Jesus and see rights as the foundation of what we do in school. We want our children to demonstrate and model rights respecting behaviors so that they can make a difference. As a rights-respecting school, we not only teach about children’s rights but also model rights and respect in all its relationships: between teachers/adults and pupils, between adults and between pupils.
  15. The International Primary School - Insight School is the oldest international school in St Petersburg has been operating since 2001. Originally, the school was created so that English-speaking children of expatriate parents in Saint Petersburg could receive the same education as if they were in England. The UK national curriculum allows each child to continue the education process in the UK or any British school in the world. The well-established UK National Curriculum is used throughout the school. The curriculum uses a program of study that any UK school will be familiar with, using textbooks and widely recognized resources that would be found in any UK Primary School). The supervision and guidance of ‘The UK National Curriculum (EYFS, KS1 &KS2)’ are by the Education Consultancy @school-in-UK Ltd led by an experienced past Headmaster and ISI Inspector. Lessons are monitored and children’s learning and progress are rigorously assessed using Standardised tests used throughout the UK. This enables pupils to seamlessly continue their studies wherever the British Education system is used. Insight International School teachers are fully native English speakers with extensive experience. Classes are of mixed nationality so Russian pupils and children of expatriate parents who do not speak Russian study together. We communicate only in English throughout the school day. This encourages pupils to quickly master the English language and effectively learn through the medium of English all elements of the UK National Curriculum. The traditional four weeks of additional study in England by pupils of Insight International School at St John’s School, Sidmouth is of immense value. Children live in carefully selected local cottages a short distance from the school in the quintessential English seaside town in East Devon. On school days they study besides their English counterparts fully immersed in all lessons. They also participate in the extensive after-school extra-curricula program. The weekend program includes visiting places of historical and cultural interest, as well as famous sights and entertainment venues. The time in England improves language skills immeasurably as well as giving children unforgettable memories. In addition to the development of academic abilities and a unique level of English, we allow pupils to develop their intellectual, creative, emotional, and physical talents. Included in our curriculum are chess, French, History of St Petersburg, judo, athletics, singing, mental mathematics, speech therapy, art, choreography, drama, skiing, football, and PSHE. Theatre arts are an integral part of the curriculum at Insight International School. Drama lessons contribute to the full development of the individual with children gaining confidence and poise as a result. Lessons enable children to speak in public with confidence. Lessons also contribute significantly to the English speaking skills of children. The result of the lessons is spectacular musical performances held on stage at The Music Hall Theatre in St Petersburg. All our pupils participate in the performances during which they demonstrate their vocal, dancing and acting talents. The school is located in a beautiful park on the banks of the river. Children enjoy clean air and are surrounded by a natural environment. Children enjoy two daily walking sessions, outdoor sports, and a Physical Education program. Substantial and healthy meals are served four times a day using fresh ingredients. We do not use convenience foods and meals are prepared on-site. View full school
  16. The International Primary School - Insight School is the oldest international school in St Petersburg has been operating since 2001. Originally, the school was created so that English-speaking children of expatriate parents in Saint Petersburg could receive the same education as if they were in England. The UK national curriculum allows each child to continue the education process in the UK or any British school in the world. The well-established UK National Curriculum is used throughout the school. The curriculum uses a program of study that any UK school will be familiar with, using textbooks and widely recognized resources that would be found in any UK Primary School). The supervision and guidance of ‘The UK National Curriculum (EYFS, KS1 &KS2)’ are by the Education Consultancy @school-in-UK Ltd led by an experienced past Headmaster and ISI Inspector. Lessons are monitored and children’s learning and progress are rigorously assessed using Standardised tests used throughout the UK. This enables pupils to seamlessly continue their studies wherever the British Education system is used. Insight International School teachers are fully native English speakers with extensive experience. Classes are of mixed nationality so Russian pupils and children of expatriate parents who do not speak Russian study together. We communicate only in English throughout the school day. This encourages pupils to quickly master the English language and effectively learn through the medium of English all elements of the UK National Curriculum. The traditional four weeks of additional study in England by pupils of Insight International School at St John’s School, Sidmouth is of immense value. Children live in carefully selected local cottages a short distance from the school in the quintessential English seaside town in East Devon. On school days they study besides their English counterparts fully immersed in all lessons. They also participate in the extensive after-school extra-curricula program. The weekend program includes visiting places of historical and cultural interest, as well as famous sights and entertainment venues. The time in England improves language skills immeasurably as well as giving children unforgettable memories. In addition to the development of academic abilities and a unique level of English, we allow pupils to develop their intellectual, creative, emotional, and physical talents. Included in our curriculum are chess, French, History of St Petersburg, judo, athletics, singing, mental mathematics, speech therapy, art, choreography, drama, skiing, football, and PSHE. Theatre arts are an integral part of the curriculum at Insight International School. Drama lessons contribute to the full development of the individual with children gaining confidence and poise as a result. Lessons enable children to speak in public with confidence. Lessons also contribute significantly to the English speaking skills of children. The result of the lessons is spectacular musical performances held on stage at The Music Hall Theatre in St Petersburg. All our pupils participate in the performances during which they demonstrate their vocal, dancing and acting talents. The school is located in a beautiful park on the banks of the river. Children enjoy clean air and are surrounded by a natural environment. Children enjoy two daily walking sessions, outdoor sports, and a Physical Education program. Substantial and healthy meals are served four times a day using fresh ingredients. We do not use convenience foods and meals are prepared on-site.
  17. Curriculum: IPC Kendale is a small but dynamic school that provides a safe, supportive and caring environment where a dedicated staff guides children towards the acquisition of knowledge, skills, and confidence, the necessary foundations for a life-long love of learning. Academic progress is, of course, of supreme importance and we at Kendale believe that is best achieved in a warm, caring, and non-institutional atmosphere where feelings of security and self-confidence facilitate the learning process. We believe it is important to strengthen the ties between family and community values with special emphasis on the value of respect for others as well as for oneself. Kendale's happy family environment ensures that the child is never "lost in the crowd" but is nurtured emotionally and intellectually by qualified and loving staff. All classroom teachers are fully qualified and have English as their mother tongue. Our teachers are enthusiastic and dedicated. They are skilled in devising a variety of stimulating and carefully prepared approaches to the many topics and activities which comprise the curriculum. They understand the importance of encouraging the children's natural curiosity and of helping them to freely express their personalities within the framework of each assignment. Children who frequent international schools today are the international citizens and potential leaders of tomorrow. It is therefore essential for these children to gain the linguistic freedom that leads to insight and flexibility in the understanding of other cultures. To meet this need, Kendale, in addition to its strong English program, provides a comprehensive course in the Italian language and also offers an introductory French language course for children of 7 years and over. Reading and writing in English are begun at about age 5. The mathematics program not only includes thorough training in basic skills but encourages flexibility of thought and openness to different approaches in problem-solving situations. Investigation and deduction as well as the application of mathematical concepts to practical experience are strongly emphasized. At Kendale, each child is guided towards developing a close, personal relationship to music. The program is based on the Dalcroze method which develops each child's innate musicality and creativity through spontaneous and active participation. The program includes singing, folk dancing, rhythmic and creative movement as well as technique and improvisation with percussion instruments. View full school
  18. Curriculum: IPC Kendale is a small but dynamic school that provides a safe, supportive and caring environment where a dedicated staff guides children towards the acquisition of knowledge, skills, and confidence, the necessary foundations for a life-long love of learning. Academic progress is, of course, of supreme importance and we at Kendale believe that is best achieved in a warm, caring, and non-institutional atmosphere where feelings of security and self-confidence facilitate the learning process. We believe it is important to strengthen the ties between family and community values with special emphasis on the value of respect for others as well as for oneself. Kendale's happy family environment ensures that the child is never "lost in the crowd" but is nurtured emotionally and intellectually by qualified and loving staff. All classroom teachers are fully qualified and have English as their mother tongue. Our teachers are enthusiastic and dedicated. They are skilled in devising a variety of stimulating and carefully prepared approaches to the many topics and activities which comprise the curriculum. They understand the importance of encouraging the children's natural curiosity and of helping them to freely express their personalities within the framework of each assignment. Children who frequent international schools today are the international citizens and potential leaders of tomorrow. It is therefore essential for these children to gain the linguistic freedom that leads to insight and flexibility in the understanding of other cultures. To meet this need, Kendale, in addition to its strong English program, provides a comprehensive course in the Italian language and also offers an introductory French language course for children of 7 years and over. Reading and writing in English are begun at about age 5. The mathematics program not only includes thorough training in basic skills but encourages flexibility of thought and openness to different approaches in problem-solving situations. Investigation and deduction as well as the application of mathematical concepts to practical experience are strongly emphasized. At Kendale, each child is guided towards developing a close, personal relationship to music. The program is based on the Dalcroze method which develops each child's innate musicality and creativity through spontaneous and active participation. The program includes singing, folk dancing, rhythmic and creative movement as well as technique and improvisation with percussion instruments.
  19. St James’s Primary School is a safe, happy, and friendly place where our children are given every opportunity to develop and grow physically, spiritually, intellectually, and socially. We aim to be a center of academic excellence with great concern for children at risk. We strive to ensure that we discover at least one strength of each child before they leave our care. Our school aims to instill in all our pupils a great sense of worth and uniqueness, thereby enabling them to develop to their full potential. Our school welcomes parent involvement and participation at every level through the Parent’s Association, Board of Management, and Home School Liaison Activities. Creativity in the classroom grew out of the Canal Communities Partnership’s attempt to address social and educational disadvantage dynamically, with the hope of eventually impacting on early school leaving endemic in our area. As a result of consultation with local schools, it was felt that through the visual arts children could be allowed to have new learning experiences and exposure to learning creatively and at the same time exploring concepts and ways of working individually and collectively. The project runs for thirty weeks in total in each of the six schools. This is divided into three groups of ten-week sessions. Therefore, three classes in each school are facilitated each year. The basic materials used are paint, clay, fabric and fiber, chalk, and oil pastels. Each school receives a budget for materials, documentation, and transport. View full school
  20. St James’s Primary School is a safe, happy, and friendly place where our children are given every opportunity to develop and grow physically, spiritually, intellectually, and socially. We aim to be a center of academic excellence with great concern for children at risk. We strive to ensure that we discover at least one strength of each child before they leave our care. Our school aims to instill in all our pupils a great sense of worth and uniqueness, thereby enabling them to develop to their full potential. Our school welcomes parent involvement and participation at every level through the Parent’s Association, Board of Management, and Home School Liaison Activities. Creativity in the classroom grew out of the Canal Communities Partnership’s attempt to address social and educational disadvantage dynamically, with the hope of eventually impacting on early school leaving endemic in our area. As a result of consultation with local schools, it was felt that through the visual arts children could be allowed to have new learning experiences and exposure to learning creatively and at the same time exploring concepts and ways of working individually and collectively. The project runs for thirty weeks in total in each of the six schools. This is divided into three groups of ten-week sessions. Therefore, three classes in each school are facilitated each year. The basic materials used are paint, clay, fabric and fiber, chalk, and oil pastels. Each school receives a budget for materials, documentation, and transport.
  21. We are a warm and welcoming primary school in the heart of Dublin 7. We cater for boys and girls from Junior Infants to 1st class and girls only from 2nd to 6th class. There are over 300 pupils in our school. We promote a caring and holistic approach to education, focusing on the development of the full potential of each pupil. On the 1st of September 2014, we opened the doors to our fabulous new school building. That morning the excitement and heartfelt buzz could be felt amongst pupils, parents, and staff alike. It was a great day for the community. Therefore, to say we are proud of our new school is an understatement! Throughout the school, we have state-of-the-art facilities to offer to our pupils and the local community. The fantastic facilities in our school give each child the best opportunity to reach their potential and thrive in a safe, warm, happy environment. The school was opened by the Religious Sisters of Charity on 2nd October 1867. It is situated on Manor Street in the Parish of the Holy Family, Aughrim Street, Dublin 7. Mary Aikenhead, who founded the Congregation in 1815 to respond to the needs of the time, lived in the original convent in Stanhope Street from 1819 to 1826. Although the school has a Catholic ethos, it welcomes pupils of all faiths and none. It is a friendly, hospitable place where pupils, staff, and parents experience a sense of belonging. The original school building which dates back to 1867, was demolished in March 2010. On 1st May 2013, work began on the new school building, and on 1st September 2014, the new school was ready to open its doors to staff and pupils. View full school
  22. We are a warm and welcoming primary school in the heart of Dublin 7. We cater for boys and girls from Junior Infants to 1st class and girls only from 2nd to 6th class. There are over 300 pupils in our school. We promote a caring and holistic approach to education, focusing on the development of the full potential of each pupil. On the 1st of September 2014, we opened the doors to our fabulous new school building. That morning the excitement and heartfelt buzz could be felt amongst pupils, parents, and staff alike. It was a great day for the community. Therefore, to say we are proud of our new school is an understatement! Throughout the school, we have state-of-the-art facilities to offer to our pupils and the local community. The fantastic facilities in our school give each child the best opportunity to reach their potential and thrive in a safe, warm, happy environment. The school was opened by the Religious Sisters of Charity on 2nd October 1867. It is situated on Manor Street in the Parish of the Holy Family, Aughrim Street, Dublin 7. Mary Aikenhead, who founded the Congregation in 1815 to respond to the needs of the time, lived in the original convent in Stanhope Street from 1819 to 1826. Although the school has a Catholic ethos, it welcomes pupils of all faiths and none. It is a friendly, hospitable place where pupils, staff, and parents experience a sense of belonging. The original school building which dates back to 1867, was demolished in March 2010. On 1st May 2013, work began on the new school building, and on 1st September 2014, the new school was ready to open its doors to staff and pupils.
  23. St. Brigid’s, The Coombe was established in 1887 by the Holy Faith Sisters and remained as a Holy Faith school until 2008 when we moved into our long-awaited new school building which is adjacent to the old school building on The Coombe. It is now a Catholic school in the parish of Francis Street and continues to promote the Christian and caring ethos of the Holy Faith order. Under the guidance of and in partnership with the very active parish administrator of Francis St., we facilitate and prepare those children who wish to receive the sacraments of Penance, Communion, and Confirmation. We strive to create an awareness of social justice among our school community. Therefore, we encourage everyone to contribute to people in need, at local and international levels. During Lent and Advent, we promote the work of Trócaire and support the many projects for Muslim, Hindu, and Christian communities in the Developing World. In December, we raise money for our local charity, Penny Dinners, when teaching staff and children carol sing in Thomas Street. Our school also participates in the Our World Irish Aid Awards and this enables the pupils to explore global issues. The school is run by an active and very involved Board of Management who meet at least five times a year. Quoting from our latest Whole School Evaluation report: “The board of management functions very effectively…The board is highly responsive to the school’s needs…Their work is carried out in a spirit of collegiality…There are very good channels of communication in place” At St. Brigid’s we have a very committed staff of twenty teachers, two SNAs, and ancillary staff. This also includes a Home School Community Liaison teacher. We also work closely with four traffic wardens assigned to our school. Early Start is our pre-school year at St. Brigid’s Primary School. It is for children aged three to four who live in The Coombe and its surrounding area. The scheme is funded by The Department of Education and Skills and is run by a fully qualified primary school teacher and a childcare worker. Each session is two and a half hours long and facilitates a group of 15 children. The rich and varied opportunities of Early Start provide many learning contexts in which the children can play and develop their cognitive, language, personal, emotional, social, aesthetic, and imaginative lives. View full school
  24. St. Brigid’s, The Coombe was established in 1887 by the Holy Faith Sisters and remained as a Holy Faith school until 2008 when we moved into our long-awaited new school building which is adjacent to the old school building on The Coombe. It is now a Catholic school in the parish of Francis Street and continues to promote the Christian and caring ethos of the Holy Faith order. Under the guidance of and in partnership with the very active parish administrator of Francis St., we facilitate and prepare those children who wish to receive the sacraments of Penance, Communion, and Confirmation. We strive to create an awareness of social justice among our school community. Therefore, we encourage everyone to contribute to people in need, at local and international levels. During Lent and Advent, we promote the work of Trócaire and support the many projects for Muslim, Hindu, and Christian communities in the Developing World. In December, we raise money for our local charity, Penny Dinners, when teaching staff and children carol sing in Thomas Street. Our school also participates in the Our World Irish Aid Awards and this enables the pupils to explore global issues. The school is run by an active and very involved Board of Management who meet at least five times a year. Quoting from our latest Whole School Evaluation report: “The board of management functions very effectively…The board is highly responsive to the school’s needs…Their work is carried out in a spirit of collegiality…There are very good channels of communication in place” At St. Brigid’s we have a very committed staff of twenty teachers, two SNAs, and ancillary staff. This also includes a Home School Community Liaison teacher. We also work closely with four traffic wardens assigned to our school. Early Start is our pre-school year at St. Brigid’s Primary School. It is for children aged three to four who live in The Coombe and its surrounding area. The scheme is funded by The Department of Education and Skills and is run by a fully qualified primary school teacher and a childcare worker. Each session is two and a half hours long and facilitates a group of 15 children. The rich and varied opportunities of Early Start provide many learning contexts in which the children can play and develop their cognitive, language, personal, emotional, social, aesthetic, and imaginative lives.
  25. St. Louis Senior Primary School is a co-educational Primary School, catering to students from Second to Sixth class, in which we strive to provide a well-ordered, caring, happy, and secure environment where learning opportunities abound. Our school fosters a welcoming, positive and inclusive climate where values of self-worth, equality, and understanding are cherished and promoted. We endeavor to enhance the self-esteem of all within our school, imbuing in our pupil's respect for themselves and others and developing in them the concept of civic responsibility. St. Louis Senior Primary School was founded by the St. Louis Sisters in 1939. The school is centrally located in Rathmines and serves the parish of Rathmines and surrounding areas. We are a mainstream, co-educational school. The school caters to pupils aged between seven and twelve. The Senior School was originally a convent and catered for girls only until 1984 when it became co-educational thus providing education for boys also. Our school provides Religious Education by the practices and traditions of the Roman Catholic Church, but we are respectful of and cherish other Religious beliefs within our school. We welcome pupils of all faith, including those of none. We promote an appreciation and love of Irish culture and language while also forging a knowledge of and respect for other cultures within our school. Our school motto is “Growing and Learning Together” and this is our mission as we prepare our pupils for lifelong learning and further education. St. Louis Senior School is a Catholic School and we have close links with the local Parish in Rathmines. The school endeavors to create a welcoming environment, in which the children feel secure and valued. We strive to maintain the highest standard of excellence in education, which has been the long, proud and respected tradition of St. Louis Schools. We endeavor to promote the true value and dignity of each person in the school, respect diversity, and grow and work together as a learning community. St. Louis Senior Primary School is a mainstream, co-educational, Catholic Primary School. The school strives to provide a well-ordered, caring, and secure atmosphere where the intellectual, spiritual, physical, moral, and cultural needs of the pupils are identified and nurtured. We value the uniqueness of each child and seek to develop the child’s potential. We aim to help pupils to be happy and confident, to be interested and concerned about people and the world around them, and to see learning as a lifelong experience. We endeavor to promote the true value and dignity of each person in the school, to respect diversity and difference, and to grow and work together as a learning community. View full school
×
×
  • Create New...