Children learn to adjust the way they speak and write to suit different situations, purposes and audiences. They read a wide range of texts and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how language works.

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

• Reading
• Writing

Reading

• Fiction and poetry
• Non-fiction

Writing

• Fiction
• Non-fiction
• Presentation

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.

For Cambridge Primary English as a Second Language, the curriculum is presented in five content areas or ‘strands’. The learning outcomes in each strand for each successive stage are defined in terms of what learners should be able to do in English. The five strands are:

• Reading
• Writing
• Use of English
• Listening
• Speaking

The curriculum provides a comprehensive set of progressive learning objectives for learners of English as a Second Language. These are based on the Council of Europe’s Common European Framework of Reference for Languages (CEFR), which is used widely both within and beyond Europe to map learners’ progression in English.

The Cambridge Primary English as a Second Language curriculum framework provides a solid foundation on which the later stages of education can be built.

For Cambridge Primary Mathematics, the curriculum is presented in five content areas or ‘strands’. These are further subdivided into ‘substrands’. The strands and substrands are:

Number

• Numbers and the number system
• Calculation – Mental strategies, Addition and subtraction, Multiplication and division

Geometry

• Shapes and geometric reasoning
• Position and movement

Measure

• Money (until Grade 2)
• Length, mass and capacity
• Time
• Area and perimeter (from Grade 3)

Handling data

• Organising, categorising and representing data
• Probability (from Grade 4)

Problem solving

• Using techniques and skills in solving mathematical problems
• Using understanding and strategies in solving problems (from Grade 3)

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.

Children develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between foreign languages and their mother language/s.

Learning another language raises awareness of the multilingual and multicultural world and introduces an international dimension to children’s learning. The school currently offers Turkish as a foreign language. In the Middle School children can choose between Turkish or Spanish.

Children learn about themselves as growing and changing individuals with their own experiences a growing and changing individuals with their own experiences and ideas, and as members of their communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their choices and behaviour can affect local, national or global issues and political and social institutions. They learn to take moreactive part in their school and community activities. With time they will face puberty and transfer to secondary school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group for their own learning; and to resist bullying.