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:
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:
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 below.
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.
Cambridge Primary Physical Education on the physical, cognitive and social development of the learner.
Moving Well: Learners become increasingly proficient and independent in their movement skills and are able to link them together in different ways. They learn to move with increasing control, fluency and variety in different roles, in a range of activities, on different surfaces and with different equipment.
Understanding Movement: Learners develop their understanding of how to describe movement and movement patterns. They observe,
discuss and evaluate movements, rules and strategies and use success criteria to improve their own and others’ movements.
Moving Creatively: Learners creatively respond to movement tasks in a wide range of individual and group activities. In expressive
activities they create and explore compositions of movements that enable them to communicate a theme, mood or emotion.
Taking Part: Learners participate positively in a variety of individual, pair and group activities and develop concepts of team and group work. They develop their collaborative, leadership and social skills, recognise that people have different movement strengths and give supportive feedback.
The Experiencing, Making and Reflecting strands represent the stages of the artistic process, which can take
place in any order and in an iterative way. The ‘making’ of each piece of work will be informed by ‘experience’ of encounters with materials, processes and stimuli. The making process will also allow learners to develop their technical artistic skills. ‘Reflection’ considers all of the aspects of the process and, as well as informing a learner’s future work, allows them to celebrate their learning and achievements and provides them with an opportunity to share their developing knowledge for the benefit of their peers.
The Thinking and Working Artistically strand represents the broad principles that are incorporated throughout the curriculum. The learning objectives in this strand require that curiosity be applied to each piece of work and that learners explore the limitless possibilities that are presented by each new task. The learning objectives within the Thinking and Working Artistically strand therefore require each learner to personalise their work, by expressing their own intentions, and by making constant checks to ensure that those intentions are being conveyed.
The fundamental concepts and approaches of art and design apply equally to learners at all stages of their artistic development.
Making Music: Learners make music through singing, playing and contributing to compositions. They develop their performance skills as soloists and in groups, building confidence, expression, skill and musicality. They build musical compositions by experimenting, both in response to ideas they are given and those they create.
Making Sense of Music Learners build the skills to respond to and analyse an increasingly wide range of music including their own music and the music of others. Learners will listen and respond with words, sounds and movement, and will talk with increasing knowledge and nuance using some technical language.
In the Cambridge Primary Music curriculum, separate learning objectives are provided for Stages 1 and 2 to allow for the rapid cognitive and social development in these years. In Stages 3 and 4 the same objectives are used to structure learning .
Below is a brief description of each strand:
Tools and Content Creation
Developing competence and confidence when using digital tools is an important part of a learner’s education. This strand therefore supports learners to become increasingly proficient and independent in their use of hardware and software, through the development of the fundamental competencies that are required when using digital devices.
Safety and Wellbeing
It is important that learners understand the risks that they could encounter when using devices and this strand
enables them to make the effective decisions that will reduce their exposure to the dangers that exist when using devices, both online and offline. Learners will understand how to protect their devices and personal information and how to become resilient and positive users of social media and other sharing platforms. They will also understand that irresponsible behaviour could harm others and will learn the procedures that exist for reporting anything that they encounter which causes them to experience concern either for themselves, their devices or for those around them. Safety messages are delivered in an age appropriate manner but with the aim of enabling learners to confidently prepare themselves for the risks that they will encounter as they get older and as technology, and its uses, evolves.
The Digital World
This strand enables learners to understand the context and the continuing development of the digital world.
They will discover the purpose of the key components of their devices and will understand how those devices can connect with the wider world. Learners will begin to appreciate the benefits of being digitally connected but will also develop the skills that will enable them to make effective judgements about the information that they find online. They will consider the role that computers and other devices play in society and how digital devices have changed, and will continue to change, the lives of people that come into either direct or indirect contact with them.
The below outline provides a learning framework for the French Language curriculum in Majesty International Schools. It is flexible rather than prescriptive, in that the teacher may decide to adapt his/her learning plans to the specific level, aims and interests of his/her classes. We are assisting the students to be able to express themselves in French and also understand simple words and sentences. We always respect the learning curve and the learning level of our students’ skills in order to get better results.
Topics & Vocabulary:
The most important target in learning any language is to know how to use it in daily life, and how to introduce and express yourself using this language. Bilingual students are usually exposed to more words in both languages than children who only speak their native language. However, the amount of reading is important to long-term vocabulary development, that is why we are teaching the following topics like : Greetings, Nationalities and Countries, Jobs, Numbers and Giving personal details (address, telephone number, email, age) etc.
The grammar is the whole system and structure of a language or of languages in general, usually taken as consisting of syntax and morphology (including inflections) and sometimes also phonology and semantics. We are doing our best to teach our students all the basic rules of the language like : nouns – feminine, masculine, singular, plural ,The verbs ‘être’, ‘avoir’ in the present tense, articles – definite and indefinite etc.
In this part of the curriculum, Paris, French speaking countries and French names are the main topics as they are included in the history of the language.
In order to make an integration for the French language in the real live, we are making lots of speaking/active practice, role-plays, art projects, as well as lots of listening and pronunciation of “key sounds”.
In general, our goal in teaching German as a second language is to let the students learn how to express themselves in German. We do this using educational videos on the smart board, learning materials, and drawings or handcrafts to cement the information.
Our curriculum outline is flexible rather than prescriptive, in that the teacher may decide to adapt his/her learning plans to the specific level, aims and interests of his/her classes. We always respect the learning curve and the learning level of our students’ skills in order to get better results.
From Year 1 to 3: we focus on teaching expressions and words that Germans use in their everyday life, for instance: how we ask about something or ask someone to do something for us. Other than that, they learn a lot of nouns to broaden their vocabulary, and specifically numbers, greetings, alphabet and colours. We only touch the surface with grammar like verbs and pronouns.
From Year 4 to Year 6: the curriculum delves much deeper into grammar and more advanced expressions. We also move on to more progressive vocabulary words.
Year 1 to Year 6 (Marking system)
Student’s grades are calculated using the following categories:
| Classwork | Homework | Quizzes | Midterm Exam | Behaviour |
| Participation | Effort | Projects | End of Term Exam |
Students must receive a passing grade of 60% (D-) or higher in all subjects to be promoted to the next grade level. Arabic, Arabic Social Studies and Religion are calculated based on the Ministry regulations and are subject to change as per the Ministry.
In the British Curriculum, that culminates in the IGCSE qualification, students write 2 Checkpoint Exams to determine whether students are on track with their academics in so much that if they continued on at their current pace, they would be able to finish the syllabus within the required time period left to them. Also, this assesses the level of their skills and determines whether they are academically on par with what is expected of them to be able to do/understand at that point in time.
In Year 6, our students write the Cambridge Primary Checkpoint Examination. All of year 6 is spent preparing for this exam by answering past papers, doing revision exercises, and generally preparing themselves mentally.
These are the advantages of the Checkpoint Exam:
The Diagnostic Reports help the school to:
Below is an indication of the types of activities we typically host:
For students to volunteer throughout the community to CREATE responsible individuals who aspire to achieve their full potential and fosters multicultural awareness. Students collect food/ different items as donations from students and then visit orphanage and needy people to gift them.
To recognize exceptional students and motivate others to exert extra efforts (academically and socially). Create an atmosphere which encourages high educational achievements weekly and monthly during the morning assembly. Appreciating students for exemplary character traits.
Developing the love for reading and expressing through creative work, blending with the reading booster programme.
Students begin to read books and keep a log which will be tracked by the teacher.
Raise awareness of all members of the school community – children , parents and school staff about the harm that bullying causes and how children can be protected.
To Motivate and Appreciate the hard work and skills of the teachers and foster multicultural awareness. Teachers are being acknowledged by the headmistress and student by gifting them and thanking them with notes and in person
To help raise students’ awareness of problems in food supply and distribution.
And to develop exemplary
character. Organizations visit school to spread more awareness on health food, food resources, and other important food topics.
To encourage Students to improve their math skills and cultivate a love of the topic. Different activities are handed to students.
To make students aware of their rights as children and foster multicultural awareness. The United Nation theme of this year will be displayed and the students will be asked to use their artistic skills.
To reinforce scientific concepts related to topics.
Develop exemplary character. Students will visit the school science lab to run simple scientific experiments
To provide students with a fully integrated curriculum which develops academic skills. Students from different year levels with be competing in Arabic poetry
To encourage Students to improve their French Language. Different activities will be handled to students to participate in
To provide students with a fully integrated curriculum which develops high academic achievements. Arabic staff will have a programme that includes different competitions and activities.
To encourage students and teach them the importance of Quran recitation. which develops exemplary character. Students will recite some verses of the Holy Quran then the winners in the competition will be honoured.
To encourage students to think, imagine and enhance their writing skills. which develops exemplary character. A certain Topic to be handed to students which will be an example to the lower grades.
To reinforce scientific concepts and to motivate students in science. Students will select a scientific experiment to run it and to understand its concept
To develop confidence, expression, clarity of ideas. To encourage students to express themselves, and enhance their public speaking skills, which supports our learning environment. Students from each grade will participate in class eliminations by week 25 based on clarity, content and confidence.
Best 3 will be selected and then inter class competition will be conducted to get the best speakers from each grade.