Greencoast’s aspiration is to approach the curriculum with the most appropriate programmes at each level of primary and secondary education.


The programmes we intend to follow are:




Early Years (3-6yrs) International Early Years Curriculum

The IEYC is an innovative research-based toolkit, recognising global best practice and the developmental needs of 3-6 year olds. It supports key areas of learning through holistic enquiry and play-based approaches encompassing all curriculum areas including personal, social and emotional development.


The IEYC process of learning captures children’s natural curiosity as a starting point and within the proper environment balances child-initiated and teacher-guided learning.


Play is an essential element of learning in the early years and students will have access to indoor and outdoor learning environments.


Learning Principles

The IEYC is designed around eight learning principles, that are considered essential to children’s learning and development.


  1. The earliest years of life are important in their own right.
  2. Children should be supported to learn and develop at their own unique pace.
  3. Play is an essential aspect of all children’s learning and development.
  4. Learning happens when developmentally-appropriate, teacher-scaffolded and child initiated experiences harness children’s natural curiosity in an enabling environment.
  5. Independent and interdependent learning experiences create a context for personal development and are the foundation of international mindedness.
  6. Knowledge and skills development lead to an increasing sense of understanding when children are provided with opportunities to explore and express their ideas in multiple ways.
  7. Ongoing assessment, in the form of evaluation and reflection, is effective when it involves a learning-link with the home.
  8. Learning should be motivating, engaging and fun, opening up a world of wonder for children where personal interests can flourish.


Students learning will be focussed around extended Units of Learning that may last for upto 6 weeks. All curriculum subjects will be connected to these themes so that the students develop a deeper understanding and have time to make connection with prior knowledge,  as  well as explore and investigate aspects of the theme that interest them.

For more information go to:




Primary Years 1 to 6 –The International Primary Curriculum (IPC)

“It has been designed to help children receive a 21st century education in real classrooms. International understanding has become vital. The ability to work with and relate to different cultures is crucial both to the new world of work, to our personal lives and our continuing hope for a peaceful and sustainable planet”.


The IPC’s learning goals underline the importance – both teachers and children should enjoy what they do!”  The IPC is an outcomes-led, enquiry based and future-oriented curriculum for all subjects. Thematic units have been developed to bring together the social sciences and arts subjects in a thematic approach so that children make links between the subjects in an exciting and stimulating way.


The units can also be adapted to encompass Mauritian influence, i.e. Mauritian history and culture class for all grade levels to promote a sense of a Mauritian identity within the school. The IPC has also been found to be able to translate to secondary settings well using IGCSE, and the IB Diploma very effectively.


The subjects to be taught will be: Mathematics, Science, IT, Design Technology, History, Geography, Music, Physical Education, Language Arts : English, French, Art and Society.


Secondary Form 1 to 3 – The International Middle Years Curriculum (IMYC)

“An exciting programme to support learning, international mindedness and personal development for students aged 11-14”


The curriculum provides a set of standards/learning outcomes described in terms of the knowledge students should acquire, skills they should accomplish and the understanding they should develop. The curriculum addresses the knowledge, skills and understanding in three key areas- subjects, personal development and international understanding. The IMYC is designed to enable students study individual subjects independently but encourages interdependence by showing how subjects may contribute to different Themes.



Form 4 & 5 – International General Certificate of Education (IGCSE)

“An international qualification, popular worldwide, for students aged 14-16”


The curriculum is flexible enabling students to engage with a variety of subjects. The IGCSE helps develop skills in creative thinking, enquiry and problem solving and is an excellent springboard to advanced study. Many subjects offer a choice between core and extended curricula thus making it suitable for a wide range of abilities. IGCSE enables students to obtain a group award ‘International Certificate of Education’ (ICE) by passing in the examinations of seven IGCSE subjects from five different subject groups including two languages.


The five IGCSE curriculum areas are:


Group I - Languages

Group II – Humanities

Group III - Sciences

Group IV - Mathematics

Group V - Creative and Vocational



Form 6 & 7 – International Baccalaureate Diploma Programme (IBDP)

“A challenging, internationally focused broad, and balanced educational experience for students aged 16-19”


The DP curriculum is made of six subject groups and the core comprising theory of knowledge (TOK), creativity activity and service (CAS) and the extended essay (EE). Most subjects are offered at higher level (HL) comprising 240 teaching hours and standard level (SL) which takes up 150 teaching hours. Students need to follow a distribution requirement when choosing subjects in order to qualify for the Diploma. Each student takes six subjects with not more than four at the HL for the DP. Students, who do not qualify for the Diploma Programme (DP), will receive Diploma Programme course results (DPCR).




The school will be English-medium. The core language is therefore English and ensuring the high standard of this will be a priority. A strong French Department will be set up to work across functions and levels and be fully integrated. Streaming within the French Department will recognise the needs of native speakers/ advanced French through to beginners. Additional languages will be strongly encouraged, particularly in line with the pace of economic change around the world.



Sports will be given its due share of the curriculum since it fosters teamwork, cooperation, and leadership while promoting a healthy lifestyle. Athletics, swimming, rugby, cricket, football and net games will be concurrently dispensed while we aim at participating at national competitions.


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