Why Cambridge Primary?
Cambridge Primary combines a world-class curriculum with high-quality support for teachers and integrated assessment. The curriculum is dedicated to helping schools develop learners who are confident, responsible, reflective, innovative and engaged. Cambridge Primary has curriculum frameworks for English (including English as a Second Language), Mathematics and Science which have been designed to engage learners in an active and creative learning journey.
The curriculum frameworks for each subject for Cambridge Primary are organised into six stages. They reflect the teaching target for each year group and provide comprehensive learning objectives.
Cambridge Primary English
For Cambridge Primary English, the curriculum is presented in five content areas or ‘strands’. These are further subdivided into ‘substrands’. The framework promotes an enquiry-based approach to learning to develop thinking skills and encourage intellectual engagement. The five strands and substrands are:
Phonics, spelling and vocabulary
Grammar and punctuation
- Fiction and poetry
Speaking and listening
The curriculum aims to enable learners to communicate confidently and effectively and to develop critical skills in order to respond to a range of information, media and texts with enjoyment and understanding.
Learners who follow this framework will develop a first-language competency in English based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding. The Cambridge Primary English curriculum framework provides a solid foundation on which the later stages of education can be built.
Cambridge Primary Mathematics
The curriculum frameworks for each subject for Cambridge Primary are organised into six stages. They re ect the teaching target for each year group and provide comprehensive learning objectives. For Cambridge Primary Mathematics, the curriculum is presented in ve content areas or ‘strands’. These are further subdivided into ‘substrands’. The strands and substrands are:
• Numbers and the number system
• Calculation – Mental strategies, Addition and
subtraction, Multiplication and division
• Shapes and geometric reasoning • Position and movement
• Money (until stage 3)
• Length, mass and capacity
• Area and perimeter (from stage 4)
• Organising, categorising and representing data • Probability (from stage 5)
• Using techniques and skills in solving mathematical problems
• Using understanding and strategies in solving problems (from stage 4)
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.
Cambridge Primary Science
The curriculum frameworks for each subject for Cambridge Primary are organised into six stages. They re ect the teaching target for each year group and provide comprehensive learning objectives. For Cambridge Primary Science, the curriculum is presented in four content areas or ‘strands’. These are further subdivided into ‘substrands’. The four strands and substrands are:
• Ideas and evidence
• Plan investigative work
• Obtain and present evidence
• Consider evidence and approach
• Living things in their environment (from stage 2) • Humans and animals
• Material properties
• Material changes (from stage 2) • States of matter (from stage 4)
• Forces (forces and motion from stage 3)
• Light and dark (from stage 2)
• Electricity (from stage 2, Electricity and magnetism from stage 4)
• The Earth and beyond (from stage 2)
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.