primary school homework diaries

Homework Diaries: A Deep Dive into Their Role in Primary vs. Secondary Schools

The evolution of homework diaries mirrors the progression students make from primary to secondary school . These indispensable tools transform in complexity and purpose, just as students’ academic demands and capabilities grow. Here’s how homework diaries differ and prove essential at each educational stage.

The Role of Homework in the Curriculum and Beyond

The role of homework in the educational landscape extends far beyond mere academic reinforcement. Homework diaries, in particular, have emerged as pivotal tools in this context. These diaries not only help students organise and prioritise their assignments but also foster skills like time management, responsibility, and self-discipline. As students jot down tasks in their homework diaries, they’re not just keeping track of schoolwork; they’re cultivating habits that will benefit them in the curriculum and in life beyond the classroom. The significance of these diaries underscores the evolving nature of homework and its broader implications for holistic student development.

Purpose and Significance of a Homework Diary:

Homework, while often seen as a mere extension of schoolwork, serves profound roles that resonate beyond the classroom:

Reinforcement of Curriculum Content: Homework provides a platform for students to revisit and delve deeper into the curriculum content they’ve encountered during school hours. This reinforcement not only solidifies their understanding but also enhances the retention of key concepts.

Skill Development: Homework transcends curriculum confines by fostering critical life skills. It cultivates attributes like discipline, responsibility, and perseverance, ensuring students are equipped for challenges both inside and outside the academic sphere.

Feedback Mechanism: Assignments extend a two-way communication channel. While students get to practice and internalize the material, educators receive insights into individual comprehension levels, facilitating tailored instruction.

Building Independence and Critical Thinking: Tasked with problems to solve away from the immediacy of the classroom, students learn to trust their instincts, seek out resources, and refine their decision-making skills.

Preparation and Anticipation: Homework often serves as a bridge to upcoming lessons. Preliminary tasks familiarise students with new topics, ensuring they step into classrooms with a foundational understanding, ready to absorb more.

Customising Homework with Diaries:

With the pivotal role that homework plays in academic development, it’s essential to manage and organise it effectively. Understanding how to make a homework diary can be a crucial first step. Homework diaries, whether tailored for primary or secondary students, serve as invaluable tools in this endeavor.

Primary School Homework Diaries: Building the Basics

Primary School Homework Diaries play a crucial role in laying the foundational skills for young learners . These diaries are more than just tools for tracking assignments; they’re instrumental in building the basics of organisation, time management, and responsibility. From the earliest stages of education, when students begin to record their tasks in these diaries, they’re introduced to the discipline of planning and the satisfaction of task completion.

As they navigate through their primary years, these homework diaries serve as a constant companion, guiding them in their academic journey and instilling habits that will benefit them throughout their educational trajectory. The emphasis on Primary School Homework Diaries underscores the importance of starting strong in the realm of academic organisation and responsibility.

Characteristics:

• Simplicity at its Best: Primary homework diaries prioritise ease of use, with an emphasis on straightforward task recording.
• Visual Appeal: Engaging designs, combined with vibrant colors, cater to young students, making the diary an appealing and inviting space.
• Parental Connect: Dedicated sections for parental comments build the bridge between home and school from an early age.
• Reading Records: Track a child’s reading progress, ensuring consistent growth and a love for literature from a young age.
• Schedules: Organise the week ahead, helping students anticipate important dates and build routines.
• First Step to Time Management: A homework diary can play a pivotal role in introducing young students to the principles of scheduling and task prioritisation.
• Strengthening the Home-School Bond: With sections specifically for parents, the diary fosters collaboration, deepening the family’s involvement in the child’s education.
• Cultivating Consistency: At this impressionable age, students are introduced to the importance of regular routines and responsibility.

Primary School Homework Diaries are not just a means to record assignments but a comprehensive tool that aids in the holistic development of a child. From instilling the principles of organisation, time management, and responsibility to strengthening the bond between home and school, these diaries are essential in laying a strong foundation for a child’s future. Moreover, the visual appeal, parental connect, and additional features like reading records and schedules make it an inviting and functional tool for both students and parents.

As children navigate through their primary years, the homework diary becomes a constant companion, guiding them on their academic journey and helping them cultivate habits that will benefit them throughout their educational trajectory and beyond. Therefore, the emphasis on Primary School Homework Diaries is not just about academic organisation; it is about shaping the future leaders, thinkers, and innovators of tomorrow

Secondary School Homework Diaries: Steering Towards Independence

Secondary School Homework Diaries play an indispensable role in guiding students towards greater independence and maturity . As adolescents transition from primary education, the challenges they face become more complex, and the need for organisation and self-management intensifies. A homework diary is not just repositories for assignments; they’re compasses that steer students towards self-reliance and proactive learning. By consistently using a homework diary, students cultivate the ability to plan, prioritise, and execute tasks with minimal supervision. They also develop a deeper understanding of their learning styles and academic strengths.

A Secondary School Homework diary are not just tools but catalysts, propelling students towards a future where they’re equipped to navigate the complexities of higher education and the world beyond with confidence and autonomy.

• Detailed and Defined: Secondary homework diaries come equipped with intricate sections for assignments, deadlines, and reflective notes, catering to the multifaceted academic requirements of older students.
• Streamlined by Subject: Segregated task sections based on different subjects allow students to keep a clear and organised academic view.
• Growth and Feedback Loop: Designated space for noting down learning objectives and areas where feedback is needed, turning these diaries into comprehensive tools that promote academic growth.
• Schedules: Detailed week-to-week or month-to-month schedules help students manage their growing list of commitments, from club meetings to exam revision sessions.
• Mastering Time Management: With intensifying academic demands, a homework diary act as students’ personal assistants, honing their scheduling and prioritisation skills.
• Evolving Ownership: The advanced features in secondary homework diaries empower students to take more control over their learning trajectory.
• A Prelude to Tertiary Education: Serving as foundational tools, these diaries prep students for the rigors and responsibilities they’ll encounter in higher education.

In summary, Secondary School Homework Diaries are more than just organisational tools ; they are catalysts for personal and academic growth. As students transition into adolescence, the challenges they face extend beyond the classroom, requiring a higher level of organisation, self-management, and proactive learning. The detailed and defined sections, subject segregation, and spaces for reflection and feedback in these diaries, not only help students manage their growing list of commitments but also empower them to take ownership of their learning trajectory. This, in turn, prepares them for the rigors and responsibilities of higher education and beyond.

Ultimately, by consistently using a homework diary, students are equipped to navigate the complexities of their academic journey with confidence and autonomy, laying the foundation for a successful future. Therefore, the emphasis on Secondary School Homework Diaries is not just about managing assignments; it is about empowering students to become independent, proactive learners, ready to face the challenges of higher education and the world beyond.

The journey from primary to secondary education is marked by significant changes in academic demands and student capabilities. Homework diaries play a crucial role in this transition, evolving in complexity and purpose to meet the dynamic needs of students at each stage. From fostering foundational skills like organisation, time management, and responsibility in primary students, to steering secondary students towards greater independence, proactive learning, and preparation for higher education, homework diaries are indispensable tools for holistic student development.

We understand the importance of these diaries and are dedicated to crafting fully customisable planners and homework diaries that align with your school’s unique requirements and ethos. By investing in tailored homework diaries, schools can ensure their students are equipped with the tools they need to navigate the academic landscape successfully and develop essential life skills that will serve them well beyond the classroom.

In a world where academic success is intertwined with personal development, the role of homework diaries cannot be overstated. They are not just tools for recording assignments; they are catalysts for growth, guiding students towards a future where they can confidently navigate the complexities of higher education and the world beyond. Invest in your students’ success by choosing customised homework diaries that reflect your school’s values and support your students’ unique needs.

Empower Students with Customised Homework Diaries!

We recognise the distinct needs of every educational institution. Understanding that one size doesn’t fit all, we specialise in crafting fully customisable planners and homework diaries tailored to your school’s unique requirements.

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Primary school homework diaries.

We offer a great range of primary school homework diaries here at EPSL, all at the very best prices. Each one features a layout that’s been carefully designed to be intuitive and easy to use, making it easier for your students to keep track of their progress so they can stay organised, motivated and engaged.

As with all of our products, our homework diaries are made right here in the UK, with the finest materials for maximum durability and longevity. You can even personalise the covers so that they’re tailored to suit the needs of individual students, or support specific learning objectives, or reinforce your school’s unique identity and values. Feel free to order a sample pack today!

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Homework Diaries

A homework diary is the perfect way to promote organisation skills and to communicate between school and home.

Our homework diaries are the perfect organisational tool for students, teachers and parents. With bespoke and ‘off-the-shelf’ options, there really is something to suit every school and budget.

Studies show that effective planning through use of a homework diary can be an excellent way to keep learners motivated and on-track. We give your students the tools they need to succeed.

What makes our Homework Diaries amazing?

Our homework diaries are incredibly popular at schools across the UK. Some of the top features include:

A range of sizes available

Quality full colour cover

Tough spine binding

2 pages per week diary

Bespoke diary layouts available

Personalise with school pages

Add from our library of supporting content

Student Wellbeing section

Suitable for daily use

Guaranteed to last all year

Simple to make bespoke with cover and content

Easily recycled

Encourages planning

Supports student wellbeing

FULLY BESPOKE

No two schools are the same, which is why we give you the option to add your own unique content. It could be your school’s wellbeing ethos, dress code, timetable, teacher details or things like term dates and IT policy.

Your bespoke cover, page content and diary style

Over 1000 pages of optional library options

7 different diary layout options

4 binding options to suit your needs

BUILT TO LAST

Our homework diaries are designed to last a whole school year. Our durable bindings and covers protect each planner through the rigours of daily school life. They really are backpack-proof!

Tough, long-lasting binding options

Protective plastic covers

Quality materials that are up to the task

No quibble replacement if it falls apart prematurely

hundreds of options

Throughout the years, we have learned what makes a good homework diary – versatility! One school’s needs will not be the same as another school, that’s why we have a huge variety of different content options in our library.

Study Skills section for better revision and exam performance

A wellbeing section to develop awareness in mental health

3 reference sections (maps, periodic table etc)

Opportunities to create your 100% bespoke version

EASY TO CREATE

A homework diary is an opportunity for schools to provide young people with a tool to support the learning experience. We do not want schools to miss this opportunity so have devised a way to make the process of designing a homework planner as simple as possible.

Access to MyPenstripe , our unique online design tool

24/7 support from an Account Manager and design team

A simple design approval process

Delivery managed to your desired deadline

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Edco Primary Homework Diary

Fresh, new and attractively designed for primary pupils

• An easy-to-use weekly diary for pupils.
• For the convenience of parents, the diary provides a section of absence notes templates.
• Encourages interaction between pupil, teacher and parents by providing space for parent/teacher comments.
• Contains interesting and up-to-date educational information to help people with their learning; for example, Irish irregular verbs and useful phrases, Maths 100 square and  healthy eating advice. 
• Includes a FREE fold-out: Timeline of History, which highlights the major events of Irish and world history that a pupil will encounter in primary school. 

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Primary Homework Diaries, Hoodies & Yearbooks

Our primary school planners contain reading records and spelling lists designed to support ks2 pupils. discover our full product range below..., boomerang primary school products, boomerang produces a range of school products catering specifically to primary schools., whether you are looking for a means of school-home communication, to record homework tasks or primary school leavers’ products, we are happy to help, primary homework diaries.

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ALL in 1 – Rainbow A4 Homework Diary + Tables + Atlas

€ 2.95

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The all in one Homework Diary!

Great diary, great space, great elements.

And only €2.95.

Why not make it your schools’ journal this year?

It is a Diary, Tables Book and Atlas all in one, with lots of fun items too!

Contains a large full colour ‘Map of the World’ across the centre pages, plus a Map of Ireland, Map of Europe etc.

The Rainbow Homework Diary is A4 in size, the only A4 available,  and contains many excellent pages besides those for homework. It has great educational websites to help with homework, the 100 most commonly misspelled words, the 4 sets of tables, the steps for the writing process, absence notes and much more, including Jokes, Riddles, Fun facts etc.

This is the journal that every child would freely choose!

Sample Pages from Rainbow A4 Homework Diary

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Homework Diary - Green - A5

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Green Homework Diaries

These fantastic green homework diaries from PTS are perfect for supporting your pupils with planning and keeping track of their homework.

Each A5 book has a matt cover and a super-strong binding, with 104 internal pages made of high-quality paper.

As well as 43 weeks of pages for pupils to use to plan their homework, this diary includes space for:

• This book belongs to
• Our class rules
• Homework timetable
• Termly targets
• Dates for your diary
• Helpful homework habits
• Friends' names and addresses
• Numeracy, literacy and geography key information

Click here to see the inside pages of this book

These brilliant books are on a price break, so the more you buy the more money you save!

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All UK Mainland orders that are under 6kg placed before 4pm will go out the same day Mon-Fri only.All UK Mainland orders that are over 6kg and placed before 2.30pm will go out the same day Mon-Fri only. UK Mainland Exceptions - All orders which contain personalised products take a few working days extra. The extra days are shown below for the different personalised products:

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Deal of the day

Education researcher calls for primary schools to have 'courage' to rethink homework

By Georgia Loney

ABC North Qld

Topic: Primary Education

Estelle Trueman says her daughters Perry and Bronte have benefited from no homework. ( ABC News: Georgia Loney )

When Estelle Trueman was growing up, homework was par for the course.

But now her two daughters are in primary school at Townsville in north Queensland, homework isn't mentioned.

"There's no pressure," Ms Trueman said.

"If we get home and want to prepare a meal together, or spend time together outside before bed, we can, and don't have to hope that we won't get in trouble tomorrow because we haven't done the reader."

John Hattie says homework is of little benefit in primary school. ( Supplied: University of Melbourne )

Across Australia, there's anecdotal evidence a growing number of primary schools have introduced no – or low – homework policies since the COVID-19 pandemic, according to University of Melbourne Emeritus Professor of Education John Hattie.

Professor Hattie said while there was some evidence homework benefited high-school students, there was no need for it in primary schools.

"The evidence is pretty clear that homework in primary school has a very low to zero effect," he said.

In a bid to modernise the education system, Poland last month scrapped homework for students in years one to three and made it optional for students in years four to eight .

Professor Hattie said Poland's move sent an important message, but it would take a "brave" politician to rattle the cage in Australia because of widespread views among parents here.

"There are parents who think homework is critical and essential for their children's future, which is not true," he said.

Homework out, reading in

In Townsville in north Queensland, Belgian Gardens State School has scrapped compulsory homework in favour of reading, practice, and play.

Belgian Gardens State School has an optional homework policy. ( ABC News: Georgia Loney )

"[Worksheet saturation] does not foster parent engagement, neglects the individual needs of students and in some cases leads to drawbacks including disengagement and frustration," principal Ryan Pedley said.

Students were given the option to undertake "practice" or "study habits" at home.

Mr Pedley said parents were highly engaged, through regular information sessions, about what was being taught at school. 

St Benedict's says at-home reading is required. ( ABC News: Georgia Loney )

St Benedict's Catholic School in the city's west is similarly taking a minimalist approach.

"We couldn't really see the benefits for doing homework … but we do require our students to be reading at home each night," assistant principal Aleesha Rockemar said.

"It [homework] can become a nightmare for families to get done."

Aleesha Rockemer says a no-homework approach reduces stress on students and families. ( ABC News: Georgia Loney )

For 10-year-old Keira Warren, it was a pleasant surprise when she transferred to the school this year.

"I was very relieved, I hated having to go home and do more work," she said.

"I didn't like having to either get in trouble because I didn't go to sports, or get in trouble because I didn't do homework."

Keira Warren says having no homework was a surprise when she moved to Townsville. ( ABC News: Georgia Loney )

What are the rules on homework?

In Queensland, there is no one-size-fits all approach; it's up to each school principal to decide their homework rule book.

The Department of Education said it did not collect data on the state's 1,264 public schools' policies.

Instead, it stipulated principals needed to determine what worked for their individual school communities and to ensure any homework was meaningful.

"Schools work collaboratively with students and families to make sure to allow sufficient time for family, recreation and, community and cultural values," a department spokesperson said.

Brisbane Catholic Education, which oversees 146 schools across south-east Queensland, said it did not have a mandated homework policy, but any homework should complement students' learning and wellbeing.

Pros and cons

Professor Hattie has been researching teaching and student learning since the 1970s.

His latest publication in 2023 analysed more than 130,000 studies worldwide on what helps students learn. 

Professor Hattie said the research found homework in primary school – if at all — should be kept short, review what had already been learned at school and not require parental surveillance.

"Don't get [children] to do a project unless you want to see what the parents contribute," he said.

"You've got to seriously question why you need homework at all. I want to give some courage to [primary] schools to drop it, if parents don't get upset.

"There's no need for it in primary school."

Amanda Hoffensetz says homework is an under-researched topic. ( Supplied: James Cook University )

Lecturer in early childhood education Amanda Hoffensetz, from James Cook University, said homework was a difficult topic to research and there were too many variables for conclusive evidence.

"Schools vary greatly in quality, quantity, and the amount of support that children are getting at home," she said.

Scott Wiseman says traditional homework might work best for some families. ( ABC Radio Brisbane: Kenji Sato )

For Scott Wiseman, the chief executive of P&Cs Qld, the peak body representing state school parents and communities, homework had traditionally played an important role in helping parents engage in their child's learning.

"Everyone learns differently and for some kids, doing the sight words or the fact sheets may actually be really important to reinforce their schoolwork," he said.

"It needs to be a consultation process between the school and parents and the community as to how they want education to work in that particular school."

Family impacts

At Townsville's Marian Catholic School, principal Kylie Helmore said changing its homework policy in 2023 had resulted in more student engagement in class and less stress on working families.

Kylie Helmore says the school has drastically changed its approach to homework. ( ABC News: Georgia Loney )

"We're not getting the reports that 'my child is refusing to do anything'," Ms Helmore said.

But reading at home is still required and senior students must complete a passion project each term.

For mum-of-two Estelle Trueman, home life was more manageable without the burden of homework.

"Our kids are only little once," she said.

Estelle Trueman says a flexible approach is needed to homework in primary school. ( ABC News: Georgia Loney )

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The Primary School Diary 2024-25 Wiro Bound

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The ever-popular A4 week-to-view academic diary for primary and early years teachers – fully dated for the whole year this is a planner and diary combined. Our planners allow you to participate in your daily responsibilities with more organisation and ease. A primary school teacher planner is the best tool to manage your workload and time.

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OUR PRIMARY CURRICULUM

Our International Primary School Curriculum

Our Primary students (ages 5-11) follow the English National Curriculum, which we offer on both our Rosinka and Krylatskoe Campuses.

Adapted to our local and international context, our Primary school curriculum provides a strong academic foundation, as well as offering diverse learning experiences that challenge, engage, and inspire. We nurture personal characteristics and values, too, ensuring every child is supported to grow socially and emotionally.

Core Curriculum

English Language

In English, we encourage our children’s love of reading, writing, and literature. Children develop their phonic knowledge, listen, discuss, reflect, and express themselves through their writing, becoming clear and effective communicators.

Taught daily from Years One - Six, our maths curriculum enables our students to master numbers, as well as measurements, data handling, shapes, geometry, algebra, and problem-solving.

In science, our students ask questions, perform experiments, make observations, present data, and use evidence to draw conclusions. They also develop a deeper understanding of ideas across physics, chemistry, and biology.

Art and Design

In weekly lessons, students use colour, texture, patterns, and a range of materials and processes to communicate what they see, feel, and think. Igniting imaginations, lessons are packed with visual, tactile, and sensory experiences.

Our history curriculum teaches students to consider how the past influences the present. Your child will explore what life was like through engaging topics and themes, and learn how beliefs and cultures affect people’s actions today.

Our geography curriculum is packed with practical and creative learning experiences. From making a working model of a volcano to recording topographical data, our students investigate and discover through a hands-on approach.

Harnessing the power of ISM’s education technology – including MacBooks, robotics, 3D printers, green screens and iPads – students find, explore, analyse, exchange, and present information responsibly and creatively.

Personal, Social and Health Education (PSHE)

Regular PSHE lessons help our children grow into strong individuals and members of society. Your child will also develop the skills and attitudes they need to lead confident, healthy, independent lives.

Specialist subjects

Alongside our Core Curriculum, specialist teachers, musicians, and coaches at our international primary school in Moscow, provide exceptional musical, linguistic, and PE opportunities for our students.

Modern Foreign Languages

A high-quality language education fosters our students’ curiosity and deepens their understanding of the world. We offer Russian to all students, from beginners to native speakers. French and Spanish are introduced in Key Stage 2.

On our extensive music programme, students can learn multiple instruments, play in our ensembles, or sing in a choir. We also offer an exciting schedule of concerts and workshops, where students showcase their talents.

Our PE curriculum is packed with team and individual activities, including gymnastics, basketball, swimming, ice-skating, football, tennis and athletics. There are also opportunities to compete in inter-House competitions, sports days, and swimming galas.

Enhanced curriculum

At our international primary school in Moscow, our teachers bring learning to life in practical ways through our extra-curricular programme. This includes excursions to local museums and places of interest, as well as – from Year Four – exciting residential trips in Russia. Your child will also have access to a range of After-School Activities and community service opportunities, not to mention Work Experience opportunities for our oldest students.

Personal development

Each child is a unique individual, and we take a tailored approach to developing their personal wellbeing and confidence, as well as their strength of character. We develop strategies that encourage a productive response to adversity. And we always make sure our children can find a caring, listening ear when they need one.

We support our children to develop a range of ‘Success Skills’, which are personal character traits they hone throughout their Primary years. These include critical reflection, independence, creative thinking, respect, self-discipline, communication, resilience, courage, and self-care.

AN OUTSTANDING BRITISH EDUCATION

At ISM, we combine the highest British standards with exceptional personalised support, enabling your child to achieve great things – academically, personally, creatively, and socially – from an early age.

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Krylatskoe Campus:  + 7 (499) 922 44 00 Rosinka Campus: + 7 (499) 922 44 05  

Admissions:   [email protected]

Krylatskoe Campus Krylatskaya Ulitsa 12 Krylatskoe Moscow 121552 Rosinka Campus Building 41 IRC Rosinka Krasnogorsky region Moscow rural 143442

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Top 15 Best International Schools in Moscow, Russia

• By Juliet Ryder
• Posted 18 January, 2022

Moscow International Schools

There are over 20 international schools in Moscow   and the surrounding area, with 11  British schools , 3  IB schools in Moscow  and 2  American schools .  Most are English speaking and some are bi and multi-lingual. Read on to find out what the areas of Moscow are like and how they relate to some of the best Moscow international schools.

Life in Moscow

Moscow is the capital of Russia and the largest city in Europe by area.  It is also one of the most populous cities in the world with an estimated current population of more than 15 million within the city limits and 25 million within its metropolitan area. According to the 2019 Forbes List, Moscow is home to more billionaires than anywhere else in the world apart from New York and Hong Kong.  Moscow has a rich cultural history and is well known for its unique and beautiful architecture, art, classical music and ballet.  The city is easy to get around on foot or by public transport, although the metro gets very crowded during rush hour.  The roads are very busy with frequent traffic jams.  In recent years Moscow has become a real culinary capital with plenty of excellent restaurants coffee shops.  It is a common misconception that Russians are unfriendly.  In Russian culture it is unusual to smile at strangers.  Most Russians are warm, sincere and honest and will give you a genuine smile once they get to know you.    

Central Moscow

The prestigious district of Arbat is centrally located in the western part of the city and home to a number of embassies.  It is a popular area rich in beautiful architecture and luxurious apartments. 

The central, convenient and lively Tverskaya Street in the north westerly part of the city leads directly to Red Square and the Kremlin.  There are, however, some quieter side streets, like Kamergersky Lane, with beautiful housing and an abundance of restaurants and cafés.

Patriarshiye Prudy

To the southern side of Tverskaya Street is the popular family area of Patriarshiye Prudy (Patriarch’s Ponds).  This is a calm and quiet neighbourhood around a beautiful city park.

Basmanny District

To the east of the city centre is the Basmanny District, a clean, green neighbourhood considered to be a calm oasis in the heart of the city.  This area is home to Chistye prudy (Clean Ponds), a popular park with paddle boats to rent in the Summer or ice skates in the Winter.

Tretyakov Gallery

Situated in the southern part of the city, the Tretyakov Gallery area is lively with plenty of upmarket bars and coffee shops.  There are some quieter neighbourhoods off the main streets of Pyatnitskaya and Ordynka.

Outside the Garden Ring

Fruzenskaya area.

To the south west of the city, just outside the Garden Ring, is the Fruzenskaya embankment.  This area is very leafy and green overlooking the Moscow River and Gorky Park.  This area is popular with families but apartments are often quite small and expensive. 

Leningradsky Prospekt

Leningradsky Prospekt is a busy avenue to the north west of the city that connects with the top of Tverskaya Street at its southern end.  This quirky, bohemian area, famous for its Artist’s Village (Sokol area), is leafy and green with some remaining dachas (Russian country cottages).

Outer areas of Moscow

Botanical garden district.

Around 10 km to the north of the centre is the green district of Moscow’s Botanical Gardens, one of the largest in Europe, is a great place which boasts a valuable collection of rare plants while providing visitors with the opportunity to plunge into the world of nature without having to leave the city. It is also home to one of the most visited and favorite places of rest and entertainment for guests and residents of the capital - VDNHa -  the Park, Exhibition and Cultural Complex .

Pokrovsky Hills

Around 15 km to the north west of the city centre is Pokrovsky Hills, an exclusive gated, residential community with family housing situated in a hilly, wooded area adjacent to the   several international schools .  

Another 5 km further to the north west of the city centre is Rosinka.  This luxurious, gated international community of individual family homes is spread over 134 acres with facilities including a private lake with its own beach, a woodland nature reserve, playgrounds and a leisure centre with sports facilities, conference facilities and a restaurant. 

Serebryany Bor 

Just under 20 km to the west of the city is the ecological forest park island of Serebryany Bor.  In addition to the protected ancient woodland this area has clean beaches, a watersports complex, marinas and stables. This area also has spacious, family housing .

Relocating to Moscow?

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Before the ranking, check out our Featured Best Schools in Moscow:

Cambridge International School, Skolkovo Campus

Ages 3 to 18

Curriculum English, Russian

Primary Language English

Where Moscow international schools are distributed (view our List of International Schools in Moscow to see a live map):

Best International Schools in Moscow - Rankings

Note: our rankings are based on parent, pupil and teacher reviews. If you think your Moscow school should be in the top 15, get reviewing - we want to hear from real people with real experiences at schools so parents, teachers and pupils get the real story when they research their next school. You can find your school in the full List of International Schools in Moscow , or search by name here .

If you prefer, you can filter by age, curriculum and language on the Moscow school list.

The International School of Moscow, Rosinka 

Primary language, max class size.

The International School of Moscow (ISM) Rosinka offers a contemporary English international education to students aged from 2 to 11. Established in 2007, the School has a student body of over 1000 and boasts more than 60 nationalities. ISM Rosinka welcomes students aged 2-11. It is located inside Rosinka’s gated territory and is a unique, all through safe, family friendly community school that offers an exceptional outdoor programme. The school is a member of Nord Anglia Education, a growing network of 69 schools established across the globe, and collaborates with world-leading organisations, including the Juilliard School, MIT (Massachusetts Institute of Technology) and UNICEF. Please feel free to watch our promotional video to learn more about Rosinka: https://youtu.be/K7l2cUXb6Ys ISM Rosinka: +7 (499) 922 44 05 [email protected]

Hinkson Christian Academy 

Hinkson Christian Academy (HCA) is an English language elementary and secondary school located in Moscow, Russia. For over 20 years, Hinkson has served the needs of expat and local families who desire their children to receive a quality English-language education that is informed by a Christian worldview, and values Christian character principles. Hinkson Christian Academy is a member of the Association of Christian Schools International, whose accreditation is recognized worldwide.

Britannia School 

Britannia School Moscow is a traditional British Nursery and Primary school that teaches students from the age of 1,5 years old to 7 years old. We follow the British Early Years Foundation stage (EYFS) and the English national curriculum. All lessons at Britannia School are taught in English by experienced native-speaking British teachers. Our school offers additional after school clubs, weekend English classes and summer camp to both internal and external students. Every year Britannia School Moscow graduates successfully enter international schools in Moscow and overseas.

Embassy of India School 

Embassy of India School (KV) Moscow is a vibrant educational institution in Moscow catering to the educational needs of the wards of the Embassy of India personnel and community of Indian origin. The main objective of the School is to impart quality education of an international standard, together with developing the holistic personality of the child, to face the challenging needs of the ever changing society. Established in the year 1987, today the school has a strength of a little over 350 students with classes I to XII and has Science and Commerce streams. The school is affiliated to the Central Board of Secondary Education (C.B.S.E), New Delhi and follows the curriculum framed by NCERT, New Delhi, India.

English International School Moscow 

English International School Moscow offers a warm and welcoming setting, in which students can develop a love of learning and parents are an integral part of our school community. We encourage regular communication with parents as we believe that working in partnership is the key to a successful outcome. 

The International School of Moscow, Krylatskoe Campus 

English, iGCSE, A-Level

The International School of Moscow (ISM) is a leading international school in the region, with a strong academic track record. ISM welcomes students aged 2-18 and offers unique Secondary and Sixth Form opportunities due to the large international student body and a wide variety of (I) GCSE and A level subjects. The school is a member of Nord Anglia Education, a growing network of 77 schools established across the globe, and collaborates with world-leading organisations, including the Juilliard School, MIT (Massachusetts Institute of Technology) and UNICEF. Our school VISION is to: - Provide an education that is friendly, engaging, vibrant and inspiring, nurturing students’ potential and maximising their achievement. - Provide an individually-tailored approach for every child through a warm and caring pastoral care programme. - Develop the skills and mindset needed for students to thrive in an ever-changing world, whilst delivering traditional British values in an international context and engaging learning environments. Our MISSION is that every pupil: - Loves coming to school, has a passion for learning and achieves more than they ever thought possible. - Is educated for the future and is able to achieve truly outstanding academic results on a pathway to the world’s top universities. - Upholds the values of honesty, tolerance, integrity and respect for others. ISM currently has two campuses in Moscow: 1) The Krylatskoe Campus 2) The Rosinka Campus To learn more about ISM , please visit our website or contact us: +7 (499) 922 44 00 [email protected]

International School of Tomorrow 

International School of Tomorrow Moscow was started in 1992 to cater to the academic needs of the diplomatic community. Today the School offers its services to both Russian and International students providing the best university-bound education. From the very beginning the School has adhered to the principle of ensuring quality in all aspects - academics, spiritual growth, and character building. During the last 13 years of its existence, the International School of Tomorrow has proved its merit and has become an Embassy school for the international community of 30 countries. Today International School of Tomorrow graduates study all around the world. The diploma issued by the School became a recognizable trademark in more than 500 Universities including the USA and Britain.

British International School Moscow 

At the British International School Moscow (BIS), we welcome and educate students from around the world. We help facilitate new families settling into Moscow and are aware that parents who relocate need to be reassured that their children are educated and develop in a safe and secure environment. As such, we have a proud history of providing ‘excellence in education’ to the pupils and parents we serve.

Heritage International School 

Russian,English

Heritage International School offers a supportive international environment and world-class education and care for children from 2 years old in Moscow. The education is based on the British curriculum with lessons conducted in English by highly qualified international teachers. The school is located near the center of Moscow, by the Yauza River embankment and Sokolniki Park. The new modern building is equipped with the finest learning materials and specialised European furniture. The school founders are known for their successful experience in developing and managing a network of Cambridge international schools in Russia and abroad.

Deutsche Schule Moskau 

Deutsche Schule Moskau (DSM) , is the school of the German Embassy in Moscow and one of 140 German schools abroad. DSM is aware of its guest role in Russia. The teaching of the common history of the two countries is a subject of learning at school. We promote contact and exchange with the city of Moscow and the entire country.  The support of the children in their development to social and self-responsible action is a central task of our school. Social skills are an important educational goal. This area of competence includes in particular the assumption of responsibility and conflict resolution capability. In addition to the technical and methodological skills, social skills are always promoted in all projects of Deutsche Schule Moskau.

Moscow Economic School 

Moscow Economic School (MES) , is a private, non-governmental, IB World School. Founded as a result of democratic changes in our country, MES was the first and has grown into one of the largest private, non-governmental schools in Russia. Today, we have 600 students, boys and girls from the ages of 3 to 18 years old with over 300 employees. MES is striving to be a bilingual school. Russian is the primary language of instruction in the Primary and Middle Years Programs, but English is beginning to be used as an instructive language in their core subjects beginning in the 1st grade. By the time our students begin the Diploma Program, all of their lessons are taught in English.

Scuola Italiana Italo Calvino 

Scuola Italiana Italo Calvino was Founded in 1973 for Italians living in Moscow and today the school is also open for children of other nationalities who want to join one of the richest European cultures. One of the priority tasks of the school is to disseminate the Italian language and cultural traditions of Italy in Russia. All classes are held in Italian. The certification is recognized by all schools of the European Union.

Brookes Moscow International IB School 

Brookes Moscow International School is a member of the Brookes Education Group (BEG), a global family of IB schools with seven campuses around the world, including major ones in Cambridge (founded in 1982), Vancouver and Seoul. The 800-pupil capacity Brookes Moscow site welcomes local and international students from age 2 to 18 to its campus and offers the chance to study for the International Baccalaureate (IB) programme. Students also have access to BEG’s family of schools and the opportunity to study abroad. Highest academic standards and enquiry-based learning.

The English School of Science and Technology 

International English School of Science & Technology (ESS)  is a co-educational independent school that offers students from diverse backgrounds the best of English national education. The school is firmly based on the academic standards found in a typical, high-quality British independent school.  ESS is a rigorous international university preparatory school specializing in STEM (Science, Technology, Engineering and Mathematics). English School of Science & Technology is small enough to provide a caring, respectful atmosphere whilst promoting the highest academic achievement. The warm and welcoming school community makes it an ideal place to receive a quality education with a diploma valid for the best Universities around the world.

Other International Schools in Moscow

There are 8 other international schools in Moscow that didn't make it into our Top 15, either because they didn't have enough reviews or its review rating was too low. If your school is one of those and you think it should make the Top 15, make sure you add your review and tell your story via the school links below.

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Vladimir Ilyich Lenin

Pages from a diary.

Dictated by Telephone: 15 December, 1922 First Published: Pravda No. 2, January 4, 1923; Signed: N.Lenin. Published according to the Pravda text checked with the stenographer’s notes Source: Lenin’s Collected Works , 2nd English Edition, Progress Publishers, Moscow, 1965, Volume 33 , pages 462-466 Translated: David Skvirsky and George Hanna Transcription\HTML Markup: David Walters & R. Cymbala Public Domain: Lenin Internet Archive (2000). You may freely copy, distribute, display and perform this work; as well as make derivative and commercial works. Please credit “Marxists Internet Archive” as your source.

The recent publication of the report on literacy among the population of Russia, based on the census of 1920 ( Literacy in Russia , issued by the Central Statistical Board, Public Education Section, Moscow, 1922), is a very important event.

Below I quote a table from this report on the state of literacy among the population of Russia in 1897 and 1920.

At a time when we hold forth on proletarian culture and the relation in which it stands to bourgeois culture, facts and figures reveal that we are in a very bad way even as far as bourgeois culture is concerned. As might have been expected, it appears that we are still a very long way from attaining universal literacy, and that even compared with tsarist times (1897) our progress has been far too slow. This should serve as a stern warning and reproach to those who have been soaring in the empyreal heights of "proletarian culture". It shows what a vast amount of urgent spade-work we still have to do to reach the standard of an ordinary West-European civilised country. It also shows what a vast amount of work we have to do today to achieve, on the basis of our proletarian gains, anything like a real cultural standard.

We must not confine ourselves to this incontrovertible but too theoretical proposition. The very next time we revise our quarterly budget we must take this matter up in a practical way as well. In the first place, of course, we shall have to cut down the expenditure of government departments other than the People’s Commissariat of Education, and the sums thus released should be assigned for the latter’s needs. In a year like the present, when we are relatively well supplied, we must not be chary in increasing the bread ration for schoolteachers.

Generally speaking, it cannot be said that the work now being done in public education is too narrow. Quite a lot is being done to get the old teachers out of their rut, to attract them to the new problems, to rouse their interest in new methods of education, and in such problems as religion.

But we are not doing the main thing. We are not doing anything—or doing far from enough—to raise the school teacher to the level that is absolutely essential if we want any culture at all, proletarian or even bourgeois. We must bear in mind the semi-Asiatic ignorance from which we have not yet extricated ourselves, and from which we cannot extricate ourselves without strenuous effort—although we have every opportunity to do so, because nowhere are the masses of the people so interested in real culture as they are in our country; nowhere are the problems of this culture tackled so thoroughly and consistently as they are in our country; in no other country is state power in the hands of the working class which, in its mass, is fully aware of the deficiencies, I shall not say of its culture, but of its literacy; nowhere is the working class so ready to make, and nowhere is it actually making, such sacrifices to improve its position in this respect as in our country.

Too little, far too little, is still being done by us to adjust our state budget to satisfy, as a first measure, the requirements of elementary public education. Even in our People’s Commissariat of Education we all too often find disgracefully inflated staffs in some state publishing establishment, which is contrary to the concept that the state’s first concern should not be publishing houses but that there should be people to read, that the number of people able to read is greater, so that book publishing should have a wider political field in future Russia. Owing to the old (and bad) habit, we are still devoting much more time and effort to technical questions, such as the question of book publishing, than to the general political question of literacy among the people.

If we take the Central Vocational Education Board, we are sure that there, too, we shall find far too much that is superfluous and inflated by departmental interests, much that is ill-adjusted to the requirements of broad public education. Far from everything that we find in the Central Vocational Education Board can be justified by the legitimate desire first of all to improve and give a practical slant to the education of our young factory workers. If we examine the staff of the Central Vocational Education Board carefully we shall find very much that is inflated and is in that respect fictitious and should be done away with. There is still very much in the proletarian and peasant state that can and must be economised for the purpose of promoting literacy among the people; this can be done by closing institutions which are playthings of a semi-aristocratic type, or institutions we can still do without and will be able to do without, and shall have to do without, for a long time to come, considering the state of literacy among the people as revealed by the statistics.

Our schoolteacher should be raised to a standard he has never achieved, and cannot achieve, in bourgeois society. This is a truism and requires no proof. We must strive for this state of affairs by working steadily, methodically and persistently to raise the teacher to a higher cultural level, to train him thoroughly for his really high calling and—mainly, mainly and mainly—to improve his position materially.

We must systematically step up our efforts to organise the schoolteachers so as to transform them from the bulwark of the bourgeois system that they still are in all capitalist countries without exception, into the bulwark of the Soviet system, in order, through their agency, to divert the peasantry from alliance with the bourgeoisie and to bring them into alliance with the proletariat.

I want briefly to emphasise the special importance in this respect of regular visits to the villages; such visits, it is true, are already being practised and should be regularly promoted. We should not stint money—which we all too often waste on the machinery of state that is almost entirely a product of the past historical epoch—on measures like these visits to the villages.

For the speech I was to have delivered at the Congress of Soviets in December 1922 I collected data on the patronage undertaken by urban workers over villagers. Part of these data was obtained for me by Comrade Khodorovsky, and since I have been unable to deal with this problem and give it publicity through the Congress, I submit the matter to the comrades for discussion now.

Here we have a fundamental political question—the relations between town and country—which is of decisive importance for the whole of our revolution. While the bourgeois state methodically concentrates all its efforts on doping the urban workers, adapting all the literature published at state expense and at the expense of the tsarist and bourgeois parties for this purpose, we can and must utilise our political power to make the urban worker an effective vehicle of communist ideas among the rural proletariat.

I said "communist", but I hasten to make a reservation for fear of causing a misunderstanding, or of being taken too literally. Under no circumstances must this be understood to mean that we should immediately propagate purely and strictly communist ideas in the countryside. As long as our countryside lacks the material basis for communism, it will be, I should say, harmful, in fact, I should say, fatal, for communism to do so.

That is a fact. We must start by establishing contacts between town and country without the preconceived aim of implanting communism in the rural districts. It is an aim which cannot be achieved at the present time. It is inopportune, and to set an aim like that at the present time would be harmful, instead of useful, to the cause.

But it is our duty to establish contacts between the urban workers and the rural working people, to establish between them a form of comradeship which can easily be created. This is one of the fundamental tasks of the working class which holds power. To achieve this we must form a number of associations (Party, trade union and private) of factory workers, which would devote themselves regularly to assisting the villages in their cultural development.

Is it possible to "attach" all the urban groups to all the village groups, so that every working-class group may take advantage regularly of every opportunity, of every occasion to serve the cultural needs of the village group it is "attached" to? Or will it be possible to find other forms of contact? I here confine myself solely to formulating the question in order to draw the comrades’ attention to it, to point out the available experience of Western Siberia (to which Comrade Khodorovsky drew my attention) and to present this gigantic, historic cultural task in all its magnitude.

We are doing almost nothing for the rural districts outside our official budget or outside official channels. True, in our country the nature of the cultural relations between town and village is automatically and inevitably changing. Under capitalism the town introduced political, economic, moral, physical, etc., corruption into the countryside. In our case, towns are automatically beginning to introduce the very opposite of this into the countryside. But, I repeat, all this is going on automatically, spontaneously, and can be improved (and later increased a hundredfold) by doing it consciously, methodically and systematically.

We shall begin to advance (and shall then surely advance a hundred times more quickly) only after we have studied the question, after we have formed all sorts of workers’ organisations—doing everything to prevent them from becoming bureaucratic—to take up the matter, discuss it and get things done.

January 2, 1923

Last Works Collection Collected Works Volume 33 Collected Works Table of Contents Lenin Works Archive