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Welcome to the Primary School of the American International School of Lusaka. We are pleased to have you be part of our dynamic school community in the heart of southern Africa.
As an inquiry-based program, we believe that children learn by actively participating in trying new things both individually and with others, making choices, taking risks, solving problems, and exploring the world around them. We believe the meaning of ‘to educate’ children is that they must be exposed to different tools for learning that empower them as lifelong learners. Inquiry is an engaging, dynamic process where we have the freedom to develop our own pathways to understand the world around us. We believe teaching and learning are co-constructed through modelling and creating an environment where it is safe to ask questions and learn through our ‘mistakes’. Learning how to learn is what our children need to succeed in the future.
At AISL, we aim to provide a supportive environment based on trust, respect, integrity and open communication with both the students and the families. Strong family-school partnerships are vital in creating a strong foundation between home and school. Your questions, dialogue and feedback help strengthen us, not only as a school, but as a community.
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Meet the Leadership Team
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Primary Years Program
AISL has been proudly offering the Primary Years Program since 2002. The PYP provides a curriculum framework for children from Preschool to Grade 5 that is engaging, relevant, challenging and significant for all learners with their diverse strengths and backgrounds. The PYP represents a combination of wide-ranging research and experience from best practice around the world that focuses on the developing child. It touches hearts as well as minds and encompasses social, physical, emotional, academic and cultural aspects of learning.
The PYP model is built around the learner profile, the IB’s beliefs and values translated into a set of learner attributes, with an underpinning theme of international-mindedness. Students inquire into, and learn about, globally significant issues through units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. These units collectively constitute AISL’s Program of Inquiry. In the ELC students learn through four units of inquiry and in kindergarten to Grade 5 students inquire into six units.
Students make connections, make their thinking visible, and build on learning experiences from one subject area to another. They develop conceptual understandings, build essential skills, gain knowledge, develop attitudes, and learn to take responsible action. Students at AISL engage in learning both within the classrooms and in the local environment for field learning.
For more information about the Primary Years Programme, please contact our PYP Coordinator, Chris Kelly: ckelly@aislusaka.org or visit the IB website.
The PYP model is built around the learner profile, the IB’s beliefs and values translated into a set of learner attributes, with an underpinning theme of international-mindedness. Students inquire into, and learn about, globally significant issues through units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. These units collectively constitute AISL’s Program of Inquiry. In the ELC students learn through four units of inquiry and in kindergarten to Grade 5 students inquire into six units.
Students make connections, make their thinking visible, and build on learning experiences from one subject area to another. They develop conceptual understandings, build essential skills, gain knowledge, develop attitudes, and learn to take responsible action. Students at AISL engage in learning both within the classrooms and in the local environment for field learning.
For more information about the Primary Years Programme, please contact our PYP Coordinator, Chris Kelly: ckelly@aislusaka.org or visit the IB website.
Inquiry
The Primary Years Program (PYP) is designed for students aged 3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a curriculum framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subject areas, as well as approaches to learning, with an emphasis on inquiry.
Who we are |
Where we are in place and time |
How we express ourselves |
How the world works |
How we organise ourselves |
Sharing the planet |
Mathematics
The design of the PYP is sufficiently flexible to accommodate the demands of national or local curriculums.* AISL is not required to follow a designed national curriculum, as such, we aim to develop curriculum that meets the diverse needs of our international learners. In 2015, we adopted the Common Core State Standards (CCSS) in Mathematics** and made some revisions and additions to support the learning of our students, learners in Zambia.
The CCSS define what students should understand and be able to do by the end of each grade and the CCSS for mathematics place an emphasis on applying mathematics to the real world. Mathematical instruction includes both the proficiency in, and processes of, mathematics. The CCSS are a shift in the direction of mathematics education. Students are no longer learning content as isolated facts, but rather as tools to solve a wide range of problems. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks that are developmentally appropriate.
"The Standards define what students should understand and be able to do by the end of each grade. What students can learn at any particular grade level depends upon what they have learned before. Ideally then, each standard in this document might have been phrased in the form, “Students who already know ... should next come to learn ....” But at present this approach is unrealistic—not least because existing education research cannot specify all such learning pathways. Of necessity therefore, grade placements for specific topics have been made on the basis of state and international comparisons and the collective experience and collective professional judgment of educators, researchers and mathematicians. A progression of knowledge and skills can be viewed in our Pre-Kindergarten - Grade 5 domain matrixes (available on the parent portal). The Standards are divided into domains which are larger groups of related standards identified as
The CCSS define what students should understand and be able to do by the end of each grade and the CCSS for mathematics place an emphasis on applying mathematics to the real world. Mathematical instruction includes both the proficiency in, and processes of, mathematics. The CCSS are a shift in the direction of mathematics education. Students are no longer learning content as isolated facts, but rather as tools to solve a wide range of problems. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks that are developmentally appropriate.
"The Standards define what students should understand and be able to do by the end of each grade. What students can learn at any particular grade level depends upon what they have learned before. Ideally then, each standard in this document might have been phrased in the form, “Students who already know ... should next come to learn ....” But at present this approach is unrealistic—not least because existing education research cannot specify all such learning pathways. Of necessity therefore, grade placements for specific topics have been made on the basis of state and international comparisons and the collective experience and collective professional judgment of educators, researchers and mathematicians. A progression of knowledge and skills can be viewed in our Pre-Kindergarten - Grade 5 domain matrixes (available on the parent portal). The Standards are divided into domains which are larger groups of related standards identified as
Number and Place Value |
Measurement and Data |
Geometry |
Operations & Algebraic Thinking |
* "Connecting IB to the Common Core." International Baccalaureate®. Web. 21 May 2015.
** "Mathematics Standards." Mathematics Standards. Common Core State Standards Initiative. Web. 21 May 2015.
*** "New York State P-12 Common Core Learning Standards." NYS P-12 CC Learning Standards. Engage, NY, 30 Oct. 2012. Web. 21 May 2015.
** "Mathematics Standards." Mathematics Standards. Common Core State Standards Initiative. Web. 21 May 2015.
*** "New York State P-12 Common Core Learning Standards." NYS P-12 CC Learning Standards. Engage, NY, 30 Oct. 2012. Web. 21 May 2015.
Language Arts
The design of the PYP is sufficiently flexible to accommodate the demands of national or local curriculums.* AISL is not required to follow a designed national curriculum, as such, we aim to develop curriculum that meets the diverse needs of our international learners. In 2015 we adopted the Common Core State Standards (CCSS) in English Language Arts (ELA)** and made some additions and revisions to support the learning of our students, learners in Zambia. The Standards are research and evidence based, aligned with college and work expectations rigorous, and internationally benchmarked. Each standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a globally competitive society.
The Standards define what students should understand and be able to do by the end of each grade. What students can learn at any particular grade level depends upon what they have learned before. A progression of knowledge and skills can be viewed in the Pre-kindergarten - Grade 5 domain matrixes. Ideally then, each standard in this document might have been phrased in the form, “Students who already know ... should next come to learn ....” With this in mind, AISL understands that each learner is on a developmental continuum and that a student might be working towards a standard below or above their grade level based on their needs at a particular point in time.
AISL’s ELA standards are divided into domains which are larger groups of related standards identified as Reading, Writing, Speaking & Listening, and Grammar. The standards provide the framework to develop literacy in social studies, science, visual arts, performing arts, physical education, mathematics and information technology. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas and in multiple disciplines, instruction in ELA is a shared responsibility within the school. The PYP, with its inquiry-based pedagogy, provides an effective framework for teaching and learning the ELA throughout the disciplines.
The Standards define what students should understand and be able to do by the end of each grade. What students can learn at any particular grade level depends upon what they have learned before. A progression of knowledge and skills can be viewed in the Pre-kindergarten - Grade 5 domain matrixes. Ideally then, each standard in this document might have been phrased in the form, “Students who already know ... should next come to learn ....” With this in mind, AISL understands that each learner is on a developmental continuum and that a student might be working towards a standard below or above their grade level based on their needs at a particular point in time.
AISL’s ELA standards are divided into domains which are larger groups of related standards identified as Reading, Writing, Speaking & Listening, and Grammar. The standards provide the framework to develop literacy in social studies, science, visual arts, performing arts, physical education, mathematics and information technology. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas and in multiple disciplines, instruction in ELA is a shared responsibility within the school. The PYP, with its inquiry-based pedagogy, provides an effective framework for teaching and learning the ELA throughout the disciplines.
Reading literature |
Reading Informational |
Reading Skills |
Writing |
Grammar |
Speaking and Listening |
* "Connecting IB to the Common Core." International Baccalaureate®. Web. 21 May 2015.
** "English Language Arts Standards." English Language Arts Standards. Common Core State Standards Initiative. Web. 21 May 2015.
*** "New York State P-12 Common Core Learning Standards." NYS P-12 CC Learning Standards. Engage, NY, 30 Oct. 2012. Web. 21 May 2015.
** "English Language Arts Standards." English Language Arts Standards. Common Core State Standards Initiative. Web. 21 May 2015.
*** "New York State P-12 Common Core Learning Standards." NYS P-12 CC Learning Standards. Engage, NY, 30 Oct. 2012. Web. 21 May 2015.
The ArtsThe Arts are integral to the PYP. Performing Arts and Visual Arts are powerful modes of communication through which students explore and construct a sense of meaning about the world around them. The Arts promote attitudes such as empathy and appreciation, and skills such as analysis, that help us see the uniqueness of each person as well as explore the commonalities that connect us.
The Arts engage students in creative processes through which they explore and experiment in a continual cycle of action and reflection. Reflecting on and evaluating their own work and that of others is vital, and empowers students to take intellectual risks. Exposure to and experience with arts opens doors to questions about life and learning. The process of making and appreciating the Arts is gratifying and will encourage students to continue creating throughout their lives. The Arts develop innovative thinking and creative use of technologies, and in so doing prepare students to participate in this multifaceted world. |
Visual Arts
Performing Arts |
Modern LanguagesAt AISL, we believe that the purpose of teaching modern languages is to create a community of lifelong learners - using the PYP, MYP and IB Diploma programs – who will develop oral and written linguistic skills and the cultural understanding to communicate successfully and function in all aspects of a multilingual global society. The department fosters cultural understanding by exposing students to a variety of materials in their original language and social context, and by encouraging them to undertake cultural experiences that broaden their vision as world citizens. We recognize the importance of language as a window to human understanding and strive to instill in our students the critical thinking skills necessary to discern and appreciate cultural differences.
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French
Spanish |
Personal, Social and Physical Education
Physical education in the PYP is concerned with the individual's well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student's experience at school and beyond and promotes an active, healthy life.
Physical education is more than just student participation in sports and games. Its purpose is to develop a combination of transferable skills promoting physical, intellectual, emotional and social development; to encourage present and future choices that contribute to long-term healthy living; and to understand the cultural significance of physical activities for individuals and communities. Therefore, at AISL, there are specific opportunities for learning about movement and through movement in a range of contexts.
Physical education is more than just student participation in sports and games. Its purpose is to develop a combination of transferable skills promoting physical, intellectual, emotional and social development; to encourage present and future choices that contribute to long-term healthy living; and to understand the cultural significance of physical activities for individuals and communities. Therefore, at AISL, there are specific opportunities for learning about movement and through movement in a range of contexts.
Personal And Social Education |
Phyical Education |
For current parents, our standards and benchmark documents can be found within the Parent Portal.
Office Hours: Monday - Thursday: 07:15 - 15:45 / Friday: 07:15 - 14:30
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