At TPIS, we believe all students have a right to access a broad and balanced curriculum that is rich in knowledge and comprehensive in approach. We provide a rigorous British Education with a Global Perspective for students of Early Years, Primary and Secondary ages that draws its strength from the National Curriculum of England, and adapts to blend with the values of Thai culture. Our learning programme has six interlinking elements designed to develop caring, resilient individuals who can demonstrated leadership in a globalized world:
- ACADEMICS – A rigorous academic curriculum that incorporates the other 5 elements.
- ACTIVITIES – A range of activities to include the arts, sports, leadership and clubs.
- OUTDOOR EDUCATION – Learning outdoors in the real world. Challenges to build leadership and resilience.
- LEARNING FOR LIFE – Character education and life skills to prepare students for dealing with personal and social challenges that all young people face.
- COMMUNITY SERVICE – Empowering students to connect with others, take action and help the local community.
- GLOBAL CITIZENSHIP – Intercultural learning that allows students to connect with other cultures.
Our curriculum has been designed to emphasise a chronological sequence of learning that reflects as much as possible the progression through time. History, for example, begins at the start of each key stage looking at early civilizations before moving to antiquity and later modern topics such as World War 2 and globalism. Meanwhile in Music students follow the same timeline, learning the music of ancient India and China whilst in Art, students are learning about the artwork stylistic approach of the same periods. We expect students to learn the core knowledge of any given topics which features across multiple subjects to free up time for teachers to explore wider learning opportunities for students to develop discrete skills appropriate to the subject.
Ethos of learning -The cornerstone is knowledge. Core learning building very secure knowledge that goes deeper rather than wider. Learning activities that build on prior knowledge, allowing students to explore and connect ideas, broaden their experiences and extend their capabilities. Knowledge needs to be questioned and debated.
We include: Rich learning experiences that develop key skills – exploration, the need for problem-solving, challenge and hands-on experience etc after the core knowledge is learned.
Communication – Knowledge needs to be expressed: speech events, performances and showcase products of learning. All overlap and coexist together with cultural capital that has to be acquired. Enrich students’ lives in a variety of ways, for example trips to museums and galleries, to mountains, rivers, beaches, forests, to plays and concerts. Expose students to current affairs, political history, artists, filmmakers, TV, food etc. The Learning Rainforest (Tom Sherrington)
This foundation of broad and comprehensive knowledge exists alongside our Learner Profile, in which students are encouraged to develop skills such as confidence and resilience that equip students for a life of learning. Students are taught the background and context of what they are learning so that they can understand and make connections easily. Subjects, where possible, are taught chronologically so that students are able to grasp the key facts and have a strong understanding.