A high quality early years program followed by an academically effective primary school gives children’s development a significant boost. In Primary school (Grade 1-5), we aim to prepare children for their role in a challenging, demanding and rapidly changing world. We offer a stimulating, caring environment in which children will grow in confidence and self-esteem.
Westminster is based upon committed teamwork involving teachers, staff, parents and children. We see children as individuals with differing needs and strengths. Our aim is to extend and support all children and help them to achieve their full potential. Regardless of our high expectations, we still make sure to set realistic goals for our students. With a commitment to creating an environment where children appreciate their potential and believe in themselves, we work to develop a thorough grounding in basic skills; to develop a lively interest and curiosity about the world in which they live; to experience a wide curriculum that includes the creative arts and physical activities and to develop a love of learning that will stay with them throughout their life.
Our classes are small enough to ensure that each child gets the focus and attention they deserve. A standard student-teacher ratio of 1:17 at Primary school guarantees that children get the attention and support they need to reach their highest potentials.
And uniquely, every class is completely dependent on the pupil’s development stage, rather than their age.
CLASS 1: 6-7 Years
CLASS 2 : 7-8 Years
CLASS 3: 8-9 Years
CLASS 4: 9-10 Years
CLASS 5: 10-11 Years
A school’s curriculum consists of everything that promotes children’s spiritual, moral, social, intellectual and physical growth and development – the entire planned learning experience, as well as lessons, events and routines. This includes approaches to teaching, learning and assessment, the quality of relationships within the school and the values embodied in the way the school operates.
A wide curriculum is followed, with the mastering of basic English, Urdu and Mathematics being the core aim. As well as foundation studies in Science, History and Geography, the children enjoy Art, IT, Drama, Music, Sports and games.
Our Curriculum has three broad aims. It should enable all young people to become:
Communication and languages lie at the heart of our capacity to imagine, think and create and make a crucial contribution to children’s development as successful learners. Their developing use of language underpins children’s achievement across the curriculum and lays the foundations for active involvement in cultural life, society, work and lifelong learning. Pupils need to learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts. They are required to understand how languages work by looking at the patterns, structures and origins. Using this knowledge pupils can choose and adapt what they say and write in different situations.
Mathematics introduces children to concepts, skills and thinking strategies that are essential in everyday life and support learning across the curriculum. Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem-solving skills, and the ability to think in abstract ways. Mathematics is important in everyday life, many forms of employment, science and technology, medicine, the economy, the environment and development, and in public decision making. Mathematics is a creative discipline. It can stimulate moments of pleasure and wonder when a pupil solves a problem for the first time, discovers a more elegant solution to that problem, or suddenly sees hidden connections.
Historical, geographical and social understanding fires children’s curiosity and imagination about who we are, where we have come from, where we live and where we might be going next. It connects the past with the present and the future, helps children make sense of our place in the world and is central to their development as informed, active and responsible citizens. This area of learning encourages children to investigate the world around them, from the local to the global. It provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem-solving skills both inside and outside the classroom.
History fires pupils’ curiosity about the past world. They consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. As they do this, pupils develop a chronological framework for their knowledge of significant events and people.
The arts are a source of inspiration, enjoyment and fulfilment. They provide contexts in which children learn to express their thoughts and emotions, use their imaginations, experiment and develop creativity.
This area of learning makes a key contribution to children’s personal, social and emotional development and to their growth as confident individuals. It enables them to participate in and respond to the creative and cultural life of their communities. Working as artists and designers they are encouraged to develop their own voice and to actively collaborate in order to communicate with different audiences through a variety of media and contexts. Participating in a range of art forms – including art and design, drama, music and movement – helps children become responsive, critical and appreciative.
It enables pupils to:
This area deals with the physical competence and confidence, and students’ ability to use these to perform in a range of activities. It promotes physical skilfulness, development and a knowledge of the body in action. Physical education provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in groups and teams. To enjoy healthy, active and fulfilling lives, children must learn to respond positively to challenges, be enterprising and handle risk and to develop self-confidence and physical capabilities. This area of learning lays the foundations for long-term well-being and contributes to children’s mental, social, emotional, economic and physical development. It is central to their development as confident individuals.
Children live in an age of fast-moving science and technology. This area of learning is fundamental to exploring, understanding and influencing the natural and made worlds in which we live. It offers a wealth of experiences and ideas that encourage children’s natural curiosity and creativity, inspiring awe and wonder. Science supports the development of technology and advances in technology lead to new scientific discoveries, shaping how we live safe and healthy lives in our rapidly changing society. Scientific method is about developing and evaluating explanations through experimental evidence and modeling. This is a spur to critical and creative thought.
The increasing use of technology in all aspects of society makes confident, creative and productive use of Information and Communication Technology (ICT) an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. ICT capability is fundamental to participation and engagement in modern society.
Education for citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Pupils learn about their rights, responsibilities, duties and freedoms and about laws, justice and democracy.
Religious education deals with the ultimate meaning and purpose of life, belief in God, the self and the nature of reality, issues of right and wrong and what it means to be human. It offers opportunities for personal reflection and spiritual development and enhances awareness and understanding of religion and beliefs, teachings, practices and forms of expression.
We aim to develop children by providing a broad and rich curriculum, so that they are stretched and challenged as far as possible in the context of a happy learning environment. We strive to be highly effective in this regard and we aim to ensure that our children are consistently exceeding standards and expectations for children their age.
Tests and assessments will vary according to the age of the pupils. They will develop from mostly observational assessment to a wider range that includes formal examination as pupils progress up through the school.
Our goal is to inspire each child to think and to learn, and to give life to learning. Assessment and evaluation at Westminster reflects a partnership between families and school in which parents and teachers work hand in hand with children to help them make continuous progress towards their fullest potential academically, socially, culturally, emotionally and physically.
To regularly monitor progress, students are assessed frequently through an effective system of monthly, mid-year and end of school year tests and examinations