School Curriculum

Cambridge Primary Curriculum

The Cambridge Primary Curriculum is founded on the values of the University of Cambridge and best practice in schools. The curriculum is dedicated to developing learners who are confident, responsible, innovative and engaged. Each curriculum framework for English, Mathematics and Science is designed to engage learners in an active and creative learning journey.

These subject frameworks provide a comprehensive set of progressive learning objectives detailing what the Iearner should know or what they should be able to do in each year of primary education and provide a structure for teaching and learning and a reference against which learners’ ability and understanding can be checked.

The Cambridge Primary English Curriculum Framework promotes an enquiry-based approach to learning to develop learners’ confidence, creativity and intellectual engagement. The framework covers knowledge, skills and understanding in the three strands, Reading, Writing, and Speaking and Listening.

The Cambridge Primary Mathematics Curriculum is presented in five content areas: Number, Geometry, Measure, Handling Data and Problem Solving. The first four content areas are all underpinned by Problem Solving, which describes using techniques and skills and the application of understanding and strategies in solving problems. Mental strategies are also a key part of the Number content. This curriculum 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 Primary Science Curriculum is presented in four content areas: Scientific enquiry, Biology, Chemistry and Physics. Scientific enquiry is about considering ideas, evaluating evidence, planning investigative work and recording and analysing data. The Scientific enquiry objectives underpin Biology, Chemistry and Physics, which are focused on developing confidence and interest in scientific knowledge. Environmental awareness and some history of science are also incorporated.

These subjects provide the foundation for students to access, process, organise, and present their knowledge, skills and understanding in the thematic International Primary Curriculum (IPC) Units of Learning.

The academic achievement of students are benchmarked according to the following:
  • Cambridge Primary Curriculum
  • Cambridge Primary Checkpoint

International Primary Curriculum

At each year level, students are engaged in different thematic Units of Learning designed to appeal to their interests and help them to learn more about the world around them. These Units of Learning help children to see how subjects such as Art, Geography, History, ICT and Computing, Music, PE, Science, Society, Technology, Language and Mathematics are both independent and interdependent. This enables them to see the big picture of their learning, make connections across different subjects, and see topics and issues in the world from multiple perspectives. The ultimate goal is to help students develop a growing sense of international-mindedness.

The three types of Learning Goals are the foundation of the International Primary Curriculum. They define what students are expected to know, what they should be able to do, and the understandings they will develop in their subject, personal and international learning.

The subject goals cover the knowledge, skills and understanding that students should learn in Science, History, Geography, ICT and Computing, Technology, Music, Art, PE, Society, International, Language and Mathematics. These subjects are built into the different thematic units of work, where they work independently yet interdependently with each other so that children can talk about their learning through multiple perspectives.

The personal goals refer to those individual qualities and dispositions we believe students will find essential in the 21st century. There are eight IPC personal goals: Adaptability, Communication, Cooperation, Enquiry, Morality, Resilience, Respect and Thoughtfulness. Opportunities to experience and practice these very specific dispositions are built into the learning tasks within each unit of work. In addition, we aim to help students.

Underpinning our Cre8tors-in-Action philosophy is a common set of 8 Personal Learning Goals that every adult and student at The Grange will strive to demonstrate:

Adaptability – I am able to cope with unfamiliar situations and approach tasks from different perspectives and explore different strategies.

Communication – I am able to use a variety of tools and technologies to communicate my ideas and thoughts in different contexts and for different audiences.

Collaboration – I am able to work with different people and adopt different roles dependent on the needs of the group and the tasks at hand.

Critical Thinking – I am able to identify and think through issues by considering different perspectives and developing my own reasoned point of view.

Inquiry – I am able to ask and consider searching questions related to my learning and to carry out research and investigations related to those questions.

Integrity – I am honest and I am able to act appropriately according to my own moral standpoint and am able to explain the reasons for my actions.

Resilience – I am able to stick with a task from beginning to end, to cope with disappointment when I fail and to keep trying and not give up easily.

Respect – I am able to maintain self-discipline and show empathy and care for other people, living things and the environment.

The IPC is unique in defining learning goals that help young students begin the move towards an increasingly sophisticated national, international, global and intercultural perspective. Each IPC unit has embedded within it, learning-focused activities that help students gain an increasing sense of themselves, their community and the world around them, whilst developing the capacity to take action and to make a difference.

Specialist Subjects

The Personal, Social, Physical Education (PSPE) curriculum at The Grange covers a variety of topics related to personal development, social growth and physical activities. The curriculum is organised around these strands of learning: Self-Awareness, Social Interaction and Active Living. Where authentic opportunities arise, our PSPE curriculum makes interdisciplinary links with the IPC Units of Learning. The PSPE curriculum provides an excellent platform for the students to develop the 8 IPC Personal Learning Goals and important 21st century skills.

Art at The Grange develops students’ appreciation and understanding that Art is a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Art provides students with a range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways and through a variety of media and technologies. Art develops the whole child, promotes creativity, critical problem-solving skills and social interaction. The curriculum is organised around the learning strands of Art Techniques, Appreciation, and Expression. Where authentic opportunities arise, our Art curriculum makes interdisciplinary links with the IPC Units of Learning. The curriculum provides an excellent platform for the students to develop the 8 IPC Personal Learning Goals and important 21st century skills.

The Music curriculum is organised around the learning strands of Music Theory, Appreciation, and Performance. Where authentic opportunities arise, our Music curriculum makes interdisciplinary links with the IPC Units of Learning. We hope to inspire students to see music as an important common language through which humans communicate our emotions, ideas, identity, rituals and culture. Through our music education, we hope our students will see more similarities between people instead of differences. The Music curriculum provides an excellent platform for the students to develop their 8 IPC Personal Learning Goals and important 21st century skills.

At The Grange we value students’ language development. Every student can choose one of the following languages options, in addition to the Cambridge Primary English lessons:

• Mandarin Foreign Language

• Japanese Mother Tongue Language

• Additional English Language


All programmes at The Grange are full time. We deliver our programme face-to-face from 10am to 4.30pm with a maximum class size of 24 students. Our average 1:9 teacher to student ratio provides students a personalised learning experience.

Below, you may find more information about our programme. Information includes, the age group placement for our Year 1 to 6 courses and course duration.

Programmes OfferedDurationAge
Primary Curriculum Year 123 months*5-7
Primary Curriculum Year 211 months7-8
Primary Curriculum Year 311 months8-9
Primary Curriculum Year 411 months9-10
Primary Curriculum Year 511 months10-11
Primary Curriculum Year 611 months11-12

*Students enrolled from age 6 onwards who have prior kindergarten experience may be considered for exemption and be eligible for placement in the 11-month programme.

Assessment Strategies

At The Grange, we find assessment an integral part of teaching and learning. That is why we closely monitor our student progress using both formative and summative assessment practices.

  • Formative assessment – provides teachers with quick feedback that they can use for driving instruction and learning
  • Summative assessment – evaluates every student’s learning at the end of an instructional chapter or unit

Both students and teachers are actively involved in these assessments. Also, The Grange ensures that every student’s social and academic progress are valued equally.

Assessment Strategies and Tools include, but not limited to:

  • Observations
  • Self-assessments
  • Peer assessments
  • Student reflection
  • Open-ended tasks
  • Performance tasks
  • Process-focused tasks
  • Student-led conference

Detailed descriptive reports are given to parents twice a year and two parent/teacher conferences are conducted to discuss each student’s social and academic progress. A Student Led Conference is also conducted towards the end of each academic year. Academic achievement of students is benchmarked according to the Cambridge International Primary Curriculum. At the end of Year 6, students are able to sit the Cambridge Primary Checkpoint Assessments which provide valuable feedback on learners’ strengths and weaknesses before they progress to secondary education.