Full-time online schooling programme
for primary-aged children.

 
Apply Now   
 
Bina-WEB-Programme-03-1
 

Full-time online schooling programme
for primary-aged children.

 
Apply Now   
 
Bina-WEB-Programme-03-1
 

We offer

Full-time online schooling programme for primary aged children.
 
Students are matched with an experienced Master Teacher, and class sizes are capped at 6 students. Our curriculum is grounded in international academic standards and personalised for each student's needs. 

We offer

Full-time online schooling programme for primary aged children.
Students are matched with an experienced Master Teacher, and class sizes are capped at 6 students. Our curriculum is grounded in international academic standards and personalised for each student's needs. 
Bina-WEB-Programme-34
Live, teacher-led classes
 
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Hands-on/tactile activities during lessons
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Digital gamified learning experiences
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Self-guided activities during independent time

Our curriculum

Our international curriculum pulls from various standards worldwide– perfect for kiddos growing up in a global society. 
 
Grounded in UK standards with elements of the US Common Core, International Baccalaureate (IB PYP) and the Australian curriculum weaved in then broken down into microcredentials (don’t worry, we’ll get to that later).
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Biome themed classes

Each unit is a different biome, meaning students' learning relates directly to a living habitat. Connecting abstract concepts with real-world examples gives context to their learning - we put their learning into action! Kiddos could be learning multiplication on the ocean floor, or types of insects deep within the jungle!

Microcredentials

Students are continually assessed in a natural, non-intrusive way (think projects, games, reflections, and conversations).
This, along with the small class sizes,  gives teachers deep insight and constant feedback so that lessons can be tailored to each student's needs, meaning that each child gets precisely the education they need.
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The school day

Our kiddos follow a similar routine each day so that they know what to expect. We incorporate active and hands-on activities to keep our students engaged, and we balance group activities with independent learning.

 

View school day   

Master Teachers

Our Master Teachers all have a postgraduate degree and at least five years of experience as educators. With only 6 students each, our teachers can develop genuine connections with their students, intentionally getting to know them as individuals. 

Students will typically also be matched with a Teacher Assistant, who will support them with independent learning activities during breakout sessions.
Bina-WEB-Programme-36
Bina-WEB-Programme-13

Our curriculum

Our international curriculum pulls from various standards worldwide– perfect for kiddos growing up in a global society. 
 
Grounded in UK standards with elements of the US Common Core, International Baccalaureate (IB PYP) and the Australian curriculum weaved in then broken down into microcredentials (but we’ll get to that).
Bina-WEB-Programme-16

Biome themed classes

Each unit is a different biome, meaning students' learning relates directly to a living habitat. Connecting abstract concepts with real-world examples gives context to their learning - we put their learning into action! Kiddos could be learning multiplication on the ocean floor, or types of insects deep within the jungle!
Bina-WEB-Programme-25

Microcredentials

Students are continually assessed in a natural, non-intrusive way (think projects, games, reflections, and conversations).
This, along with the small class sizes,  gives teachers deep insight and constant feedback so that lessons can be tailored to each student's needs, meaning that each child gets precisely the education they need.
Bina-WEB-Programme-37

The school day

Our kiddos follow a similar routine each day so that students know what to expect, that follows a balanced group and independent learning schedule, with hands-on activities to keep kiddos engaged.

 

View school day   

Bina-WEB-Programme-36

Teachers

Our Master Teachers all have a postgraduate degree and at least five years of experience as educators. With only 6 students each, our teachers can develop genuine connections with their students, intentionally getting to know them as individuals. 

Students will typically also be matched with a Teacher Assistant, who will support them with independent learning activities during breakout sessions.

'We don't send our kids to local.
That's so old-school. We bina them.'

Join now   

The school year

We run our school year on a quarterly system. Between each quarter, students have a 2-3 week break. Currently, we are accepting students at eight points during the school year: at the beginning and middle of each quarter.

 

Our calendar

 

Teachers

Our Master Teachers all have a postgraduate degree and at least five years of experience as educators. With only 6 students each, our teachers can develop genuine connections with their students, intentionally getting to know them as individuals.
 
Students will typically also be matched with a Teacher Assistant, who will support them with independent learning activities during breakout sessions.

The school year

We run our school year on a quarterly system. Between each quarter, students have a 2-3 week break. Currently, we are accepting students at eight points during the school year: at the beginning and middle of each quarter.

Sample schedule

Sample schedule

9.00 - 9.20am | SEL
Students engage in a morning meeting and learn or practise social-emotional skills throughout the day.
 
9.20 - 9.40am | Reading
Students read for pleasure and share what they have read with each other, supporting a love of reading.
 
9.45 - 10.05am | Phonics skills
Students learn explicit phonics skills based on their level of progress– this could involve recognising letter sounds or exploring spelling patterns.

10.10 - 10.30am | Phonics consolidation
Students use the explicit skills they have learnt and employ these skills independently (with support from a teaching assistant on hand if needed). Their activities could range from finding items around the house that begin with the letter sound practised to playing a game that assesses their phonics understanding.
10.40 - 11.00am | Numeracy Skills
Students learn explicit numeracy skills based on their personal level of progress – this could involve learning to count to 10 or understanding how to use column strategy to solve multi-digit addition and subtraction problems. We endeavour to connect the learning in numeracy to the biome topic wherever possible.
11.05 - 11.25 | Numeracy consolidation
Students take the explicit skills learnt in numeracy and consolidate with independent activities. This could involve activities such as trying to jump across a room in exactly 10 jumps, solving mathematical puzzles, or working toward the mathematical components of the topic’s project.
11.35 - 11.55am | Literary skills
Students learn explicit reading and writing skills based on their individual level of progress. This session is closely tied to the biome topic/unit of learning and explores concepts such as writing genres, understanding the author's perspective, and delving into how texts are formed.
12.00 - 12.20pm | Literacy consolidation
Students take the explicit skills they have learnt and apply them through topic-driven, purposeful activities. This could involve activities such as finding items around the house that rhyme or drafting their own narrative stories.
12.20 - 1.20pm | Lunch
1.20 - 1.40pm | Topic
Students engage in Arts, Social Sciences, and Technical Sciences skills to explore the focus topic or unit. Our units are thematic, and students explore specific projects within these broad themes. 

1.45 - 2.05pm | Topic consolidation
Students apply what they're learning in all subjects to their project (with a teaching assistant on hand if needed). An example could be using what they have learnt about testing materials to test others they think could be helpful for their needs. This session is all about working toward the completion of their topic project.
2.05 - 2.30 | Playground
Students interact with one another in a game-oriented manner. This is supervised by a teaching assistant and primarily guided by students' wants and interests.
9.00 - 9.20am | SEL
Students engage in a morning meeting and learn or practise social-emotional skills throughout the day.
 
9.20 - 9.40am | Reading
Students read for pleasure and share what they have read with each other, supporting a love of reading.
 
9.45 - 10.05am | Phonics skills
Students learn explicit phonics skills based on their level of progress– this could involve recognising letter sounds or exploring spelling patterns.

10.10 - 10.30am | Phonics consolidation
Students use the explicit skills they have learnt and employ these skills independently (with support from a teaching assistant on hand if needed). Their activities could range from finding items around the house that begin with the letter sound practised to playing a game that assesses their phonics understanding.
10.40 - 11.00am | Numeracy Skills
Students learn explicit numeracy skills based on their personal level of progress – this could involve learning to count to 10 or understanding how to use column strategy to solve multi-digit addition and subtraction problems. We endeavour to connect the learning in numeracy to the biome topic wherever possible.
11.05 - 11.25 | Numeracy consolidation
Students take the explicit skills learnt in numeracy and consolidate with independent activities. This could involve activities such as trying to jump across a room in exactly 10 jumps, solving mathematical puzzles, or working toward the mathematical components of the topic’s project.
11.35 - 11.55am | Literary skills
Students learn explicit reading and writing skills based on their individual level of progress. This session is closely tied to the biome topic/unit of learning and explores concepts such as writing genres, understanding the author's perspective, and delving into how texts are formed.
12.00 - 12.20pm | Literacy consolidation
Students take the explicit skills they have learnt and apply them through topic-driven, purposeful activities. This could involve activities such as finding items around the house that rhyme or drafting their own narrative stories.
12.20 - 1.20pm | Lunch
1.20 - 1.40pm | Topic
Students engage in Arts, Social Sciences, and Technical Sciences skills to explore the focus topic or unit. Our units are thematic, and students explore specific projects within these broad themes. 
1.45 - 2.05pm | Topic consolidation
Students apply what they're learning in all subjects to their project (with a teaching assistant on hand if needed). An example could be using what they have learnt about testing materials to test others they think could be helpful for their needs. This session is all about working toward the completion of their topic project.
2.05 - 2.30 | Playground
Students interact with one another in a game-oriented manner. This is supervised by a teaching assistant and primarily guided by students' wants and interests.
We completely cover and exceed education standards from both the UK and the US Common Core.

admissions@thebinaschool.com
Bina-WEB-15
We completely cover and exceed education standards from both the UK and the US Common Core.

admissions@thebinaschool.com
 
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