The International Primary Curriculum (IPC)

Taught in over 90 countries, the International Primary Curriculum (IPC) aims to improve learning for children aged 5-11 and help them develop into informed, globally competent, and future-ready learners.
Shaped by primary education best practice, the IPC can be tailored to fit children’s unique needs. Through thematic units, teachers can create fun and engaging learning opportunities that enable children to make connections between subjects and the world around them.

Programme Introduction

Learning Goals: Subject Learning, Personal Learning, and International Learning

The IPC curriculum is guided by its Learning Goals. Learning Goals define what learners are expected to know, what they should be able to do, and the understanding that they will develop through learning. These Learning Goals are organised into 3 unique but connected sections: Subject Learning Goals, Personal Learning Goals, and International Learning Goals.
The Subject Learning Goals are the foundation of the IPC, covering the knowledge, skills, and the understandings that children will develop.

The Personal Learning Goals underpin each learning unit and represent the essential attributes children will need in the 21st Century. These attributes are: enquiry, thoughtfulness, cooperation, respect, communication, adaptability, resilience, and morality.

The International Learning Goals help children develop a sophisticated national, international, global and intercultural perspective and acquire a sense of ‘international mindedness’.

Mileposts

In the IPC curriculum, learners are grouped into 3 different mileposts according to age: Milepost 1 (ages 5-7), Milepost 2 (ages 7-9), Milepost 3 (ages 9-11).

Learning Units

The IPC curriculum uses Learning Units to mark children’s progress. Teachers are provided with 146 thematic units of learning which outline activities and tasks. All 146 units have been designed to appeal to children’s interests and help them to learn more about the world around them.

With each learning unit, there is a distinct learning process, providing a structured approach to rigorous education.

Objective

The program aims to give students an all-rounded education using a thematic and creative curriculum with clear learning goals set out for every subject, helping them develop into internationally-minded global citizens.

Designed for

The program is designed for children attending primary school.

What comes after International Primary Curriculum IPC

After completing the IPC program, students will be eligible to move on to high school.

Programme Structure and Syllabus

Units of Inquiry Program

For each of the subjects, 4 to 6 Units of Inquiry (UOI) will be conducted, using topics from within and out of the subject taught.

Units of work cover a range of themes, age-appropriate and relevant to each age range. In the younger years, units are based on topics that enable students to draw on their own experiences. Older student study more complex topics which focus on developing their investigative and research skills.

All IPC Units of Inquiry follow the process to Facilitate Learning, with the Learner at the centre, which is structured to make sure the learner’s learning experience is stimulating and effective. The process involves 5 stages encircled by the essential connection between Assessment for Improving Learning, Self-Assessment and Action.

Grade 1

Compulsory Subjects

• Outline for English

  
  The English Language subject has learning outcomes in the

  • Conceptual understanding for the written language (reading)
  • Conceptual understanding for the written language (writing)
  • Conceptual understanding of the oral language (listening and speaking)
  • Conceptual understanding of the visual language (viewing and presenting)

• Outline for Mathematics

  
  The Mathematics subject has learning outcomes in the mathematics strand of Number, Measurement, Shape and Space, Data Handling, Patterns and Functions
  

• Outline for UOI might contain elements of Science, Visual Arts, Design Technology and Innovation, Geography, History

  Science Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system and gain an understanding of cause-and-effect relationships.
  Students will examine change over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organizing the world and they will show care and respect for themselves, for living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experiences.Visual Arts
  Students will investigate the purposes of artwork from different times, places and a range of cultures including their own. Students will also:

  • Sharpen their powers of observation
  • Identify the formal elements of an artwork
  • Use appropriate terminology to discuss artwork
  • Describe similarities and differences between artwork
  • Identify the stages of their own and others’ creative processes
  • Become an engaged and responsive audience for a variety of art forms

  Design, Technology and Innovation
  Dimensions believes in the importance of our students being digitally literate to meet the challenges of an ever-changing world. To ensure our students have the skills they require, we offer an integrated technology programme that is guided by the International Society for Technology in Education (ISTE) standards. Our teachers and students are given in-class coaching to enhance all areas of the curriculum.
  As part of our approach to the use of technology, we also focus on promoting the necessary skills to navigate today's digital world. Digital citizenship guides students in safe and appropriate ways to use technology and the internet. Digital literacy supports students as they are introduced to the world of online communication and social media. Geography Geography encompasses the study of the Earth, its inhabitants, and the interrelationships between them, and is particularly concerned with the themes of place, space, and environment. The geography curriculum provides opportunities through which children can come to explore and understand the peoples and features, both natural and human, distributed over the Earth’s surface, and it enables them to appreciate the distinctive characteristics of places. By exploring the interrelationships of peoples and their environments, geography helps to promote knowledge about and concern and awareness of the potential of these environments’
  Topics include:

  • Learn about landmarks in their neighbourhood
  • Learn about the different cultures of the world
  • Learn about the continents and the bodies of water that surround them

  History
  The history curriculum reflects the nature of history itself. It is concerned with knowledge of the lives of people in the past and how this is interpreted, and it enables children to experience something of the way in which historians go about their work. The beginnings of the child’s historical engagement will come through recalling personal experiences and elements of family history. In exploring this historical experience the child will, in simple ways, become familiar with the process of collecting a wide range of evidence, examining and exploring it, and drawing simple conclusions from it. The development of historical skills, the beginnings of a concept of chronology, a realisation of the relationship of cause and effect, and an appreciation of change and continuity are, therefore, central elements in the child’s engagement with history from the earliest years.
  Topics include:

  • Learn about the different cultures of the world
  • Excite students with knowledge of the past by showing a film and pretending to live in the past

• Outline for Music

  
  Students will be able to:

  • Sing individually and in unison
  • Recognize music from a basic range of culture and style
  • Express their responses to music from different cultures and styles
  • Create a musical composition to match the mood of a visual image
  • Explore individually or collectively a musical response to a narrated story
  • Reflect on and communicate their reactions to music using musical vocabulary
  • Record and share the stages of the process of creating a composition
  • Share performances with each other and give constructive criticism.

• Outline for Health and Wellbeing

  The IPC Subject Goals cover the knowledge, skills and understanding of children relating to the Art, Maths, Science, ICT and Computing, Technology, History, Geography, Music and the Physical and Health Education. The Physical and Health Education (PHE) is an important and compulsory part of the curriculum and includes games, gymnastics, athletics and skill development.Our PHE programme is an important and compulsory part of our curriculum and includes games, gymnastics, athletics, and skill development. Homeroom teachers will notify parents of PHE days at the beginning of the year. Students in Years 3 - 6 wear a PE uniform. This consists of shorts and a t-shirt which can be purchased through Dimensions at any time. Students are required to have a separate pair of gym shoes for inside activities (no black-soled shoes that will mark the gym floor) and outdoor activities (shoes for the playground and fields).
  

• Outline for UOI using Physical Education for lower levels, include other topics for higher levels

  Physical Education Students will be able to:

  • Describe how personal growth has resulted in new skills and abilities
  • Express hopes, goals and aspirations
  • Solve problems and overcome difficulties with a sense of optimism
  • Identify and understand the consequence of actions
  • Be aware of their emotions and begin to regulate their emotional responses
  • Reflect on their inner-thoughts and self-talk
  • Demonstrate a positive belief in their abilities and believe they can reach their goals by persevering.

• Outline for ICT and Computing

  
  Information and Communications Technology (ICT) is now part of the educational experience worldwide and regarded as a new ‘literacy’ alongside reading, writing and numeracy. Learners will develop key ICT skills in a range of applications.Computer programming is implemented Grade 1, with the use of robotics and a coding programme.
  

Optional Language Subjects

• Outline for Chinese

  
  The syllabus covers:

  • Understanding the fundamentals of sentence structure
  • Increase in vocabulary
  • Different techniques of writing composition
  • Reading and pronunciation of characters
  • Confidence and fluency in oral conversations
  • Exposure to different comprehension questions
  • Techniques of answering comprehension questions

• Outline for Hindi

  
  This subject aims to build up the students’ competency and understanding of the Hindi Language. The purpose of the Hindi syllabus is to ensure that students are competent in the four basic skills of the language: listening, speaking, reading and writing. These skills are taught so that students are able to communicate and interact effectively and with confidence.

• Outline for Tamil

  
  Student will learn and practice the following skills:

  • Tamil vocabulary, grammar, composition and comprehension
  • Tamil speech and drama, useful Tamil phrases and proverbs
  • Spoken Tamil and creative writing practice

• Outline for French

  
  This subject aims to help students to learn and practice the following skills through games, crafts, songs and role play:

  • French language and culture
  • Conversation and listening skills
  • Describing experiences, expressing opinions and discussing plans
  • Making presentations and interacting on various topics of general interests

Grade 2

Compulsory Subjects

• Outline for English

  
  English is our shared language of instruction and communication. In an IPC school, the focus is not just on learning language in isolation, but also on the application of language skills across the subject areas and throughout the Units of Inquiry.
  Some language skills are taught as “stand-alone” while other are taught within the context of our units of inquiry.
  Student develop skills and understandings across the areas of language learning:

  • Reading
  • Writing
  • Listening and speaking
  • Viewing and presenting.

• Outline for Mathematics

  
  The aim of the Mathematic program is to develop students into confident mathematical thinkers, who demonstrate a sound knowledge of the subject and show the ability to creatively apply it to solve problems in many ways.
  Students will be working on a variety of tasks in various different flexible groupings, in order to challenge and support all students regardless of their level of competency or experience.
  The different Math strands are:

  • Data handling
  • Measurement
  • Shape and space
  • Pattern and function
  • Number

• Outline for UOI might contain elements of Science, Visual Arts, Design Technology and Innovation, Geography, History

  Science In this IPC, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world and the relationship between them. It encourages curiosity and ingenuity and enables the student to develop an understanding on the world. Reflection of scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and the world.
  Science does not appear as a stand-alone on the student’s timetable, rather it is embedded within the Units of Inquiry. The knowledge component of science in the IPC is arranged into the 4 elements: living things, earth and space, materials and matter and forces and energy. Geography Geography encompasses the study of the Earth, its inhabitants, and the interrelationships between them, and is particularly concerned with the themes of place, space, and environment. The geography curriculum provides opportunities through which children can come to explore and understand the peoples and features, both natural and human, distributed over the Earth’s surface, and it enables them to appreciate the distinctive characteristics of places. By exploring the interrelationships of peoples and their environments, geography helps to promote knowledge about and concern and awareness of the potential of these environments’
  Topics include:

  • Learn how to identify what direction they are going when they move from one place to another
  • Learn how to construct a map of a familiar place and identify the characteristics of a map.

  History The history curriculum reflects the nature of history itself. It is concerned with knowledge of the lives of people in the past and how this is interpreted, and it enables children to experience something of the way in which historians go about their work. The beginnings of the child’s historical engagement will come through recalling personal experiences and elements of family history. In exploring this historical experience the child will, in simple ways, become familiar with the process of collecting a wide range of evidence, examining and exploring it, and drawing simple conclusions from it. The development of historical skills, the beginnings of a concept of chronology, a realisation of the relationship of cause and effect, and an appreciation of change and continuity are, therefore, central elements in the child’s engagement with history from the earliest years.
  Topics include:

  • Learn about the civil rights advocate WEB Du Bois and learn about discrimination and equal rights.
  • Begin research on any important black person who helped make the world a better place

  Visual Arts One way to foster the development of the whole child is by learning about and through the Arts. It promotes creativity, critical thinking, problem solving skills and social interaction. Through the Arts program, students develop appreciation, empathy and learner profile attributes such as being a communicator and a risk taker.
  Art in Grade 2 include:

  • Engage students in making 2D and 3D art projects
  • Explore the art work or prominent and international artists
  • Identify the elements and principles of art
  • Collage, drawing and painting

  Design, Technology and Innovation Dimensions believes in the importance of our students being digitally literate to meet the challenges of an ever-changing world. To ensure our students have the skills they require, we offer an integrated technology programme that is guided by the International Society for Technology in Education (ISTE) standards. Our teachers and students are given in-class coaching to enhance all areas of the curriculum.
  As part of our approach to the use of technology, we also focus on promoting the necessary skills to navigate today's digital world. Digital citizenship guides students in safe and appropriate ways to use technology and the internet. Digital literacy supports students as they are introduced to the world of online communication and social media.
  

• Outline for Music

  
  One way to foster the development of the whole child is by learning about and through the Arts. It promotes creativity, critical thinking, problem solving skills and social interaction. Through the Arts program, students develop appreciation, empathy and learner profile attributes such as being a communicator and a risk taker.
  Music units in Grade 2 include:

  • Singing with awareness of the musical elements as tempo – duration
  • Develop an awareness and appreciation of music from different cultures

• Outline for Health and Wellbeing

  The IPC Subject Goals cover the knowledge, skills and understanding of children relating to the Art, Maths, Science, ICT and Computing, Technology, History, Geography, Music and the Physical and Health Education. The Physical and Health Education (PHE) is an important and compulsory part of the curriculum and includes games, gymnastics, athletics and skill development.
  Our PHE programme is an important and compulsory part of our curriculum and includes games, gymnastics, athletics, and skill development. Homeroom teachers will notify parents of PHE days at the beginning of the year. Students in Years 3 - 6 wear a PE uniform. This consists of shorts and a t-shirt which can be purchased through Dimensions at any time. Students are required to have a separate pair of gym shoes for inside activities (no black-soled shoes that will mark the gym floor) and outdoor activities (shoes for the playground and fields).
  

• Outline for Physical Education

  Students recognize the importance of being physically active, making healthy food choices and maintain hygiene in the development of well-being. The students explore use and adapt a range of fundamental movement skills in different physical activities and are aware of how the body’s capacity for movement develops as it grows. Student understand how movements can be linked to create sequences and that these sequences can be created to convey meaning. Students understand their personal responsibilities to themselves and others in relation to safety practices.
  Physical Education in Grade 2 include:

  • Individual pursuits
  • Health related fitness
  • Movement composition
  • Adventure challenge

• Outline for ICT and Computing

  
  We recognize the pivotal role that information and communication technology (ICT) plays in the educational process. Most of the time, technology is integrated through all curriculum areas to make learning more authentic.
  A variety of multimedia resources such as laptops, tablets are used to equip students with the necessary skills and knowledge that they need as 21st century learners. To provide more student support, the Grade level teacher work together with the ICT Co-ordinator in integrating technology into the curriculum.
  The ICT skills and knowledge are evaluated using the following ISTE Standards for students:

  • Basic operations
  • Keyboarding
  • Painting and drawing programs
  • Word processing
  • Multimodalities
  • Digital citizenship

  Computer programming is implemented Grade 1, with the use of robotics and a coding programme.

Optional Language Subjects

• Outline for Chinese

  The syllabus covers:

  • Understanding the fundamentals of sentence structure
  • Increase in vocabulary
  • Different techniques of writing composition
  • Reading and pronunciation of characters
  • Confidence and fluency in oral conversations
  • Exposure to different comprehension questions
  • Techniques of answering comprehension questions

• Outline for Hindi

  X
  This subject aims to build up the students’ competency and understanding of the Hindi Language. The purpose of the Hindi syllabus is to ensure that students are competent in the four basic skills of the language: listening, speaking, reading and writing. These skills are taught so that students are able to communicate and interact effectively and with confidence.

• Outline for Tamil

  Student will learn and practice the following skills:

  • Tamil vocabulary, grammar, composition and comprehension
  • Tamil speech and drama, useful Tamil phrases and proverbs
  • Spoken Tamil and creative writing practice

• Outline for French

  
  This subject aims to help students to learn and practice the following skills through games, crafts, songs and role play:

  • French language and culture
  • Conversation and listening skills
  • Describing experiences, expressing opinions and discussing plans
  • Making presentations and interacting on various topics of general interests

Grade 3

• Outline for English

  The English Language subject has learning outcomes in the

  • Conceptual understanding for the written language (reading)
  • Conceptual understanding for the written language (writing)
  • Conceptual understanding of the oral language (listening and speaking)
  • Conceptual understanding of the visual language (viewing and presenting)

• Outline for Mathematics

  
  The aim of the Mathematic program is to develop students into confident mathematical thinkers, who demonstrate a sound knowledge of the subject and show the ability to creatively apply it to solve problems in many ways.
  Students will be working on a variety of tasks in various different flexible groupings, in order to challenge and support all students regardless of their level of competency or experience.
  The different Math strands are:

  • Data handling
  • Measurement
  • Shape and space
  • Pattern and function
  • Number

• Outline for UOI might contain elements of Science, Visual Arts, Design Technology and Innovation, Geography, History

  Science In this IPC, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world and the relationship between them. It encourages curiosity and ingenuity and enables the student to develop an understanding on the world. Reflection of scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and the world.
  Science does not appear as a stand-alone on the student’s timetable, rather it is embedded within the Units of Inquiry. The knowledge component of science in the IPC is arranged into the 4 elements: living things, earth and space, materials and matter and forces and energy. Visual Arts One way to foster the development of the whole child is by learning about and through the Arts. It promotes creativity, critical thinking, problem solving skills and social interaction. Through the Arts program, students develop appreciation, empathy and learner profile attributes such as being a communicator and a risk taker.
  Art in Grade 3 include:

  • Engage students in making 2D and 3D art projects
  • Explore the art work or prominent and international artists
  • Identify the elements and principles of art
  • Collage, drawing and painting

  Design, Technology and Innovation Dimensions believes in the importance of our students being digitally literate to meet the challenges of an ever-changing world. To ensure our students have the skills they require, we offer an integrated technology programme that is guided by the International Society for Technology in Education (ISTE) standards. Our teachers and students are given in-class coaching to enhance all areas of the curriculum.
  As part of our approach to the use of technology, we also focus on promoting the necessary skills to navigate today's digital world. Digital citizenship guides students in safe and appropriate ways to use technology and the internet. Digital literacy supports students as they are introduced to the world of online communication and social media. Geography Geography encompasses the study of the Earth, its inhabitants, and the interrelationships between them, and is particularly concerned with the themes of place, space, and environment. The geography curriculum provides opportunities through which children can come to explore and understand the peoples and features, both natural and human, distributed over the Earth’s surface, and it enables them to appreciate the distinctive characteristics of places. By exploring the interrelationships of peoples and their environments, geography helps to promote knowledge about and concern and awareness of the potential of these environments’
  Topics include:

  • Learn different landforms or natural features of the Earth such as mountains and lakes
  • Learn how to discriminate between examples and non-examples of region.

  History The history curriculum reflects the nature of history itself. It is concerned with knowledge of the lives of people in the past and how this is interpreted, and it enables children to experience something of the way in which historians go about their work. The beginnings of the child’s historical engagement will come through recalling personal experiences and elements of family history. In exploring this historical experience the child will, in simple ways, become familiar with the process of collecting a wide range of evidence, examining and exploring it, and drawing simple conclusions from it. The development of historical skills, the beginnings of a concept of chronology, a realisation of the relationship of cause and effect, and an appreciation of change and continuity are, therefore, central elements in the child’s engagement with history from the earliest years.
  Topics include:

  • Learn about prejudice and adversity while watching a short video and reading an autobiographical book.

• Outline for Music

  
  One way to foster the development of the whole child is by learning about and through the Arts. It promotes creativity, critical thinking, problem solving skills and social interaction. Through the Arts program, students develop appreciation, empathy and learner profile attributes such as being a communicator and a risk taker.
  Music units in Grade 3 include:

  • Singing with awareness of the musical elements as tempo – duration
  • Develop an awareness and appreciation of music from different cultures

• Outline for Health and Being

  
  The IPC Subject Goals cover the knowledge, skills and understanding of children relating to the Art, Maths, Science, ICT and Computing, Technology, History, Geography, Music and the Physical and Health Education. The Physical and Health Education (PHE) is an important and compulsory part of the curriculum and includes games, gymnastics, athletics and skill development.
  Our PHE programme is an important and compulsory part of our curriculum and includes games, gymnastics, athletics, and skill development. Homeroom teachers will notify parents of PHE days at the beginning of the year. Students in Years 3 - 6 wear a PE uniform. This consists of shorts and a t-shirt which can be purchased through Dimensions at any time. Students are required to have a separate pair of gym shoes for inside activities (no black-soled shoes that will mark the gym floor) and outdoor activities (shoes for the playground and fields).
  

• Outline for Physical Education

  
  Students recognize the importance of being physically active, making healthy food choices and maintain hygiene in the development of well-being. The students explore use and adapt a range of fundamental movement skills in different physical activities and are aware of how the body’s capacity for movement develops as it grows. Student understand how movements can be linked to create sequences and that these sequences can be created to convey meaning. Students understand their personal responsibilities to themselves and others in relation to safety practices.
  Physical Education in Grade 3 include:

  • Individual pursuits
  • Health related fitness
  • Movement composition
  • Adventure challenge

• Outline for ICT and Computing

  
  We recognize the pivotal role that information and communication technology (ICT) plays in the educational process. Most of the time, technology is integrated through all curriculum areas to make learning more authentic.
  A variety of multimedia resources such as laptops, tablets are used to equip students with the necessary skills and knowledge that they need as 21st century learners. To provide more student support, the Grade level teacher work together with the ICT Co-Ordinator in integrating technology into the curriculum.
  The ICT skills and knowledge are evaluated using the following ISTE Standards for students:

  • Basic operations
  • Keyboarding
  • Painting and drawing programs
  • Word processing
  • Multimodalities
  • Digital citizenship

  Computer programming is implemented Grade 1, with the use of robotics and a coding programme.
  

Optional Language Subjects

• Outline for Chinese

  
  The syllabus covers:

  • Understanding the fundamentals of sentence structure
  • Increase in vocabulary
  • Different techniques of writing composition
  • Reading and pronunciation of characters
  • Confidence and fluency in oral conversations
  • Exposure to different comprehension questions
  • Techniques of answering comprehension questions

• Outline for Hindi

  
  This subject aims to build up the students’ competency and understanding of the Hindi Language. The purpose of the Hindi syllabus is to ensure that students are competent in the four basic skills of the language: listening, speaking, reading and writing. These skills are taught so that students are able to communicate and interact effectively and with confidence.

• Outline for Tamil

  
  Student will learn and practice the following skills:

  • Tamil vocabulary, grammar, composition and comprehension
  • Tamil speech and drama, useful Tamil phrases and proverbs
  • Spoken Tamil and creative writing practice

• Outline for French

  
  This subject aims to help students to learn and practice the following skills through games, crafts, songs and role play:

  • French language and culture
  • Conversation and listening skills
  • Describing experiences, expressing opinions and discussing plans
  • Making presentations and interacting on various topics of general interests

Grade 4

• Outline for English

  
  The English Language subject has learning outcomes in the

  • Conceptual understanding for the written language (reading)
  • Conceptual understanding for the written language (writing)
  • Conceptual understanding of the oral language (listening and speaking)
  • Conceptual understanding of the visual language (viewing and presenting)

• Outline for Mathematics

  
  The aim of the Mathematic program is to develop students into confident mathematical thinkers, who demonstrate a sound knowledge of the subject and show the ability to creatively apply it to solve problems in many ways.
  Students will be working on a variety of tasks in various different flexible groupings, in order to challenge and support all students regardless of their level of competency or experience.
  The different Math strands are:

  • Data handling
  • Measurement
  • Shape and space
  • Pattern and function
  • Number

• Outline for UOI might contain elements of Science, Visual Arts, Design Technology and Innovation, Geography, History

  Science In this IPC, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world and the relationship between them. It encourages curiosity and ingenuity and enables the student to develop an understanding on the world. Reflection of scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and the world.
  Science does not appear as a stand-alone on the student’s timetable, rather it is embedded within the Units of Inquiry. The knowledge component of science in the IPC is arranged into the 4 elements: living things, earth and space, materials and matter and forces and energy. Visual Arts One way to foster the development of the whole child is by learning about and through the Arts. It promotes creativity, critical thinking, problem solving skills and social interaction. Through the Arts program, students develop appreciation, empathy and learner profile attributes such as being a communicator and a risk taker.
  Art in Grade 4 include:

  • Engage students in making 2D and 3D art projects
  • Create self-portraits using coloring pencils, markers and watercolor
  • Identify the elements and principles of art
  • Study proportion and gesture of the human body
  • A glance at the history of art timeline and famous artists

  Design, Technology and Innovation Dimensions believes in the importance of our students being digitally literate to meet the challenges of an ever-changing world. To ensure our students have the skills they require, we offer an integrated technology programme that is guided by the International Society for Technology in Education (ISTE) standards. Our teachers and students are given in-class coaching to enhance all areas of the curriculum.
  As part of our approach to the use of technology, we also focus on promoting the necessary skills to navigate today's digital world. Digital citizenship guides students in safe and appropriate ways to use technology and the internet. Digital literacy supports students as they are introduced to the world of online communication and social media. Geography Geography encompasses the study of the Earth, its inhabitants, and the interrelationships between them, and is particularly concerned with the themes of place, space, and environment. The geography curriculum provides opportunities through which children can come to explore and understand the peoples and features, both natural and human, distributed over the Earth’s surface, and it enables them to appreciate the distinctive characteristics of places. By exploring the interrelationships of peoples and their environments, geography helps to promote knowledge about and concern and awareness of the potential of these environments’
  Topics include:

  • Learn about landmarks in their neighbourhood
  • Learn about the different cultures of the world
  • Learn about the continents and the bodies of water that surround them

  History The history curriculum reflects the nature of history itself. It is concerned with knowledge of the lives of people in the past and how this is interpreted, and it enables children to experience something of the way in which historians go about their work. The beginnings of the child’s historical engagement will come through recalling personal experiences and elements of family history. In exploring this historical experience the child will, in simple ways, become familiar with the process of collecting a wide range of evidence, examining and exploring it, and drawing simple conclusions from it. The development of historical skills, the beginnings of a concept of chronology, a realisation of the relationship of cause and effect, and an appreciation of change and continuity are, therefore, central elements in the child’s engagement with history from the earliest years.
  Topics include:

  • Learn about how dreams can become reality with dedication and determination.

• Outline for Music

  
  One way to foster the development of the whole child is by learning about and through the Arts. It promotes creativity, critical thinking, problem solving skills and social interaction. Through the Arts program, students develop appreciation, empathy and learner profile attributes such as being a communicator and a risk taker.
  Music units in Grade 4 include:

  • Singing with awareness of the musical elements as tempo – duration
  • Develop an awareness and appreciation of music from different cultures

• Outline for Health and Wellbeing

  
  The IPC Subject Goals cover the knowledge, skills and understanding of children relating to the Art, Maths, Science, ICT and Computing, Technology, History, Geography, Music and the Physical and Health Education. The Physical and Health Education (PHE) is an important and compulsory part of the curriculum and includes games, gymnastics, athletics and skill development.
  Our PHE programme is an important and compulsory part of our curriculum and includes games, gymnastics, athletics, and skill development. Homeroom teachers will notify parents of PHE days at the beginning of the year. Students in Years 3 - 6 wear a PE uniform. This consists of shorts and a t-shirt which can be purchased through Dimensions at any time. Students are required to have a separate pair of gym shoes for inside activities (no black-soled shoes that will mark the gym floor) and outdoor activities (shoes for the playground and fields).
  

• Outline for Physical Education

  
  Students recognize the importance of being physically active, making healthy food choices and maintain hygiene in the development of well-being. The students explore use and adapt a range of fundamental movement skills in different physical activities and are aware of how the body’s capacity for movement develops as it grows. Student understand how movements can be linked to create sequences and that these sequences can be created to convey meaning. Students understand their personal responsibilities to themselves and others in relation to safety practices.
  Physical Education in Grade 4 include:

  • Health related fitness
  • Movement composition
  • Racket games
  • Individual pursuits/Track and field
  • Adventure challenge

• Outline for ICT and Computing

  
  We recognize the pivotal role that information and communication technology (ICT) plays in the educational process. Most of the time, technology is integrated through all curriculum areas to make learning more authentic.
  A variety of multimedia resources such as laptops, tablets are used to equip students with the necessary skills and knowledge that they need as 21st century learners. To provide more student support, the Grade level teacher work together with the ICT Co-Ordinator in integrating technology into the curriculum.The ICT skills and knowledge are evaluated using the following ISTE Standards for students:

  • Basic operations
  • Keyboarding
  • Painting and drawing programs
  • Word processing
  • Multimodalities
  • Digital citizenship

  Computer programming is implemented Grade 1, with the use of robotics and a coding programme.
  

Optional Language Subjects

• Outline for Chinese

  
  The syllabus covers:

  • Understanding the fundamentals of sentence structure
  • Increase in vocabulary
  • Different techniques of writing composition
  • Reading and pronunciation of characters
  • Confidence and fluency in oral conversations
  • Exposure to different comprehension questions
  • Techniques of answering comprehension questions

• Outline for Hindi

  
  This subject aims to build up the students’ competency and understanding of the Hindi Language. The purpose of the Hindi syllabus is to ensure that students are competent in the four basic skills of the language: listening, speaking, reading and writing. These skills are taught so that students are able to communicate and interact effectively and with confidence.
  

• Outline for Tamil

  
  Student will learn and practice the following skills:

  • Tamil vocabulary, grammar, composition and comprehension
  • Tamil speech and drama, useful Tamil phrases and proverbs
  • Spoken Tamil and creative writing practice

• Outline for French

  
  This subject aims to help students to learn and practice the following skills through games, crafts, songs and role play:

  • French language and culture
  • Conversation and listening skills
  • Describing experiences, expressing opinions and discussing plans
  • Making presentations and interacting on various topics of general interests

Grade 5

• Outline for English

  
  The English Language subject has learning outcomes in the

  • Conceptual understanding for the written language (reading)
  • Conceptual understanding for the written language (writing)
  • Conceptual understanding of the oral language (listening and speaking)
  • Conceptual understanding of the visual language (viewing and presenting)

• Outline for Mathematics

  
  The aim of the Mathematic program is to develop students into confident mathematical thinkers, who demonstrate a sound knowledge of the subject and show the ability to creatively apply it to solve problems in many ways.
  Students will be working on a variety of tasks in various different flexible groupings, in order to challenge and support all students regardless of their level of competency or experience.
  The different Math strands are:

  • Data handling
  • Measurement
  • Shape and space
  • Pattern and function
  • Number

• Outline for UOI might contain elements of Science, Visual Arts, Design Technology and Innovation, Geography, History

  Science In this IPC, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world and the relationship between them. It encourages curiosity and ingenuity and enables the student to develop an understanding on the world. Reflection of scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and the world.
  Science does not appear as a stand-alone on the student’s timetable, rather it is embedded within the Units of Inquiry. The knowledge component of science in the IPC is arranged into the 4 elements: living things, earth and space, materials and matter and forces and energy. Visual Arts One way to foster the development of the whole child is by learning about and through the Arts. It promotes creativity, critical thinking, problem solving skills and social interaction. Through the Arts program, students develop appreciation, empathy and learner profile attributes such as being a communicator and a risk taker.
  Art in Grade 5 include:

  • Engage students in making 2D and 3D art projects
  • Explore the artwork of prominent and international artists
  • Identify the elements and principles of art
  • Collage, acrylic and modelling

  Design, Technology and Innovation Dimensions believes in the importance of our students being digitally literate to meet the challenges of an ever-changing world. To ensure our students have the skills they require, we offer an integrated technology programme that is guided by the International Society for Technology in Education (ISTE) standards. Our teachers and students are given in-class coaching to enhance all areas of the curriculum.
  As part of our approach to the use of technology, we also focus on promoting the necessary skills to navigate today's digital world. Digital citizenship guides students in safe and appropriate ways to use technology and the internet. Digital literacy supports students as they are introduced to the world of online communication and social media. Geography Geography encompasses the study of the Earth, its inhabitants, and the interrelationships between them, and is particularly concerned with the themes of place, space, and environment. The geography curriculum provides opportunities through which children can come to explore and understand the peoples and features, both natural and human, distributed over the Earth’s surface, and it enables them to appreciate the distinctive characteristics of places. By exploring the interrelationships of peoples and their environments, geography helps to promote knowledge about and concern and awareness of the potential of these environments’
  Topics include:

  • Share about the 5 themes of geography: locations, places, region, movement and human-environment interaction
  • Identify the major bodies of water and describe examples

  History The history curriculum reflects the nature of history itself. It is concerned with knowledge of the lives of people in the past and how this is interpreted, and it enables children to experience something of the way in which historians go about their work. The beginnings of the child’s historical engagement will come through recalling personal experiences and elements of family history. In exploring this historical experience the child will, in simple ways, become familiar with the process of collecting a wide range of evidence, examining and exploring it, and drawing simple conclusions from it. The development of historical skills, the beginnings of a concept of chronology, a realisation of the relationship of cause and effect, and an appreciation of change and continuity are, therefore, central elements in the child’s engagement with history from the earliest years.
  Topics include:

  • Learn to identify and describe the activities that led to economic success in the New England Colonies
  • Learn about the lifestyles and beliefs of a Native American

• Outline for Music

  
  One way to foster the development of the whole child is by learning about and through the Arts. It promotes creativity, critical thinking, problem solving skills and social interaction. Through the Arts program, students develop appreciation, empathy and learner profile attributes such as being a communicator and a risk taker.
  Music units in Grade 5 include:

  • Listening to classical and other types of music (describing and analysing)
  • Performing with percussions using tempo and dynamics
  • Creating music in response to the theme we are working on
  • Singing with awareness of the musical elements as tempo – duration
  • Develop an awareness and appreciation of music from different cultures

• Outline for Health and Wellbeing
  The IPC Subject Goals cover the knowledge, skills and understanding of children relating to the Art, Maths, Science, ICT and Computing, Technology, History, Geography, Music and the Physical and Health Education. The Physical and Health Education (PHE) is an important and compulsory part of the curriculum and includes games, gymnastics, athletics and skill development.
  Our PHE programme is an important and compulsory part of our curriculum and includes games, gymnastics, athletics, and skill development. Homeroom teachers will notify parents of PHE days at the beginning of the year. Students in Years 3 - 6 wear a PE uniform. This consists of shorts and a t-shirt which can be purchased through Dimensions at any time. Students are required to have a separate pair of gym shoes for inside activities (no black-soled shoes that will mark the gym floor) and outdoor activities (shoes for the playground and fields).
  

• Outline for Physical Education

  
  Students recognize the importance of being physically active, making healthy food choices and maintain hygiene in the development of well-being. The students explore use and adapt a range of fundamental movement skills in different physical activities and are aware of how the body’s capacity for movement develops as it grows. Student understand how movements can be linked to create sequences and that these sequences can be created to convey meaning. Students understand their personal responsibilities to themselves and others in relation to safety practices.Physical Education in Grade 5 include:

  • Individual pursuits/ track and field
  • Adventure challenge
  • Racket games
  • Health related fitness
  • Movement composition

• Outline for ICT and Computing

  
  We recognize the pivotal role that information and communication technology (ICT) plays in the educational process. Most of the time, technology is integrated through all curriculum areas to make learning more authentic.
  A variety of multimedia resources such as laptops, tablets are used to equip students with the necessary skills and knowledge that they need as 21st century learners. To provide more student support, the Grade level teacher work together with the ICT Co-Ordinator in integrating technology into the curriculum.The ICT skills and knowledge are evaluated using the following ISTE Standards for students:

  • Multi literacies
  • Design thinking
  • Computational thinking
  • Spreadsheets
  • Digital Citizenship
  • Multimodalities
  • Coding

  Computer programming is implemented Grade 1, with the use of robotics and a coding programme.

Optional Language Subjects

• Outline for Chinese

  
  The syllabus covers:

  • Understanding the fundamentals of sentence structure
  • Increase in vocabulary
  • Different techniques of writing composition
  • Reading and pronunciation of characters
  • Confidence and fluency in oral conversations
  • Exposure to different comprehension questions
  • Techniques of answering comprehension questions

• Outline for Hindi

  
  This subject aims to build up the students’ competency and understanding of the Hindi Language. The purpose of the Hindi syllabus is to ensure that students are competent in the four basic skills of the language: listening, speaking, reading and writing. These skills are taught so that students are able to communicate and interact effectively and with confidence.
  

• Outline for Tamil

  
  Student will learn and practice the following skills:

  • Tamil vocabulary, grammar, composition and comprehension
  • Tamil speech and drama, useful Tamil phrases and proverbs
  • Spoken Tamil and creative writing practice

• Outline for French

  
  This subject aims to help students to learn and practice the following skills through games, crafts, songs and role play:

  • French language and culture
  • Conversation and listening skills
  • Describing experiences, expressing opinions and discussing plans
  • Making presentations and interacting on various topics of general interests

Grade 6

• 
  

  Outline for English

  Literature Reading activities in Grade 6 expose students to materials that reflect the diversity of North America and world cultures, including those of aboriginal people. Students need to be familiar with the works of recognised writers. By reading a wide range of materials and being challenged by what they read, students become receptive to new and widely varying ideas and perspectives and develop their ability to think independently and critically. It is also important to give students opportunities to choose what they read and what they write about, in order to encourage the development of their own interests and pursuits Writing By Grade 6, reasonably lengthy well-structured pieces are expected. Writing for numerous audiences and effects is developed. Attention is given to the teaching and use of formal vs informal writing and the situations in which each are most effective. Sentence and paragraph writing is reviewed, while figures of speech are considered in order to encourage liveliness of language. Language Literacy devices, grammatical structures, sentence construction, and paragraph organization are covered in Grade 6. Punctuation is reviewed and more advanced skills are introduced and practices such as the proper use of the semi-colon. Attention is paid to expanding students’ vocabulary through the literature studied Oral Skills Clear and logical expression is encouraged. Student read aloud during literature study and the techniques of effective sight reading are employed. Oral presentations help develop the students’ confidence and introduce them to public speaking.

• Outline for Mathematics

  
  The mathematics program further develops the students’ ability to work independently and their aptitude to seek, communicate and justify statements. Problem solving and creativity will be integrated in all areas of Mathematics.
  In Grade 6, the program enables students to acquire and perfect the use of measuring and drawing instruments to become proficient in mental arithmetic and to gradually learn deductive and inductive reasoning. Technology is used as the means to pursue mathematical investigation. In order to further simulate students, the College offers the opportunity to participate in both national and international mathematics contests.
  Students will:

  • Develop the capacity to reason, imagine and think critically through observations, analysis inductive and deductive thought and logic
  • Express themselves clearly both in writing and orally using the symbols, signs and conventions of the language of mathematics
  • Demonstrate order, neatness and an analytical approach
  • Solve mathematical problems.

• Outline for UOI Combination of Science, Visual Arts, Design Technology and Innovation, Geography, History

  Science In this IPC, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world and the relationship between them. It encourages curiosity and ingenuity and enables the student to develop an understanding on the world. Reflection of scientific knowledge also helps students to develop a sense of responsibility regarding the impact of their actions on themselves, others and the world.
  Science does not appear as a stand-alone on the student’s timetable, rather it is embedded within the Units of Inquiry. The knowledge component of science in the IPC is arranged into the 4 elements: living things, earth and space, materials and matter and forces and energy. Visual Arts One way to foster the development of the whole child is by learning about and through the Arts. It promotes creativity, critical thinking, problem solving skills and social interaction. Through the Arts program, students develop appreciation, empathy and learner profile attributes such as being a communicator and a risk taker.
  Art in Grade 6 include:

  • Engage students in making 2D and 3D art projects
  • Explore the artwork of prominent and international artists
  • Identify the elements and principles of art
  • Collage, acrylic and modelling

  Design, Technology and Innovation Dimensions believes in the importance of our students being digitally literate to meet the challenges of an ever-changing world. To ensure our students have the skills they require, we offer an integrated technology programme that is guided by the International Society for Technology in Education (ISTE) standards. Our teachers and students are given in-class coaching to enhance all areas of the curriculum.
  As part of our approach to the use of technology, we also focus on promoting the necessary skills to navigate today's digital world. Digital citizenship guides students in safe and appropriate ways to use technology and the internet. Digital literacy supports students as they are introduced to the world of online communication and social media. Geography Geography encompasses the study of the Earth, its inhabitants, and the interrelationships between them, and is particularly concerned with the themes of place, space, and environment. The geography curriculum provides opportunities through which children can come to explore and understand the peoples and features, both natural and human, distributed over the Earth’s surface, and it enables them to appreciate the distinctive characteristics of places. By exploring the interrelationships of peoples and their environments, geography helps to promote knowledge about and concern and awareness of the potential of these environments’
  Topics include:

  • Follow and give directions using intermediate directions and transformal words
  • Identify and describe four different types of landforms.

  History The history curriculum reflects the nature of history itself. It is concerned with knowledge of the lives of people in the past and how this is interpreted, and it enables children to experience something of the way in which historians go about their work. The beginnings of the child’s historical engagement will come through recalling personal experiences and elements of family history. In exploring this historical experience the child will, in simple ways, become familiar with the process of collecting a wide range of evidence, examining and exploring it, and drawing simple conclusions from it. The development of historical skills, the beginnings of a concept of chronology, a realisation of the relationship of cause and effect, and an appreciation of change and continuity are, therefore, central elements in the child’s engagement with history from the earliest years.
  Topics include:

  • Learn to describe the contributions made by Benjamin Franklin
  • Learn about Mae Jemison and answer questions what they have

• Outline for Music

  
  One way to foster the development of the whole child is by learning about and through the Arts. It promotes creativity, critical thinking, problem solving skills and social interaction. Through the Arts program, students develop appreciation, empathy and learner profile attributes such as being a communicator and a risk taker.
  Music units in Grade 6 include:

  • Listening to classical and other types of music (describing and Analysing)
  • Performing with percussions using tempo and dynamics
  • Creating music in response to the theme we are working on
  • Singing with awareness of the musical elements as tempo – duration
  • Develop an awareness and appreciation of music from different cultures

• Outline for Health and Wellbeing
  The IPC Subject Goals cover the knowledge, skills and understanding of children relating to the Art, Maths, Science, ICT and Computing, Technology, History, Geography, Music and the Physical and Health Education. The Physical and Health Education (PHE) is an important and compulsory part of the curriculum and includes games, gymnastics, athletics and skill development.
  Our PHE programme is an important and compulsory part of our curriculum and includes games, gymnastics, athletics, and skill development. Homeroom teachers will notify parents of PHE days at the beginning of the year. Students in Years 3 - 6 wear a PE uniform. This consists of shorts and a t-shirt which can be purchased through Dimensions at any time. Students are required to have a separate pair of gym shoes for inside activities (no black-soled shoes that will mark the gym floor) and outdoor activities (shoes for the playground and fields).
  

• Outline for Physical Education

  
  Students recognize the importance of being physically active, making healthy food choices and maintain hygiene in the development of well-being. The students explore use and adapt a range of fundamental movement skills in different physical activities and are aware of how the body’s capacity for movement develops as it grows. Student understand how movements can be linked to create sequences and that these sequences can be created to convey meaning. Students understand their personal responsibilities to themselves and others in relation to safety practices.
  Physical Education in Grade 6 include:

  • Individual pursuits/ track and field
  • Adventure challenge
  • Racket games
  • Health related fitness
  • Movement composition

• Outline for ICT and Computing

  
  We recognize the pivotal role that information and communication technology (ICT) plays in the educational process. Most of the time, technology is integrated through all curriculum areas to make learning more authentic.
  A variety of multimedia resources such as laptops, tablets are used to equip students with the necessary skills and knowledge that they need as 21st century learners. To provide more student support, the Grade level teacher work together with the ICT Co-Ordinator in integrating technology into the curriculum.The ICT skills and knowledge are evaluated using the following ISTE Standards for students:

  • Multi literacies
  • Design thinking
  • Computational thinking
  • Spreadsheets
  • Digital Citizenship
  • Multimodalities
  • Coding

  Computer programming is implemented Grade 1, with the use of robotics and a coding programme

Optional Language Subjects

• Outline for Chinese

  
  The syllabus covers:

  • Understanding the fundamentals of sentence structure
  • Increase in vocabulary
  • Different techniques of writing composition
  • Reading and pronunciation of characters
  • Confidence and fluency in oral conversations
  • Exposure to different comprehension questions
  • Techniques of answering comprehension questions

• Outline for Hindi

  
  This subject aims to build up the students’ competency and understanding of the Hindi Language. The purpose of the Hindi syllabus is to ensure that students are competent in the four basic skills of the language: listening, speaking, reading and writing. These skills are taught so that students are able to communicate and interact effectively and with confidence.
  

• Outline for Tamil

  
  Student will learn and practice the following skills:

  • Tamil vocabulary, grammar, composition and comprehension
  • Tamil speech and drama, useful Tamil phrases and proverbs
  • Spoken Tamil and creative writing practice

• Outline for French

  
  This subject aims to help students to learn and practice the following skills through games, crafts, songs and role play:

  • French language and culture
  • Conversation and listening skills
  • Describing experiences, expressing opinions and discussing plans
  • Making presentations and interacting on various topics of general interests

Language (Course conducted in)

English, except for the four (4) optional language subjects

Delivery Mode

Lectures, tutorials, discussions and interactive lessons

Commencement Date/Intakes

Click here to check the dates of Programme Intake for 2024
Click here to check the dates of Programme Intake for 2025
DIMENSIONS reserves the right to change the intakes at any time without prior notice.

Course Fees

[expand title=”Click to show course fee.” swaptitle=”Click to hide course fee.” trigclass=”noarrow” tag=”p”]

Course Fees per year

1. Application Fee (Non–refundable and non-transferable) S$ 1,000 2. Tuition Fee S$ 13,000.00 3. Administrative Fee S$ 900.00 4. Examination Fee S$ 800.00 5. Course Material S$ 600.00 6. Uniform S$ 200.00 7. International Student Management Fee S$ 500.00 8. ICA Processing and Student’s Pass Fee S$ 135.00 9% GST S$ 1,542.15 Total S$ 18,677.15

Please click here for more information on the fees which are likely to be incurred during the students’ course of study. Students are expected to pay for the stipulated fee(s) incurred, if necessary.

Note 1:	All miscellaneous fees are inclusive of 9% GST.
Note 2:	Total course fees paid (except application fee and GST) by students are protected under the Fee Protection Scheme (FPS).
Note 3:	All students must sign the Advisory Note to Student before signing the Standard PEI-Student Contract.
Note 4:	The Standard PEI-Student Contract must be signed by the student prior to making course fees payments to DIMENSIONS.
Note 5:	The course fees shown above are effective from 1st April 2024. DIMENSIONS reserves the right to make necessary amendments to the course fees without prior notice.

[/expand]

Payment Mode

For more information on Payment Mode, please click here.
For more information on Fee Protection Scheme (FPS), please click here.
For further details, please contact your Admissions Officer at 6334 0600.

Duration

12 months

Maximum Candidature Period

Maximum allowed period for a student to complete the course is 24 months
Student is not allowed to retake the course and/or request for a refund in the event if he/she fails to complete the programme within the maximum candidature period.

Entry Requirements

Age:	Level Requirement Grade 1 At least 6 years old or above Grade 2 At least 7 years old or above Grade 3 At least 8 years old or above Grade 4 At least 9 years old or above Grade 5 At least 10 years old or above Grade 6 At least 11 years old and above
Academic Level:	Level Requirement Grade 1 Not applicable Grade 2 Completion of IPC Milepost 1 – Grade 1 or Completion of Cambridge Primary Year 1 or equivalent. Grade 3 Completion of IPC Milepost 2 – Grade 2 or completion of Cambridge Primary Year 3 or equivalent. Grade 4 Completion of IPC Milepost 2 – Grade 3 or completion of Cambridge Primary Year 3 or equivalent. Grade 5 Completion of IPC Milepost 2 – Grade 4 or completion of Cambridge Primary Year 4 or equivalent qualifications Grade 6 Completion of IPC Milepost 3 – Grade 5 or completion of Cambridge Primary Year 5 or equivalent qualifications
English Proficiency:	Level Requirement Grade 1 Not applicable Grade 2 A pass in English at IPC Milepost 1 – Grade 1 or a pass in English at most recent examination from home country. Grade 3 A pass in English at IPC Milepost 2 – Grade 2 or a pass in English at most recent examinations from home country. Grade 4 A pass in English at IPC Milepost 2 – Grade 3 or a pass in English from most recent examinations from home country. Grade 5 A pass in English at IPC Milepost 2 – Grade 4 or a pass in English in most recent examinations from home country. Grade 6 A pass in English at IPC Milepost 3 – Grade 5 or a pass in English from most recent examinations from home country.

Class Periods

Monday to Friday, 20 hours per week.

Examination Period

Assessments through the units of inquiry for all subjects.

Assessment Methods

Internal: Assessments through the units of inquiry for all subjects.
There are no examinations for all the subjects.

Assessment Grading Criteria

There are about 130 units of inquiry for the 6 courses (Grade 1 to Grade 6) to be chosen by the Academic Team.
4 to 6 Units of inquiry (depending on time required for each UOI) will be taught for each subject.
Grading Criteria:
1. Excellent
2. Developed
3. Developing
4. Beginner

Expected Examination Results Release Date

Not more than 3 months after the final assessment

Qualification Award

• Certificate of Completion of the International Primary Curriculum (IPC) Milepost 1 – Grade 1, awarded by DIMENSIONS International College.
• Certificate of Completion of the International Primary Curriculum (IPC) Milepost 2 – Grade 2, awarded by DIMENSIONS International College.
• Certificate of Completion of the International Primary Curriculum (IPC) Milepost 2 – Grade 3, awarded by DIMENSIONS International College.
• Certificate of Completion of the International Primary Curriculum (IPC) Milepost 2 – Grade 4, awarded by DIMENSIONS International College.
• Certificate of Completion of the International Primary Curriculum (IPC) Milepost 3 – Grade 5, awarded by DIMENSIONS International College.
• Certificate of Completion of the International Primary Curriculum (IPC) Milepost 3 – Grade 6, awarded by DIMENSIONS International College.

Graduation Requirements

Completion of the required units of inquiry for all subjects.

Teacher – Student Ratio

Average teacher-student ratio is 1:40
Note: The number of students in the classroom is subject to the maximum seating capacity.