The English Early Years Foundation Stage (EYFS) Statutory Framework is designed to give guidance for teaching, learning, and development of children aged 0-5 years. The framework advocates learning through a mixture of play-based and adult-led learning. A wide variety of methods such as modelling, discussions, and indirect and direct teaching are offered to learners by early years practitioners in the early years at LICS. Through the seven learning areas of the EYFS we aim to provide a holistic education and ensure that teaching and learning are in line with international best practice.

The four overarching principles of the EYFS are critical in the teaching and learning of young children and state that:

  • every child is unique and is able to learn, be resilient, capable, confident and self-assured
  • in order to be strong and independent a young child needs to develop positive relationships within the different settings
  • the development of an enabling environment ensures that experiences encountered by learners meet their individual needs and that there is a strong partnership between the home and early years practitioners
  • we must have a clear understanding that all learners develop and learn in different ways and at different rates. High-quality early years practice in teaching and learning takes this into consideration in relation to planning for educational provision.


To ensure high-quality early years provision at LICS we:

  • use the assessment process to evaluate the learning and development of learners
  • pride ourselves in ensuring that parents are an integral part of the learning and development of their children through the Parents As Partners (PAP) incentive
  • keep abreast with current international practice in the form of professional development and the staff appraisal process
  • ensure that there is adequate care and supervision provided through our adult-child ratio which is based on EYFS requirements
  • understand that children in today’s world are exposed to digital media and technology in every aspect of their lives and hence ICT integration into the classroom with a wide variety of resources is a critical aspect of teaching and learning in the early years at LICS
  • provide a wide variety of equipment and resources that are age-appropriate and curriculum-driven
  • have a well-established Student Support Services (SSS) Department that supports and identifies the needs of learners including those that are gifted and talented
  • offer a daily early morning exercise programme for learners to develop an understanding of the importance of physical activity and healthy living
  • have an Afternoon Activity programme that compliments and supports the morning schedule with a variety of well-planned activities.

We Challenge

In Primary School we welcome children daily to a safe space where they know their interests, talents, achievements and struggles are recognised. We believe that our students learn best when engaged in interactive and fun learning activities, crafted by teachers who know what makes their students tick. Knowing our children well through individual attention and encouragement, alongside robust formative and summative assessment, enables us to identify their zone of proximal development across a range of areas and to facilitate their progress through realistic adaptive challenges.

We Motivate

We know that children learn best by collaborating creatively with each other – teachers provide opportunities for children to discover their world and understand concepts themselves through guided exploration and trial and error. Sakugawa’s question: ‘What if creativity is about experimentation and play, and not being good at something can be fun?’ resonates with our teachers who encourage students to be curious and have a growth mindset. Teachers guide students through progressive concept understanding in a range of class, group and individual learning situations. Knowledge is reflected in written work, one-to-one dialogue, individual and group presentations and formal assessment. Attention to detail is promoted and teachers nurture intrinsic motivation in students to be the best they can be academically.

We Communicate

We believe our students should be masters of IT, using digital tools and resources to support their learning. Laptops and iPads are used for research, knowledge and assignment storage and creative sharing of learning. We prioritise clear communication, whether verbal, written or digital through a wealth of sharing opportunities and teaching of specific public-speaking skills, often leading to success in external speech and drama examinations.

We Explore

We educate the whole child by exposing her/him to a huge range of experiences: over 60 afternoon activities are offered including sports, arts and specialist interests so that students can discover their passions. We are aware that enthusiasm and growing prowess in extra-curricular activities contribute to an overall confidence across both pastoral and academic subjects. A flexible approach with students requiring specially targeted support operates both in the mainstream and in dedicated student support spaces so that each child’s learning and social needs are catered for.

We Support

All children explore their local and more distant world through an eclectic range of day and residential trips, most often with a community support focus. An increasing development of entrepreneurship skills targeted towards sustainability and conservation, nurtured through Going Global projects, and collaboration with external entrepreneurial specialists inspire our students to learn and communicate this learning developing a range of tools and skills.

In Secondary school, we have adopted teaching methodologies and pedagogy that are different from those found in traditional schools. This is designed to cater for a diverse student population, with students from a wide range of cultural and linguistic backgrounds. We have adopted teaching methods and approaches that are inclusive, culturally responsive, and adaptable to different learning styles. We incorporate global citizenship and perspectives into our curriculum. The objective is overall to provide an education that is tailored according to the unique needs of our students and prepares them for success in a globalised world.

We have a good blend of International and Zambian teachers, who are well qualified and experienced and bring a wealth of diverse knowledge and experience, that greatly enriches the learning experience of our student community which constitutes over 40 nationalities. LICS therefore is a melting pot of all these diverse cultures. Unity in diversity, learning with each other and from each other, incorporating international perspectives and experiences into the curriculum and using teaching methods that foster cross-cultural understanding. We provide a unique and enriching learning environment for students, exposing them to different perspectives and ways of thinking.

One major effect of globalisation is the increased use of technology and online resources. The internet and other digital technologies make it easier to connect with people and resources from around the world. We provide students with access to a wide range of information and resources that can enhance their learning experience.

  • Teaching with state-of-the-art video and audio teaching aids
  • Interactive whiteboards, AI cameras and devices (Chromebooks /Laptops) in use


In Secondary school, we use a variety of teaching methodologies that relate to the school’s mission, philosophy, and student population. Our objective is to deliver High-Quality Learning (HQL). Cambridge International Curricula, in which curriculum, pedagogy and assessment are inherently interlinked, is used across Secondary. It informs our approach to teaching and learning. Our Secondary school has three tiers: Lower Secondary, IGCSE and A-levels. Our approach embraces,

  • Self-directed activity, hands-on learning, and collaborative learning.
  • Learners as explorers: Young people are naturally curious and capable learners. Teachers facilitate learning by offering chances for investigation and learning. This is an inquiry-based approach that encourages students to ask questions, explore, and discover for themselves.
  • Project-Based Learning: We emphasize hands-on, experiential learning and encourage students to take an active role in their education.
  • Meta-Cognition strategy: We encourage our learners to use knowledge of the work they are engaged in, understand that there are different ways of learning, and knowledge of themselves to include thoughtful planning, attentive monitoring, and honest evaluation. By adhering to these guidelines, learners can optimise their educational experiences and achieve the outcomes they desire.
  • Blended Learning: We combine traditional classroom instruction with online learning and the use of technology. Which will be fully realised through the full implementation of BYOD (Bring Your Own Device).

Our students benefit from a well-rounded education, a holistic approach and experience. While we expect our students to excel in academics, we also encourage them to participate actively in enrichment activities, after-school activities, sports, music, art, speech, drama, debating, extended outreach programme, Duke of Edinburg Award involvement, inter-house activities and competitions, and student leadership opportunities. Our approach does not only grow the brain but the whole being and prepares our students for the 21st-century world.

Our approach remains to provide high-quality education and produce well-rounded, globally-minded graduates. We consistently achieve high scores on standardised tests such as NGRT and NGST (Important international literacy benchmarking resources), Cambridge Checkpoint examinations, International General Certificate of Secondary Education (IGCSE), and Advanced level Cambridge exams. Additionally, a high percentage of graduates from LICS schools are accepted into universities around the world, a good indicator that we equip our students with skills that help them proceed with tertiary education.