St. Joseph’s Institution International Elementary School

By | February 15, 2017

St. Joseph’s Institution International Elementary School

  • Early Years

  • Middle Years

What we stand for 8a39fd40be0dfef8045651b7ce1635c4febd65b8a37535982dd1260cbbb26a77

  • Upper Elementary

ES Curriculum

  • Language Arts
  • Singapore Maths
  • IPC
  • Chinese
  • Art
  • Design Technology
  • Digital Literacy
  • Music
  • Physical Education
  • RME

More Information


Language Arts

Our Language Arts programme is central to the learning and development of all our students. Our essential goals are to create effective communicators and critical thinkers who are able to analyse, understand and build relationships with the world around them.

Oral Communication

Oral Communication is the foundation of literacy and encompasses all aspects of speaking and listening skills. We ensure that within our curriculum there are many opportunities for students to interact with others, listen to and use language, expand vocabulary and become effective communicators. We believe in the importance of ensuring that students engage with ‘purposeful talk’ as a tool for learning so that they can clarify and articulate their thoughts or ideas. Thinking aloud enables learners to construct and reconstruct meaning, to better understand the world around them. Discussion and oral presentations are core aspects of lessons as students gather information, rehearse their thinking, and express knowledge or points of view. Our students learn how to listen attentively, to understand and evaluate what they hear, to think about literal and inferred meaning and to respond appropriately.


The primary purpose of our reading curriculum is for students to develop an appetite for reading and a love of literature. The world of books is opened up to our students with many opportunities to engage with texts on their own or with others. We teach our children reading behaviours to develop personal stamina, choice and independence. We want our students to be joyful, voracious and independent readers who possess a deep appreciation and understanding of literature.

Our beginning readers are supported in their reading instruction through daily phonics work and a rigorous levelled reading programme which supports their accuracy and comprehension skills until they are independent readers. The reading programme then transitions to place emphasis on developing increasingly complex comprehension strategies and opportunities for the interpretation of themes, perspectives and purpose of a variety of text types.


Writing is a powerful means by which we remember, develop, organise and communicate ideas, feelings and information. Through our writing curriculum we hope to inspire writers who compose with passion and ease. We want our students to be motivated, confident writers who see writing as an everyday, useful and enjoyable experience.

Through our Writers Workshops, students are encouraged to express themselves creatively, imaginatively and effectively in arrange of genres. Students become enthusiastic and critical readers of quality mentor texts, so as to have exposure to effective models of the written form and the opportunity to study how authors write. We are dedicated to developing writers through our daily writing experiences and ensuring that children are engaged in purposeful opportunities with authentic purposes and audiences.

Singapore Maths

The language of Mathematics is used to describe, analyse and make sense of the world around us. Mathematics involves developing the understanding of relationships between things, the making of representational models, the interpretation of data, and the development of numeracy. Through these applications, our students develop the core skills of problem-solving and logical reasoning. These skills are key drivers to living and working in this innovative and technological age.

At SJI International, we have adopted the Singapore Mathematics curriculum as we believe it is a rigorous approach to teaching Elementary Mathematics. It places great emphasis on the development of problem solving skills using the model approach, leading to an understanding of algebraic reasoning. This approach embraces Jerome Bruner’s stages of enactive (concrete), iconic (pictorial) and symbolic (abstract) learning. The Mathematical thinking which is embedded in the Singapore Maths approach, involves questioning, constructing a rational and logical system of investigation and problem-solving. These skills are vital to our future-orientation students who are living in an age of innovation, invention and scientific discovery.

The unique feature of the Singapore Maths curriculum is the spiral design, where a concept such as fraction, begins life on a very tight and small circle of the spiral. At the next level, the spiral opens up to revisit a prior concept taught and to introduce other related but more difficult concepts. This continues to Grade 6 until all the related ideas are developed. Hence the children are provided with opportunities to revisit concepts introduced in an earlier year and to extend them.

The Elementary Primary Mathematics programme enables students to develop their ability to:

  • Understand the following mathematical concepts:
    • Numerical
    • Geometrical
    • Statistical
    • Algebraic
  • Recognise patterns and spatial relationships
  • Know common systems of units
  • Use mathematical language, symbols and diagrams to represent and communicate mathematical ideas
  • Perform operations with whole numbers, fractions and decimals
  • Perform simple algebraic manipulation
  • Develop the ability to perform mental calculation
  • Present and interpret information in written, graphical, diagrammatic and tabular forms
  • Use learned concepts and appropriate heuristics to solve problems
  • Think logically and derive conclusions deductively
  • Develop Inquiry skills through investigative activities


International Primary Curriculum

The International Primary Curriculum (IPC) is a contemporary curriculum designed to meet the challenges of 21st Century learners. At SJI International, we have embraced the IPC for the logical process for learning that it provides and for the specific learning goals of every subject, areas of personal learning and aspects of international-mindedness. We have seen how the IPC transforms learning, as it supports students to think differently, question differently and learn differently.

The IPC values the importance of acquiring of skills in context and exploring the development of knowledge that is relevant to students in today’s world. The units of study take on a thematic approach, weaving together a variety of subjects in an integrated and logical way. Our learners develop the skills to be enquirers, communicators and collaborators with their learning – developing a greater sense of themselves and others in the process. Through inquiry, students develop a deeper connection with their own nationality and culture and, at the same time, a growing understanding of the culture of others and the challenges and wonders of the world.

We are a leading IPC school in Singapore and are proud to have been Accredited at Mastering Level, by Fieldwork Education.

Early Years (Prep 1, Prep 2 and Grade 1)

The IPC Early Years programme is specifically designed for our young learners at Prep 1. With a developmental approach, the learning strands provide the opportunity for a range of flexible learning activities to inspire creativity, curiosity and the development of foundation skills and knowledge. Engaging units of study for our youngest learners include: All About Me, Changes in our World, Clothes, Patterns and Treasure. Prep 2 and Grade 1 begin part of the IPC’s Milepost 1 programme. It is here that the students begin to develop the skills of acquiring new learning beyond first-hand classroom experiences. Students explore a range of primary and secondary sources of information and begin to record their learning in a variety of ways. Some highlights of this programme include: Transport, Flowers and Insects, Buildings and Structures, Celebrations around the World, Our World and Stories People Tell.

Middle Years (Grades 2, Grade 3 and Grade 4)

Students in Grades 2 and 3 embark on the IPC’s Milepost 2 programme. Learners begin to form connections beyond their personal experiences. They are introduced to multiple perspectives and are challenged to begin forming their own conclusions, based on accurate research and guided analysis. Units have been specifically chosen to inspire and captivate the curiosity of our young learners and include: How Humans Work, The World of Chocolate and Fair Trade, Archaeology and Ancient Civilizations, Rainforests and Fashion. We introduce the Milestone 3 programme to our Grade 4 students. Our learners develop independent skills required for conducting their own research within a range of topics including: The Systems of the Human Body, The Holiday Industry, How People Communicate their Beliefs and Views of the World, The Structure and Formation of the Earth.

Upper Elementary (Grade 5 and Grade 6)

In the Upper Elementary, students are inspired with units that delve into topical issues, global concerns and moral implications. Within the Milepost 3 programme, students are taught to challenge ideas and perspectives, and work collaboratively with others to gather and present information. The units of study demand higher order thinking skills and task pupils to apply key scientific, historical or geographical ideas to wider contexts. Units of interest in the Upper Elementary include: The River System, Migration, The Science of Fairgrounds, AD 900 and Space Explorers.


Learning Chinese is an integral part of the experience at SJI International and we hope our children will develop a deep interest in learning and using the language. So whether this is the student’s first exposure to Mandarin, or if it is their first language, our three-track or stream approach caters for a wide range of learners with a variety of linguistic and cultural backgrounds. We offer Chinese as an additional language, rather than on a bilingual platform. Our Mandarin language and Chinese culture lessons take place daily for all classes, with further immersion opportunities for our early language learners.

Our Chinese lessons, led by a team of dedicated native Chinese professionals, are characterised by high levels of active engagement, enthusiasm and energy. Using a range of interactive methods, students participate in singing action songs and rhymes, role play, online learning and collaborative activities.

The experience we provide and the curriculum that has been designed, provide the systematic development of skills and knowledge of the Chinese language.

Upon leaving the Elementary School Chinese programme, it is our goal that our children will be confident users of the language. It is our ideal that children will want to continue with their Chinese language instruction upon entering the High School.

Curriculum Overview

  • Communicate in oral and written form within a variety of contexts in daily life
  • Develop skills in listening, speaking, reading and writing through a holistic approach to language learning
  • Appreciate Chinese culture through the Arts, customs, celebrations and traditions

Early Years (Prep 1, Prep 2 and Grade 1)

All Prep 1 children begin with Introductory Chinese. The units are based on real-life themes that are relevant to their personal lives so that our early language learners can begin to make meaningful connections with Chinese vocabulary. Students are taught greetings and how to describe simple physical aspects of themselves, their family, and how to make simple requests used in everyday contexts. In addition to their daily programme, students have a weekly Chinese Learning Centre where our Chinese teacher works alongside the classroom teacher, focusing in small groups to immerse them in the language.

In Prep 2 and Grade 1, we offer two courses, Chinese as a Foreign Language (CFL) and Chinese Language (CL). The CFL course is appropriate for students who are beginners or who have some experience in learning Chinese.  For this course, our students are taught to express their personal thoughts or opinions about simple topics such as a favourite sport, food, or toys. The CL course caters to students who are native or near-native speakers, or those children who have achieved a higher level in learning Chinese.  Within both of these courses, our children begin their foundation and confidence in the language.

Every Early Years classroom has a fulltime Teaching Partner who is able to speak Chinese to the children in their daily routines to increase their exposure to the language.

Middle Years (Grades 2, Grade 3 and Grade 4)

In the Primary Years, there are three courses available, to ensure that we are catering for the full range of abilities and experiences of our students.

The Chinese as a Foreign Language (Foundation), CFL(F) and Chinese as a Foreign Language (Intermediate), CFL(I) courses begin with personal themes that relate to children’s individual personal preferences and lives such as: Myself, Healthy Lifestyles and Friends. Students also begin to learn how to engage in simple conversation and description in units such as: What are you wearing today? What is in your schoolbag? Children learn core vocabulary within the linguistic structure of sentences.

The Chinese Language (CL) course is designed for those who are proficient in listening and speaking the language. For this course, we challenge our students with more complex vocabulary and sentence structures both in their spoken and written expressions.

A key event for children in the Middle Years is the Chinese Camp which allows them to be immersed in the Chinese language and cultural activities throughout the day.

Upper Elementary (Grade 5 and Grade 6)

In the Upper Elementary, we group students within the same course distinctions as the Middle Years. Continual assessment ensures that students are able to transfer between courses, should they need further extension or support.

The Chinese as a Foreign Language (Foundation), CFL(F) and Chinese as a Foreign Language (Intermediate), CFL(I) courses continue to relate to the children’s real-life experiences. Our students learn to communicate in real-life contexts that we would expect them to be able use when they go shopping, are eating in a restaurant, or when they are on holiday. Trips to Chinatown and locations around Singapore are planned to give our children first-hand experiences with these.

The Chinese Language (CL) course is designed for those who are proficient in listening and speaking the language. Students are introduced to a wider range of genres in both reading and writing.

There is an opportunity for Grade 5 and 6 children, to take part in a 6-day overseas cultural programme in China. This is planned to provide them with an authentic and enriching learning experience in a natural setting and is very popular with our students!

Most of our students continue with Chinese when they graduate to the High School. Please note that students who are Singaporean or Singaporean Permanent Residents must continue to study the language in Grade 7, unless granted exemption from the Ministry of Education. For more details on the High School language routes, please click here.​​

Students from the CL course generally join the 1st Language Class or Second Language Class whereas those from the CFL course join the Foreign Language Class.


Our Art curriculum develops children’s creative skills, critical appreciation, knowledge of artistic techniques and technologies, and within each child, a unique way of understanding and responding to the world.

Within our Art Studio, creativity and imagination collide, as children discover their inventive, intuitive and imaginative ability and explore their artistic potential. Lessons provide visual, tactile and sensory experiences through an immersion in an inspired atmosphere – where colour, form, texture, patterns of different materials and processes are used to communicate what they see, think and feel.

Children develop a mastery of art and design techniques, including drawing, painting, printmaking, textiles, graphic design, ceramics, mixed media and sculpture, through creative experimentation and increased awareness. They learn about the diverse roles and functions of art, craft and design throughout history, within contemporary life, and across cultures, equipping them for a lifelong involvement in, and an appreciation of, the arts.

Curriculum Overview

Children are taught about:

  • Expressing ideas, emotions, observations and experiences through two and three dimensions
  • Developing creativity and imagination
  • Using the elements and principles of Art and Design
  • Using materials, processes and techniques with increasing skill and confidence
  • Understanding, appreciating, respecting and enjoying other people’s visual expressions
  • The work of artists, craftspeople and designers from different cultures, including those represented in the host country
  • Functions of the visual arts in people’s lives now and in the past
Early Years (Prep 1, Prep 2 and Grade 1)

Our classroom teachers incorporate Art within the curriculum through the International Primary Curriculum (IPC) units of work and in response to literary stimuli or special days and events. Young Artists have access to an exciting ‘Tool Box’ of different papers, card, pencils, crayons, pens, pastels, ready mix paint, charcoal, artefacts for observation, fabrics, threads, collage materials (such as feathers, ribbons, natural materials), glue, tape, scissors, stencils, cutters, plasticine, clay, dough, and wire. In each classroom, the art area is space bursting with activity and creative play, as children tinker, paint, scribble, construct, assemble, glue, weave and mould their creative ideas into mini-masterpieces, expressive of their thoughts and views of the world around them.

Middle Years (Grades 2, Grade 3 and Grade 4)

In addition to classroom-based art activities, children work with the Art Specialist teacher to integrate art with the IPC Units of Work, to further develop an understanding of technical skills and processes. Children learn to recognise and emulate the work of artists and craftspeople from various cultures and eras, including their home and host country. Through critical and analytical discussion, the forms, materials and processes that were used are identified and reviewed. Children are guided to comment on works of art and to give reasons for their opinions. Developing Artists explore media and materials, using art as a means of self-expression, choosing materials and techniques which are appropriate to their task. Imagination is a key component in the art programme, being explored in order to illustrate what they have learnt about media and materials as our artists explain their own work in terms of what they have done and why.

Upper Elementary (Grade 5 and Grade 6)

As our students progress into the Upper Elementary, Mastering Artists begin to experience art projects that are more complex and extended. This may involve works that are larger in scale, incorporate a number of elements or stages, or are collaborative in nature. Integrating with the themes of the IPC curriculum, students explore how art is used for visual and tactile expression and communication. We explore how artists, craftspeople and designers from a variety of traditions, including those from students’ home and our host country of Singapore, use materials, forms and techniques to express their emotions, observations and experiences. Our artists reflect on their own influences and developing styles to create and develop unique and intentional pieces. Children will express their judgments about works of art, showing understanding, appreciation, respect and enjoyment.

Design Technology

In Design Technology, children apply knowledge, skills, experiences and resources to the development of technological solutions that are designed to meet the challenging needs of individuals, societies and environments. Our designers become innovative, adaptable and reflective as they select and use appropriate materials, design processes, information and digital technologies to create solutions that consider the short and long term impact on societies and environments.

Our students develop skills, knowledge and understanding in the following areas:

  • Designing, producing and using products
  • Using the five stages of the Design Cycle
  • Techniques of production
  • The use of a range of materials and components
  • The diversity of technological products
  • How to think about design and production
  • Identifying and responding to needs, wants and opportunities
  • How to evaluate materials, processes and products
  • The effects of technology on people’s lives

Integrating with the International Primary Curriculum (IPC) units of work, our students create, invent or innovate their own products based on defined specifications. Embedding the Design Technology with the theme and key learning outcomes of the IPC, strengthens both the understanding of concepts in Science and the elements of design from the Art programme.

Early Years (Prep 1, Prep 2 and Grade 1)

Our Prep 1 students develop foundation skills in designing a range of creative items, using a wide range of products. In the block and construction areas, the children experiment with the concepts of form and function and use their imaginations to build and create houses, buildings and towers. Classroom materials such as Duplo, Lego and Mobilo are open-ended. This helps the children to design, create and build and stretch their creativity. Where possible, creative projects are linked to the children’s IPC units and children are encouraged to draw plans, experiment with a wide range of materials and reflect on their design process.

Students in Prep 2 and Grade 1 are introduced to the purpose and function of products that are used in everyday life to make things easier, simpler or more efficient for consumers. They investigate the types of products that we use and the effect these have on our lives. Our young designers create plans to develop their own ideas for the products that they would like to make, and articulate these ideas through pictures and words. They select and use simple tools and materials to make their product, and are guided to make appropriate choices according to their design plan and desired effect. Being inventive and responsive to the ‘design specification’, students will make evaluative comments about their plans and products, and suggest possible areas for improvement. Our children enjoy becoming young architects of tomorrow with their own building and structures, creating their very own moving toys and puppets, and delving into automotive design with their own cars and vehicles.

Middle Years (Grades 2, Grade 3 and Grade 4)

Students are challenged to view products with a ‘designer’s eye’ and critically evaluate how the design and assemblage of the product affects their usability. Our beginning designers develop independent ideas and create usable detailed plans, indicating a greater degree of intent for products that they expect to create; incorporating labelled sketches within their designs. From a range of simple tools, used with accuracy and intent, our developing designers create and cultivate their ideas beyond the design phase. Decision making and problem solving skills are activated as students begin to use tools with independence and are introduced to a range of applications and techniques. Critically evaluating and reflecting upon their designs and products, our students identify and implement improvements to be made. Guided reflections are used to review the extent that the product addresses the ‘design specification’ and meets specific needs. Some of our favourite opportunities in the Middle Years are becoming Fashion Designers, exploring the world of Automata, and applying our knowledge of electrical circuits when customising existing products.

Upper Elementary (Grade 5 and Grade 6)

Our students come to appreciate the extent to which technological advancement affects the lives of people globally. Further investigation into the lives of people living in Singapore, South-East Asia and within the student’s home country, extends their awareness into a variety of differing technologies. Through the integration with the themes and outcomes of the IPC units of work, students design products to meet the design specification within ‘real-life’ contexts. Students are challenged to respond to the identified needs, wants and opportunities with informed designs and products. By critically evaluating and reflecting upon their designs and products, our students identify and implement improvements. Through guided reflection, they reflect on the degree that the product addresses the ‘design specification’ and meets specific needs, ensuring that purposeful learning takes place. Projects that have been enjoyed with our older students include using branding and graphic design in Marketing Communication, inventing our own products, and becoming Engineers in the construction of our own fairground rides.

Digital Literacy

Digital Literacy enhances the teaching-learning environment as it pervades all subject areas and phases of learning. At SJI International, we are dedicated to ensuring that our students have access to instructional, assistive and innovative technology to support their learning experiences, and within a learning environment that extends beyond the four walls of the classroom.  We remain steadfast to our commitment that online learning happens in developmentally appropriate and authentic ways.

Students use technology tools to locate, explore, analyse, exchange and present information responsibly and creatively. We believe that increased competence in the use of Technology promotes initiative and independent learning, with students being able to make informed judgments about when and where to use it to best effect.

Our Digital Literacy coaches work alongside classroom teachers in weekly lessons to seamlessly integrate ICT into the units of study for IPC or Language Arts. This integrated model ensures that the children have personalised and authentic learning experiences across a range of curriculum areas. Through this coaching model, our teachers are then empowered and resourced to incorporate ICT into other classroom lessons. To support this, our teachers and students have access to a Technology Suite and mobile laptop and iPad carts. Classrooms are equipped with a sound system, a digital projector, a visualiser, student computers and wireless internet connection. We are committed to the long term investment in hardware resources so that access to technology is at the fingertips of teachers and learners.

Curriculum Overview

Through digital technology, our aim is to help provide for, guide and support our students with purposeful experiences that will help them:

  • Develop problem solving and higher order thinking skills through learning the basics of computer science and programming
  • Communicate and collaborate effectively and meaningfully using a variety of digital tools and technologies
  • Create, personalise, interact with and present their own content using industry standard tools and best design practices
  • Build understanding about how to use technology appropriately and meaningfully
  • Take ownership of their learning, and be able to evaluate it and reflect upon it
  • Become a responsible Digital Citizen, by developing an understanding of how to be safe online, make responsible decisions about sharing information, and evaluate and acknowledge sources of information
Early Years (Prep 1, Prep 2 and Grade 1)

In the Early Years, digital devices form part of the many manipulative and interactive tools that our children engage with to access learning opportunities. Working alongside, our teachers guide our youngest students to:

  • Explore and experiment
  • Work creatively
  • Create and present their own content
  • Collect, evaluate and share information
Middle Years (Grades 2, Grade 3 and Grade 4)

Through a range of digital technology and experiences, children are guided to better understand the tools that can help them to express who they are and what they have to say. Throughout the Middle Years, we are continuing to support all students in their pursuit of becoming confident and capable users of ICT. Using a wide array of technology our digital coaches help guide:

  • Critical thinking and working collaboratively
  • Thoughtful expression of mood and emotion, through sound, images, voice, text and video
  • Using imagination and creativity to build real-world objects that could be useful in everyday life
  • An understanding what it means to be a responsible Digital Citizen
Upper Elementary (Grade 5 and Grade 6)

In the Upper Elementary an extensive range of digital technologies is available, and students are supported through that technology to challenge and extend their thinking about the world and their place in it. Students at this level are also supported in building deliberate understandings about how to use technology appropriately and meaningfully. In addition to what they have worked on in the Middle Years, a range of new challenges in relation to digital technology are introduced. Upper Elementary students use digital technology to:

  • Develop useful and purposeful mobile applications that could help address real-world needs
  • Explore further the role of multimedia in showing their knowledge, expressing and sharing their ideas, and acknowledging their place in Singapore and the world
  • Build and program electronic devices to further enhance their knowledge and understanding of the digital world they live in
  • Acquire more technical skills in using industry-standard software and workflows, including in the areas of print, web and 3D design, video editing and animation
  • Work collaboratively with their peers at school, and beyond
  • Be able to think critically, self-evaluate and formulate feedback to better direct future experiences


Music is a universal language. It opens up a world of imagination that engages and inspires children, igniting a natural connection to rhythm and melody, with the power to elicit thoughts, ideas and deep emotions. Music tells stories, paints pictures and engenders cultural unity. It has sustaining ingredients to help build the social, physical, emotional and spiritual aspects of all who participate in listening and making music.

Curriculum Overview:

  • Develop an appreciation of music and the joy of making music
  • Enjoy the experience of performing with an ensemble, both vocally and instrumentally
  • Increase the ability to listen and respond to musical elements
  • Convey an awareness of the expressive qualities of music
  • Explore the variety of musical styles
  • Encourage creativity
  • Explore music through a historical timeline
  • Develop the ability to listen and appraise
  • Encourage respect, self-discipline, personal organisation and individual effort when preparing for a performance, be it as a soloist, or with an ensemble and/or as a member of the cast in a production
  • Instill a lifetime connection with music, either as passionate listeners and/or as active participants

Early Years (Prep 1, Prep 2 and Grade 1)

Within the Early Years, music is explored through singing, listening, moving, and using instruments. We introduce music in a manner that is fun and friendly with the use of themes and/or stories. These trigger imagination, feelings and ideas in the children which are realised into sounds using a variety of classroom instruments, such as xylophones and all manner of percussion instruments. Knowledge and understanding begin to take shape through group and solo performances. Specific musical elements are also explored, for example, with the use of ostinato, song and dance, and musical stories like Jack and the Beanstalk. Children enjoy creating sound pictures to reflect a story and they develop their listening skills in expressing their feelings with the sounds they create.

Middle Years (Grades 2, Grade 3 and Grade 4)

Our students continue to explore the world of music with song, percussion and instrumental work. These activities reinforce their knowledge and understanding of musical notation and the expressive qualities of music. There are many opportunities within the programme to experiment both with improvisation and structured compositions. Students develop their appreciation of music with topics such as Musicians and their Instruments where they get to watch and listen to recordings of well-known performers. Learning experiences include developing skills to perform in a tuned percussion ensemble and participation in the global Voices Around the World singing and recording project.

Upper Elementary (Grade 5 and Grade 6)

The key elements of listening, appraising and composing direct our Upper Elementary children in their musical journey. Students continue to build on their knowledge and understanding of rhythm, melody and harmony through an increasing exposure to the variety of musical styles. We encourage the children to express themselves creatively as they experience being part of an instrumental ensemble. The lessons provide opportunities to explore ideas and create music with a variety of sounds and also help to develop specific skills with application to form and structure in a composition. In the Upper Elementary grades, we seek to prepare our children for a lifetime connection with music, either as audience members and/or as active participants in music making.

Ensemble Music Programme

Musical ensembles, either vocal and/or instrumental, are wonderful opportunities for children to experience the joy of making music with others in their school community.  Our various ensembles are led by outstanding music tutors and faculty members. Children develop a sense of belonging and take pride in learning and developing their individual skills to contribute to the excellence of each ensemble. They also learn commitment and respect as they realise the importance of being punctual at rehearsals and how essential the role of individual practice is to the success of each ensemble meeting.

The String Ensemble meets weekly and is open to all violinists and cellists. We encourage all students with a Grade 2 standard of performance to join us. The ensemble performs regularly at assemblies and annual concerts. They have also performed at the Botanic Gardens Concert organised by the SJI Schools.

The Junior and Senior Choirs form the SJIIES Elementary Choir. Each choir meets weekly for separate rehearsals, then combine as and when necessary in preparation for various performances. The Choir performs at Assembly, the Annual Elementary Concert and also at the Crib Service.

Musical Opportunities are also presented through our CCA programme. These include: Musical Theatre, Ukulele Group, Samba Band and Music & Technology

Instrumental Tuition Programme

The Instrumental Teaching Programme (ITP) offers instrumental lessons to our children during the school day. At the present time we are able to offer lessons in Piano, Violin, Flute, Clarinet, Saxophone, Guitar, Trumpet, Voice, and Drums. We have a team of outstanding music tutors who are passionate and highly qualified in their specialist subjects.

Many opportunities are provided for our children to perform on their instruments, from the familiar environment of the classroom to the Annual Elementary School Concert and sometimes in public venues. Some pupils may decide to take music examinations conducted by the Associated Board of the Royal Schools of Music (ABRSM) and Trinity College of Music, London (TCM).

Physical Education

The Physical Education curriculum provides children with the skills needed for confident participation in sport and recreational activities. At SJI International Elementary school, our PE programme focuses on developing skills, knowledge and understanding in the full range of activity areas and in a range of environments including: Invasion Games, Net Games, Striking and Fielding Games, Swimming Activities, Dance, Gymnastics, Athletic Activity and Outdoor Adventure. We encourage children to develop physical skills (agility, balance and coordination) and physical fitness so that they gain a sense of enjoyment and satisfaction from individual pursuits and team sporting activities.

Integral to our programme is developing an understanding of the factors that contribute to maintaining a balanced and healthy lifestyle. We aim to instil an appreciation for regular physical activity and making informed choices to promote and realise the body’s potential for well-being.  Our programme is designed to engage, motivate and inspire children to be committed to lifelong physical activity.

Our PE curriculum makes provision for a broad and balanced PE experience for all ages and abilities and is designed to ensure the development and promotion of:

  • physical confidence, enabling children to engage in a range of physical activities
  • physical development, teaching children to value the benefits of participation in physical activity while at school and throughout life
  • artistic and aesthetic understanding within and through movement
  • improved self-esteem through the development of physical confidence and leadership opportunities,  helping children to cope with both success and failure in competitive and cooperative physical activities
Early Years (Prep 1, Prep 2 and Grade 1)

Early Years children experience a curriculum focused on acquiring and developing skill. Children become increasingly efficient, effective and versatile in their movement. They experience this skill development through fundamental movement and games which allow:

  • opportunities for the development of the skilful use of the body
  • the ability to remember, repeat and refine actions and to perform them with increasing control, co-ordination and fluency
  • for a  range of activities designed to challenge and improve the ABC of PE (agility, balance and coordination)

Middle Years (Grades 2, Grade 3 and Grade 4)

Middle Years children focus on acquiring and developing further and more complex skills and selecting and applying them appropriately. They begin to gain a knowledge and understanding in a range of activity areas. The PE programme provides opportunities to:

  • develop an increasing ability to select, link and apply tactics and compositional ideas
  • develop fluency and consistency in their performance
  • improve observation skills and the ability to describe and make simple judgments on their own and others’ work, and to use their observations and judgements to improve performance (improving and evaluating).
  • ensure the development of an understanding of the effects of exercise on the body, and an appreciation of the value of safe exercising (knowledge and understanding of fitness and health).
Upper Elementary (Grade 5 and Grade 6)

Upper Elementary children develop their learning journey in PE by further developing knowledge and understanding by developing the more complex skills of observing and evaluating. This is achieved by providing:

  • opportunities to develop the ability to work independently, communicate with and respond positively  towards others
  • positions of responsibility and leadership
  • the development of problem solving skills
  • the development of interpersonal skills


IntroductionFamilies today are likely to live in nations where people hold a variety of beliefs and values from different religious traditions. At St Joseph’s Institution International, our community reflects a diversity that is enriching for children to develop their own beliefs and values.

Religious and Moral Education (RME) lessons enable children to explore the world’s major religion, philosophies and traditions. Based on Lasallian Catholic values, the broad aim of the RME course is to engage and stimulate thinking on a range of ethical and philosophical issues that confront young children in today’s world.

Our lessons are designed to develop skills which critically evaluate arguments and articulate beliefs and values. As natural philosophers, children ask big questions in life, such as Who am I? and Why am I here? Their wonder and awe about the mysteries of creation and life, illuminate their deep spiritual capacities. Through the Philosophy for Children programme, children learn how to ask deep questions, think critically about moral choices, understand different viewpoints and communicate their thoughts confidently and respectfully. Our children will also strengthen interpersonal and intrapersonal skills so they understand themselves and form healthy relationships with others. Both aspects support children to grow in strength of character and to make good moral choices.


Curriculum Overview:

  • learn about their beliefs, practices and traditions and explore how every religion promotes compassion
  • understand the responses which religious and non-religious views can offer on the ultimate questions of the nature, purpose and meaning of life
  • develop respect for others with different beliefs
  • understand accepted customs of conduct and right living in society
  • develop honesty, compassion, justice and wisdom by reflecting on their own moral values
  • develop reflective and discernment capacities and critical thinking in making decisions
  • make a positive difference to the community and the world by putting their beliefs and talents at the service of others