Cambridge Primary English is designed for learners who speak English as a first language, it covers the three main areas which run through every stage.
The Cambridge approach encourages learners to:
• become confident communicators, able to apply their reading, writing, speaking and listening skills effectively in everyday situations and in studying a range of subjects
• see themselves as readers, engaging with a range of texts for information and for pleasure, including texts from different times and cultures
• see themselves as writers, using the written word clearly and creatively for a range of different audiences and purposes
• develop speaking and listening skills for effective presentation and collaboration, sharing and responding to ideas to achieve a shared understanding or goal
• develop a broad vocabulary and an understanding of how to apply grammar and linguistic conventions appropriately
• develop skills to evaluate spoken and written texts, making decisions about how convincingly they represent different values and opinions.
Overview of the strands This Curriculum
Framework provides a comprehensive set of learning objectives for Cambridge Primary Science. Cambridge divides the learning objectives into main areas called ‘strands’ which run through every stage. Each strand is further divided into ‘sub-strands’. Sub-strands are based around the key concepts of each strand.
The skills strand relates to the development of scientific skills and covers three core scientific approaches:
· Models and representations: Scientists use models and representations to represent objects, systems and processes. They help students explain and think about scientific ideas that are not visible or are abstract.
· Scientific enquiry: Students need to develop scientific enquiry skills around the purpose and planning of experiments and investigations, evidence collection, analysis, making evaluations and conclusions
· Practical work: Learners require good skills of observation, measurement and equipment handling. These skills enable learners to collect accurate and reliable data within investigation work. The development of practical work and the skills associated with it supports the collection
Cambridge Primary Mathematics supports learners to become:
Responsible – They understand how principles of mathematics can be applied to real life problems in a responsible way.
Innovative – They solve new and unfamiliar problems using innovative mathematical thinking. They can select their own preferred mathematical strategies and can suggest alternative routes to develop efficient solutions.
Confident – They are confident and enthusiastic mathematical practitioners, able to use appropriate techniques without hesitation, uncertainty or fear. They are keen to ask mathematical questions in a structured, systematic, critical and analytical way. They are able to present their findings and defend their strategies and solutions as well as critique and improve solutions of others.
Engaged – They are curious and engage intellectually to deepen their mathematical understanding. They are able to use mathematics to participate constructively in society and the economy by making informed mathematical choices.
Reflective – They reflect on the process of thinking and working mathematically as well as mastering mathematics concepts. They are keen to make conjectures by asking sophisticated questions and develop higher order thinking skills.
Overview of the strands
This Curriculum Framework provides a comprehensive set of learning objectives for Cambridge Primary Mathematics. Cambridge divides the learning objectives into three main areas called ‘strands’ which run through every primary mathematics stage. Each strand is divided into ‘sub-strands’ and these sub-strands are listed in the diagram above
Cambridge Primary Global Perspectives provides a comprehensive set of learning objectives. These give a structure for teaching and learning and a reference against which learners’ ability and skills development can be checked.
The learning objectives are divided into six main areas called ‘strands’ which run through every stage.
Separate learning objectives are provided for Stages 1 and 2 as cognitive development is rapidly changing in these years. In Stages 3, 4 , 5 and 6 the same objectives can be used to structure learning, but the range of materials and contexts provided to the learners will be increasingly complex.
PSHE stands for Personal, Social, Health and Economic education. It is an important part of your child’s national curriculum learning.
PSHE is not a statutory subject in primary schools. This means that there is no set programme of study or learning objectives that learners have to fulfil.
Nevertheless, the Department for Education (DfE) makes it clear that PSHE is an ‘important and necessary’ part of children’s education.
There are three core themes of primary school PSHE:
1. Health and Wellbeing
3. Living in the Wider World: economic wellbeing and being a responsible citizen.
The humanities entail the study of the human world and society from a critical perspective. This field includes popular majors like English history and Geography. In these disciplines, students investigate humanity itself, applying critical methods to help them understand literature, art, and the past, as well as human morality, culture, and values.
A key part of a balanced education, creating thoughtful and active citizens of the future. We start early by encouraging children to develop their own ideas through History and Geography. These subjects help children to analyse and evaluate information as well as develop their own way of seeing the world.
The purpose of these classes is to provide extra teaching, and to develop specific targeted skills needed to achieve the standards based on the Cambridge Framework. Moreover, one to one sessions were made to boost self-confidence and build constructive behaviour towards opportunities.
These sessions are conducted in two different models. 1st model Push in; students are supported within the class time. 2nd model Pull Out; students will be pulled out of the session and will have additional boosting. Finally, a Focused Boost Sessions to cover the gap between the actual academic performance versus the expected one.
During these Focused Boost Sessions students will be taught different strategies to enhance their learning curve.
About Cambridge Lower Secondary English Cambridge Lower Secondary English is designed for learners who have English as a first language and can be used in any cultural context.English promotes an enquiry-based approach, developing learners’ confidence, creativity and intellectual engagement. Learners develop English skills they can apply for a range of different purposes and audiences in everyday situations and in study. They will communicate confidently and effectively and develop the critical skills to respond to a range of information, media and texts with understanding and enjoyment.
About Cambridge Lower Secondary Mathematics Cambridge Lower Secondary Mathematics focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject. The Cambridge Lower Secondary Mathematics curriculum framework continues the journey from Cambridge Primary Mathematics and provides a solid foundation upon which the later stages of education can be built.The Cambridge Lower Secondary Mathematics curriculum is presented in six content areas: Number, Algebra, Geometry, Measure, Handling data and Problem solving. The first five content areas are underpinned by Problem solving. This sixth strand provides a structure for the application of mathematical skills.
About Cambridge Lower Secondary Science Cambridge Lower Secondary Science supports learners in developing life-long curiosity about the natural world and enables them to seek scientific explanations to the phenomena around them.Learners develop a range of scientific skills, through Working Scientifically, alongside developing their scientific knowledge and understanding, through the strands of Biology, Chemistry and Physics.