The International Primary Programme (IPP) will comprise students from Nursery to Grade 5, starting with Nursery to 1st Grade in 2019. This programme brings together the best instructional practices internationally in literacy, numeracy and experiential learning (learning by doing!) to support our children to become deep and flexible thinkers who understand diverse perspectives and develop the essential skills to thrive in a global society.

International Primary Programme

The International Primary Programme (IPP) will comprise students from Nursery to Grade 5, starting with Nursery to 1st Grade in 2019. This programme brings together the best instructional practices internationally in literacy, numeracy and experiential learning (learning by doing!) to support our children to become deep and flexible thinkers who understand diverse perspectives and develop the essential skills to thrive in a global society. IPP is a small, nurturing programme (class size of 26 with two teachers) which aims to build on every child's natural curiosity and desire to learn. Our experiential learning expeditions (or units) link students' learning and explorations across multiple disciplines that are connected to the real world.

IPP ensures mastery of essential skills and content in math, literacy, science and social sciences, linked to international standards from the US and UK. Our literacy programme focuses on all students developing their reading and writing skills in a workshop format, based on the best literacy practices and research from the United States. These balanced literacy practices foster students' independence in individual reading, shared reading, word study (phonics), and guided reading and nurture students as authors and writers of their own ideas from when they enter school. In math, through inquiry-based instruction, students build essential conceptual knowledge connected to real world problem-solving regularly use manipulatives to develop deep understanding of mathematical concepts. Once students have a solid understanding on each math concept, they develop fluency and automaticity in each essential math skill.

Science and social studies concepts and skills are embedded in our in-depth experiential learning expeditions, where students learn as real scientists, historians, journalists, authors, and other experts, and connect this learning to real-world explorations and authentic outcomes or a product that has a purpose in the local or global world beyond their classroom walls.

Key Components and Best Practices of International Primary Programme

  • Smaller class sizes, with more individualized attention (class size of 26 with two teachers): a safe and welcoming environment of listening and caring where children are provided room for free expression, thereby cultivating authenticity, inclusion and respect.
  • A peaceful and nurturing setting: opportunities to explore nature/natural material and phenomenon, where children begin to form meaningful experiences upon which later scientific experiments and learning will be based.
  • Modular class units that can be combined into one common learning area or vice-a-versa: experience of large-group, small-group, and solitary activities to foster relationships and learn under the tutelage of two class teachers.
  • Classes with children and teachers from diverse and international backgrounds: to foster multicultural understanding and diverse perspectives.
  • Daily circle, crew time: for regular discussions and community building on a range of interpersonal and social issues to establish strong relationships among students and between students and their class teachers.
  • Celebration of global, multi-cultural festivals and occasions: to focus on diversity and inclusion in cultures and perspectives.
  • An open door policy for interaction with families and teachers: to foster a family's partnership in the child's developmental journey and work in tandem as a "community of adults for our children".
  • Grade-specific community endeavours and service connected to experiential learning expeditions: to build change-makers and action-oriented young citizens.
  • Curriculum aimed at striving for international excellence: through drafts, feedback, self-assessment and reflection, and clear rubrics or criteria for success which develop craftsmanship and quality in students work.
  • Evaluation-based on continuous formative assessments: students undergo periodic benchmarking tests/ assessments, such as global benchmarking instruments (like Lexile reading level scores, etc) to monitor ongoing progress of each child and to determine appropriate individual interventions and accelerations of programming.
  • Evaluation-based on continuous formative assessments: students undergo periodic benchmarking tests/ assessments, such as global benchmarking instruments (like Lexile reading level scores, etc) to monitor ongoing progress of each child and to determine appropriate individual interventions and accelerations of programming.
  • School year calendar follows international schedule from late July to early June (with Bridge Programmes for students in April/May and July)

IPP Affiliations

Association for Experiential Education

The Association for Experiential Education (AEE) believes learning through experience positively transforms people and our world. AEE promotes and expands the global capacity of experiential learning. Our international programme benefits from this affiliation by accessing professional development opportunities for our teachers and by being able to network with experiential educators globally who are utilizing the latest best practices in making learning connected to real experiences and the real world.


IPC & IEYC

The International Primary Curriculum (IPC) and International Early Years Curriculum (IEYC) are comprehensive, thematic, creative curriculum for three to 12 year olds, with a clear process of learning and with specific learning goals for every subject, for international mindedness and for personal learning. It is open-ended, inquiry-based and the resources can be used to supplement and enhance our own development of meaningful experiential learning expeditions.This international curriculum is aligned with standards in the UK, and brings an additional internationally reference resource to our dynamic experiential program. For more information, visit fieldworkeducation.com/curriculums/early-years and fieldworkeducation.com/curriculums/primary-years for information of IEYC and IPC respectively.

International Programme (Grades 6 - 12)

The focus on expeditionary learning continues in Grade 6 and onwards. Students follow the Cambridge Assessment International Education curriculum from Grades 6 to 10 (with the IGCSE board examinations in Grade 10) followed by the International baccalaureate (IB) Diploma Programme (DP) in Grades 11 and 12.

IP Affiliations

The International Baccalaureate (IB) Diploma Programme (DP)

The International Baccalaureate (IB) Diploma Programme (DP) is a demanding pre-university course of study that leads to external examinations and is designed for highly motivated students aged between 16 and 19. Through the DP, we develop students who have an excellent breadth and depth of knowledge and thrive physically, intellectually, emotionally and ethically.


The International General Certificate of Secondary Education (IGCSE)

The International General Certificate of Secondary Education (IGCSE) curriculum at Heritage Xperiential Learning School, aligning with the school's own vision, helps our students — the 21st century citizens — think globally and act locally.

The curriculum develops learners' knowledge, understanding and skills and sets clear goals for students and teachers. Our faculty not only teach the subject-content in class, but also facilitate the application of values both within and outside the classroom. The programme is committed to helping our diverse student-body increase competence and expand academic horizon.

Key Components of IP (Grades 6th-12)

In the Heritage International Program (Grades 6th - 12th), teachers work continuously with our students to prepare a community of learners that is eager to engage with global challenges through inquiry, action and reflection through:

  • Integration of values
  • Experiential learning
  • Progressive approaches to teaching
  • Creativity, activity, service (CAS) projects
  • Outbound programmes within the NCR
  • Student leadership opportunities
  • Technology and resources such as Question Library, ManageBac Diploma Programme, turnitin.com, inthinking.net, theoryofknowledge.net.

Disclaimer : All efforts have been made to exclude photographs of children whose parents did not grant us permission, any inclusion is inadvertent and regretted

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