Our Program of Study

Stanford Egypt  Elementary School adopts the transformational reform of the ministry’s approach of the New Curriculum 2.0 in which the foundational skills of literacy, numeracy and digital literacy is at core. The school is dedicated to the integration of the essential soft skills and competencies such as communication and critical thinking into the school curriculum in all disciplines. We pride ourselves with providing our students with the 21st century skills needed for successful learning in the classroom, so students can thrive in a world where change is constant and learning never stops.

 The school follows the international standards of EFL (English as a foreign language) learning to provide the students with ample room for the innovation and creativity essential to learning. This creates autonomous learners who are in control of their learning process rather than being passive recipients of information.
who contribute to the local and international community.
Elementary School includes the grades from One till Six. The students learn: English, Arabic, Math, Science, Religion, Social Studies, French and German.
Starting from first Primary, students have the choice of learning either French or German as a second language. Social Studies is learned starting from Fourth Primary, however it is introduced in (Connect Plus) books of the English from early grades in the CLIL (Content Language Integrated Learning) section which serves as a simple introduction to social studies. Students have activities: P.E, music and art on weekly basis as part of the schedule.

 Our staff, which consists of the highest quality local and international teachers, works closely with our administrative body to assure that each student is provided with an individualized learning experience. Our education perspective at Stanford Egypt stems from the idea that contemporary people live and interact in an increasingly globalized world. For this reason, it is essential to give students a global education and provide them with an expanded world view. We believe that this approach allows our students to go forth in the world with the proper tools to succeed.

At Stanford Egypt School, our students are the top priority. Every lesson plan, school activity, and administrative decision made within our workplace addresses the essential question: “What is best for our students?” We believe that it is imperative that our school be equipped to cater to the diverse and multicultural needs of every child in a manner that prepares them for what line Modern American School, our students are the top priority. Every lesson plan, school activity, and administrative decision made within our workplace addresses the essential question: “What is best for our students?” We believe that it is imperative that our school be equipped to cater to the diverse and multicultural needs of every child in a manner that prepares them for what lies ahead. At the Modern American School, our students are the top priority. Every lesson plan, school activity, and administrative decision made within our workplace addresses the essential question: “What is best for our students?” We believe that it is imperative that our school be equipped to cater to the diverse and multicultural needs of Very child inaner that prepares them for what lies ahead.

Stanford Egypt preparatory stages set curriculum goals considered essential to the learning process of its students. The goals are set in order to acquire a range of thinking skills, alongside comprehension, interpretation, inference and synthesis.
Goals include teaching students to think critically and make connections, especially during English language and literature classes which is a semi-international approach.
The aim is for students to become confident performers, presenters, and public speakers who work cooperatively and collaboratively. Students are taught to acknowledge their peers’ points of view and respond in an open-minded manner.

We also integrate separate subjects into a functioning, unified, and harmonious whole which assists students to identify the links, not only between ideas and processes within a single field, but also between ideas and processes, in separate fields, and in the world outside of school.