British Bolivian School's teaching model is based on four fundamental pillars for the development of our students: values, bilingualism, technology, and sports.
This will be the students' first contact with formal education, so this experience must be for them an exciting and unforgettable adventure that will establish a valuable basis for further learning and aid in their personal development. Here at BBS we encourage the personal, social and emotional development of children, in addition to acquiring good habits of hygiene, health and nutrition. We offer a creative and motivating environment to help our children through a wide variety of activities and experiences, to develop all their skills to the maximum.
Key Stage 1 consists of two groups, Year 1 and Year 2, which generally include students who are between 5 and 7 years old. The learning in these groups is carefully constructed to build on the students' strengths in the six key areas of learning and development from the Early-Years Foundation Stage. This gives them a firm base on which to build as they move into a more structured phase of their education. Children in Key Stage 1 are taught using a curriculum that blends the Bolivian Curriculum with the Literacy and Maths frameworks from schools in England. Our phonics teaching follows the "Letters and Sounds* program used in the United Kingdom. Said program helps children to listen to, copy and talk about sounds. In the same manner, it lets them use their knowledge of letters and sounds to begin reading and writing words as soon as they are ready. Most of the children joining us in Key Stage 1 join us having no previous school experience or English. In order to ensure the curriculum we provide, we must consider each child's needs and starting points so children can make the best progress possible.
The Key Stage 2 curriculum extends 7-11 years old and builds upon a child’s achievements and progress through Key Stage 1. Our students will be encouraged to take greater responsibility for their own learning during this stage. In Primary years we will offer an environment for children to acquire and develop the skills, understanding and knowledge that they will need for a successful transition to Secondary School. We value not only academic development, but also the social, emotional, creative and physical development of each child during these crucial years. needs and starting points so children can make the best progress possible.
Key Stage 3 is the stage of education that a child begins when they turn 11. This stage truly represents a journey from childhood into the early stages of adulthood. They build on and develop their academic and social skills, which allow for new learning opportunities, both in terms of subjects and working methods. Project management skills are taught and supported by the teaching staff at this stage.
KS3 begins when pupils start secondary education. It’s a part of the British National Curriculum and so sets out which subjects have to be taught. It also determines how children should be tested and what standards they should achieve. KS3 is not that different to primary education, except the level of achievement is obviously higher and the lessons harder.
Key stage 4. In this stage, pupils build on their learning from Key Stage 3. They meet the statutory curriculum requirements through compulsory Areas of Learning and optional courses that lead to general and/or applied qualifications. All BBS pupils in this Key Stage follow a programme of education in the following areas:
• Science (Biology. Chemistry, Physics Y10 – Y13)
• Computer Science
• Physical Education
• Business Studies
In addition, BBS provides an additional programme of education for pupils in this Key Stage in each of the following areas:
• The Arts
• The Humanities (History, Geography. Social Studies, Individuals and Societies and Music)
• Modern Foreign Languages
As with Key Stages 1-3 the focus remains primarily on academic achievement - developing critical thinking, problem-solving, and communication skills as well as international mindedness and intercultural understanding.
However, there is also an additional focus on a more holistic approach nurturing intellectual, emotional and social skills whilst at the same time placing a strong emphasis on inquiry-based learning and also encouraging creativity, initiative and self-reflection.