Primary program

Age of students

The Primary Years Programme is created for the children from 5 to 11 years old | School Years 1-6

**Mission Statement from the IB
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Our mission is to develop lifelong learners who seek to improve the world through knowledge, inquiry, and reflection. Our School is committed to promoting a respectful community of independent and passionate lifelong learners who are aware of their roles and responsibilities in an ever- hanging world. To this end, we offer a variety of learning experiences within a supportive and challenging environment.

INTERNATIONAL SCHOOL MAXIMILIAN is a candidate school* for the International Baccalaureate (IB) Primary Years Programme and pursuing authorization as an IB World School.

IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision.**

*Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the IB Career-related Certificate (IBCC). Candidate status gives no guarantee that authorization will be granted.


  • Grade 1 - age of the students: 5,5 to 6 years
  • Grade 2 - age of the students: 6.5- 7 years
  • Grade 3 - age of the students: 7.5- 8 years
  • Grade 4   age of the students: 8.5- 9 years
  • Grade 5 - age of the students: 9.5- 10 years
  • Grade 6 - age of the students: 10.5- 11 years

Our curriculum is consisted of four core subjects: Literacy, Numeracy, Science and Personal, Social and Physical Education. All classroom instruction is delivered in English. Our School has fully implemented the inquiry based learning and the classes timetables are created in blocks into which the inquiry takes place.

The program is adequate on an international level and it is designed to be cultural accepted. It includes classes with a high level of quality and resources that are adequate in the local and international schools.

Our program is fully dedicated on setting strong basis of reading, writing through integrated studies of sciences, IT, art and sports. The students are developing their language skills of the English language through reading, writing, speaking and listening.

As a part of the sciences, the students are inquiring into the connection between the animals and the environment, the creation of the Earth ant its relief and the basis of physics. In the art program, the students learn dance, visuals, as well as creativity. We are dedicated to development of quality programs at every level of the primary education. Textbooks are used as resources and to us, the World is the resource!

Assessment Policy

At International School Maximilian, assessment is an integral part of our teaching and learning process. Students, teachers, parents and administrators have a shared understanding of reasons for assessing, why assessment is an essential part of teaching and learning, and why assessment in PYP looks different than how it is conducted in other schools. Students and teachers are actively involved in the assessment of the students‘ progress.

The Principles of Assessment
At International School Maximilian, we believe that assessment should be:
1. Valid to ensure that it effectively measures students’ growth
2. Consistent
3. Clear, transparent, and it should be made available to all stakeholders
4. Aligned directly to the unit and purpose of the unit

At International School Maximilian, emphasise the social and cultural context and we encourage international-mindedness by empowering students to take action and to become lifelong learners through collaboration, inquiry, and critical thinking.

International Baccalaureate (IB) Primary Years Programme (PYP) - Candidate School

INTERNATIONAL SCHOOL MAXIMILIAN is a candidate school* for the International Baccalaureate (IB) Primary Years Programme and pursuing authorization as an IB World School.

IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision.**

*Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the IB Career-related Certificate (IBCC). Candidate status gives no guarantee that authorization will be granted.

For further information about the IB and its programmes, visit

The IB learners strive to be:

  • Inquirers
  • Knowledgeable
  • Thinkers
  • Communicators
  • Principled
  • Open-minded
  • Caring
  • Risk-takers
  • Balanced
  • Reflective

Learning in an IB school creates children that are international-oriented. The IB student is focused on their own strengths. The program is shaped according to the individual attributes of every student. Focusing on the core educational aspects, the program helps create open-minded students who strive to have a broader perspective in life. Moreover, the program encourages constant engagement of the students making them inquirers and thinkers.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

Primary Years Programme
The PYP for children aged 3 – 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning through a student-centered approach to education.The PYP offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding. It is a student-centered approach to education for children aged 3-12. It reflects the best of educational research, thought leadership and experience derived from IB World Schools. The PYP has evolved to become a world leader in future-focused education. The PYP is an example of best educational practice globally, responding to the challenges and opportunities facing young students in our rapidly changing world.

The IB PYP Coordinator is the pedagogical leader of the IB PYP programme, and her role is to ensure that all standards for successful implementa’on of the PYP are understood by the teaching team, and that the programme is planned, taught, and assessed collabora’vely by a fully PYP trained team of teachers. She will work collabora’vely with all members of the teaching team; she will collaborate in whole-school planning; communicate effec’vely with all members of the PYP community (students, teachers and parents); and communicate with the IB organiza’on regarding support and adherence to the programme. The goal of introducing PYP in our school is to improve the quality of teaching and learning by using the framework of standards and prac’ces provided by the PYP. The PYP uses an inquiry based model of learning which permits students to engage fully in the learning process. Transdisciplinary themes (global themes that cross many subject areas) frame the learning. The PYP provides wriOen curriculum documents that foster understanding, knowledge, skills and the aPtudes needed in future jobs by our students. Successful enquiry should promote ethical perspec’ves that will ul’mately lead to responsible ac’on ini’ated by the student. In the primary years, children have a natural curiosity and desire to explore. Surrounded by trees and sample green spaces, students have access to diverse spaces that provide opportuni’es to learn, explore and play, fostering natural inquiry, healthy habits, and unique learning opportuni’es. We offer first through fiRh grades. We are an interna’onal and culturally diverse school, priding ourselves on being a close-knit community that values each and every child and their unique journey through childhood. During the important years of our students’ development, our main goal is to prepare our young students to become ac’ve par’cipants in a lifelong journey of learning. We are an IB World School that offers The Interna’onal Baccalaureate Primary Years Programme, IB PYP. It is designed to be interna’onally-minded, concept-driven, purposeful and challenging, focusing on the whole child as an inquirer, both in the classroom and the outside world. Our classes are inquiry-based, with an engaging, thema’c approach through which we learn essen’al skills and gain knowledge of math, language, science, social studies, physical educa’on, the arts, and robo’cs.

Our teachers work together with the families to support each child’s learning. As a learning community, we organize mul’ple mee’ngs and forums with our families. The objec’ve of our parent forums is to give parents a voice, foster collabora’ve decision making, organize events, and discuss all aspects of the students’ development. As a community of IB learners, we strive to be good communicators, collaborate effec’vely, and listen carefully to the opinions of others. Our learning community models this through regular communica’on, newsleOers, and reports. We also have our own elementary webpage which informs parents regularly about the learning that is happening in school and provides sugges’ons on how they can connect this learning with life at home.


Through core and foundation subjects, students receive a fully curated education that creates a passion for learning, builds a strong general knowledge base, and provides an opportunity for pupils to attain a set of skills that will carry them through their educational journeys and eventually into being productive citizens in their communities. A cross-curricular approach is used when applicable to show a relationship between learned knowledge and real world concepts and to create an understanding that individual subjects do not exist on islands unto themselves. Students are encouraged to explore, inquire, critically think, and build communication skills.

Primary English enables learners to communicate confidently and effectively and to develop the critical skills to respond to a range of information, media and texts with understanding and enjoyment.

Our English curriculum encourages a life-long enthusiasm for reading, writing and spoken communication. Learners develop English skills for different purposes and audiences.
This curriculum is for learners who have English as a first language, and can be used in any cultural context.

What will students learn?
Learners develop skills and understanding in four areas: reading, writing, speaking and listening. They will learn how to communicate effectively and respond to a range of information, media and texts to:

  • become confident communicators, able to apply all four skills effectively in everyday situations
  • see themselves as readers, engaging with a range of texts for information and for pleasure, including texts from different times and cultures
  • see themselves as writers, using the written word clearly and creatively for a range of different audiences and purposes.

English Literature is introduced as a subject in our curriculum beginning the first years of education. We believe that by doing so, every child gets the opportunity to develop passion towards books and to become an active reader.

By adding the English literature classes in our curriculum, our students begin reading books at a very young age, they learn critical thinking and they start creating the habit of reading, both in-school and at-home.

The school has created book reading clubs where the students spend a few hours in a quiet environment with other students and enjoy the books.

The Macedonian class is a class which all the Macedonian speakers need to attend. The curriculum in the Macedonian class follows the national framework and is consisted of theoretical part and a book reading part.

The mathematics curriculum framework explores five content areas: number, geometry, measure, handling data and problem solving. This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject.

The school believes that by putting an accent on the mathematics in the early stages of education, every student starts developing logical thinking and independent task-solving.

What will students learn?
Learners develop a holistic understanding of the subject, focussing on principles, patterns, systems, functions and relationships. They will become mathematically competent and fluent in computation, which they can apply to everyday situations.
‘Thinking and working mathematically’, a unique feature of our curriculum, encourages learners to talk with others, challenge ideas and to provide evidence that validates conjectures and solutions. When learners are thinking and working mathematically, they actively seek to make sense of ideas and build connections between different facts, procedures and concepts. This supports higher order thinking that helps them to view the world in a mathematical way.

ICT Starters gives schools a flexible framework to develop learners’ ICT competence. Modules can be delivered according to the needs of each learning situation and age of the learners – across the curriculum or as a separate course of study.

Learners will develop key ICT skills in a range of applications including computer programming, word processing, digital graphics, databases, spreadsheets, email, presentations, video/animation, the internet and web authoring. They will also consider wider issues such as eSafety and the adaption of their work to suit their audience.

This curriculum framework covers four content areas: scientific enquiry, biology, chemistry and physics. Scientific enquiry is about considering ideas, evaluating evidence, planning, investigating, recording and analysing data.

Following this course, every student develops love towards the nature and the environment. We have created a scientific environment in our school, were our students can see the beauty of science though the prism of experiments and by being in touch with nature and everything else that is covered by the curriculum.

Our science classes are consisted of both theoretical and practical study. In the theoretical part, our students learn the core information for understanding the topic/lecture whereas when it comes to the practical part, they get the chance to actually see what has been thought that class.

What will students learn?
Students will think scientifically and develop practical skills alongside knowledge and understanding, which is vital for explaining the world around us. Improving learners’ awareness of science in the world around them develops their sense that ‘science is for me’, helping to connect themselves to the subject.
This approach provides them with the knowledge and skills they require to excel at science in later stages of education and to make informed choices, including considering sustainability issues and meeting the challenges facing our environment.

How is the programme taught?
This curriculum covers six main areas called ‘strands’ that work together so that you can teach science holistically:

  • Biology – living things and how they interact.
  • Chemistry – the study of matter.
  • Physics – the interaction of matter and energy.
  • Earth and Space – planet Earth, the wider Solar System and beyond.
  • Thinking and Working Scientifically – develops understanding and skills of scientific models and representations, scientific enquiry and practical work.
  • Science in Context – helps teachers demonstrate the relevance of science to learners and unique to our science curriculum.

The primary Social Studies program focuses on setting the basis of society, history and geography. The students learn about the environment around them, the country they live in as well as the surroundings.

International School Maximilian introduces Phonics as an obligatory subject in the first years of education as a way of teaching children to read quickly and skilfully. Research shows that when phonics is taught in a structured way – starting with the easiest sounds and progressing through to the most complex – it is the most effective method of teaching young children to read (being particularly helpful for children aged 5-7).

Empathy is an obligatory subject in our curriculum for the students in grade 1, 2 and 3. Empathy helps build relationships, prevent bullying and succeed in school and later at work. This subject promotes the growth of leaders and entrepreneurs.

The project activities class develops the skills of research, analysis, evaluation, reflection, collaboration and communication.

The students in the early years of education are given projects adequate to their age. These projects are for topics in any subject. There is a yearly plan for projects, where the students know when is which project going to be assigned.

These are monthly projects where every month there is different subject that is covered by the project. In this class, the students learn responsibility, team work, leadership and time-management, skills that are crucial in life.

Our music classes are complete relaxation of the entire week’s stress. They are scheduled for Friday when after the entire week of studying and reading the students get the opportunity to enjoy good music, instruments and to learn something new for the history of music, its development, famous musicians, music genres etc.

In the sports class, the students are going to a nearby sports center where they allowed to pick some of the activities that the center offers and they get to spend hours doing physical activities which are very important in these years of life.