Cambridge Lower Secondary Global Perspectives develops transferable skills that support learners in their studies and in their everyday life. These skills will support them in their studies in lower secondary and prepare them for Cambridge Upper Secondary and beyond. Learners develop skills through age-appropriate and engaging activities that are based on a broad range of topics. They explore personal, local and global perspectives to make sense of, and feel connected to, the world around them. Learners make informed decisions about the information they read, hear and see on global issues, identifying different perspectives and arguments. At the end of lower secondary, there is the option to complete a Research Report, which is marked by teachers and moderated by Cambridge. Cambridge Lower Secondary Global Perspectives is part of the Cambridge Pathway which is for learners aged 5 to 19.

Cambridge Lower Secondary Wellbeing is designed to support learners through a critical period of development, marked by rapid cognitive and emotional changes. By promoting and supporting a positive sense of wellbeing, learners are more likely to feel motivated, engaged and resilient in their learning. 

Our Cambridge Lower Secondary Wellbeing curriculum encourages learners to be active participants in the development of their own and others’ wellbeing. This is done by reflecting on and understanding themselves, fostering positive relationships with others, and being safe and active participants in an ever-changing world.

Cambridge Lower Secondary English is designed for learners who have English as a first language and can be used in any cultural context.

Our Cambridge Lower Secondary English curriculum empowers learners in their application of English, and encourages life-long enthusiasm for reading, writing and spoken communication. It develops communication skills in English that learners can apply in everyday situations and in study. It also equips them with transferable language skills for interrogating and producing spoken and written texts. Together the reading, writing, speaking and listening skills acquired through Cambridge Lower Secondary English support learners’ overall intellectual, creative and social development.

Cambridge Lower Secondary English is designed for learners who speak a language other than English at home and can be used in any cultural context.

Our Cambridge Lower Secondary English as a Second Language curriculum empowers learners to communicate confidently and effectively and to develop the critical skills needed to respond to a range of information, media and texts. It also promotes active learning, develops thinking skills and encourages intellectual engagement. The programme develops a solid foundation for further study of English as a Second Language, and for study through the medium of English.

English as a second language is a compulsory subject for learners with a level of English below B2 CEFR. It is aimed at helping international students navigate bilingual education.

Cambridge Lower Secondary Humanities supports learners to develop a lifelong curiosity about our world and its people. Through their studies of people, the past and places, learners develop knowledge and skills to prepare them to be informed, engaged and empathetical members of their communities.

The curriculum is organised into three strands: People, Past and Places. The People strand relates to humanities and social science subjects such as psychology, sociology and economics, Past to history and Places to geography.

In the People strand, learners explore identities, communities and societies through worldviews, commonly held beliefs and practices.

In the Past strand, they explore how the world has changed over time, how we construct the past, why there are different interpretations of the past and how this can inform us when making decisions in the future.

In the Places strand, learners explore places, spaces and environments, locally, nationally and globally.

The three strands are connected through common themes, but are distinct, as they each develop discipline-specific knowledge and skills.

This wide-ranging discipline enables learners to explore their creativity and to express themselves through a range of artistic forms. They will experiment with artistic media, seek their own artistic experiences, consider the artistic process that all artists follow and will use these to express their creative ideas and their experiments, through both personal and collaborative pieces of art. Throughout their artistic journey, learners will also learn the benefits of reflecting on their own experiences, the work of other artists, the experiences of other learners and from the diverse contexts from which art has evolved.

This course enables learners to become accomplished, safe and responsible users of digital technology across a variety of devices. It prepares learners for the future by helping them to identify future risks and opportunities and to understand the speed at which technology, and its applications, is changing.

Digital Literacy helps learners develop the skills to produce digital artefacts efficiently and creatively. They will learn how to engage in online spaces safely and to make effective choices about the information that they find online. They will also understand the disruptive nature of digital technologies and become equipped to assess the positive and negative impacts that this disruption is having on individuals, communities and whole industries.on goes here

Cambridge Lower Secondary Mathematics encourages life-long enthusiasm for analytical and rational thinking. Learners develop a holistic understanding of the subject, focussing on principles, patterns, systems, functions and relationships. Learners become mathematically competent and fluent in computation, which they can apply to everyday situations.

A unique feature of this curriculum is ‘Thinking and Working Mathematically’, which comprises of eight characteristics that are intertwined and interdependent: specialising, generalising, conjecturing, convincing, characterising, classifying, critiquing and improving. The process of thinking and working mathematically encourages learners to talk with others, challenge ideas and to provide evidence that validates conjectures and solutions. When learners are thinking and working mathematically, they actively seek to make sense of ideas and build connections between different facts, procedures and concepts.

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 will develop a holistic approach to science by considering scientific thinking and practical skills alongside knowledge and understanding which is vital for explaining the world around us. This approach provides learners with the knowledge and skills they require to access and excel at science in later phases of education and to make informed choices, including considering sustainability issues and meeting the challenges facing our environment.

The addition of a new Science in Context strand supports teachers in demonstrating the relevance of science to learners. Improving learners’ awareness of science in the world around them develops their sense that ‘science is for me’ and starts learners on a journey of connecting themselves to the subject.

Learning a foreign language has many benefits. Studies have shown that learning a foreign language can improve cognitive function, including memory, concentration, and problem-solving skills. Language allows for communication with people from different cultures and backgrounds. This can open up new social and professional connections, as well as provide a greater understanding of different cultures and perspectives.

Our foreign language classes are always delivered by native speakers as the syllabi may vary depending on where the students are based. We provide first language and literature lessons for native speakers of French, German, Spanish, Russian, Arabic, Portuguese, Greek, Chinese and Italian.

Cambridge Lower Secondary Music fosters creativity and builds confidence. It helps learners develop a deeper understanding of self-expression, and shows them the importance of communication as they learn to connect with other musicians and audiences. This curriculum emphasises musical exploration and gives learners the opportunity to both make music and make sense of music at every stage of development. The focus is on experimentation and responding to music which leads to an increasing awareness of self and personal musicality.

Our curriculum is flexible so you can combine music from your local context with those from other cultures. Learners will experiment and contribute as they follow a wide variety of musical paths, helping to develop an affinity to music as well as find ways to express their unique musical personality.