SCHOOL GUIDE
PRIMARY
2026 - 2027
23 January 2027 & 17 April 2027
10:00 - 12:00 hours
OPEN-DAY
Amstelland International School - May 2026
School Guide 2026-2027
CONTENTS
1.
THE PHILOSOPHY OF THE AIS
2.
MISSION, VISION, VALUES
3.
TRANSITIONING FROM IPC TO THE
IB PRIMARY YEARS PROGRAMME (PYP)
4.
DUTCH EXTENSION PROGRAM
10
5.
CURRICULUM INFORMATION PRIMARY SCHOOL, IPC
13
6.
ASSESSMENT, REPORTING AND
PARENT-TEACHER CONFERENCES
26
7.
STUDENT SUPPORT
29
8.
STUDENT WELL-BEING & SAFEGUARDING
30
9.
A SCHOOL DAY AT AIS
31
10. LEAVE OF ABSENCE
33
11. COMMUNICATION WITH PARENTS/GUARDIANS
AND STUDENTS
35
12. OUR TEAM
36
13. ADMISSIONS PROCEDURE
38
14. FINANCIAL MATTERS
40
15. SCHEDULED EVENTS & SCHOOL HOLIDAYS
42
16. CONTACT US
45
WELCOME TO THE AMSTELLAND INTERNATIONAL SCHOOL
Our school aims to further develop internationally minded, curious and empathetic
young people who are intrinsically motivated to positively impact their local and global
community, creating sustainable change.
The school philosophy is founded on a deep understanding of compassion for one another,
community-based learning, relationship building, valuing our unique identity whilst learning
the importance of celebrating diversity.
This school guide takes you on a journey of what it means to be part of the AIS learning
community and how our educational approach is structured. This school year we will
further professionalise our organisation, with a focus on improving education, organisation
and communication. Our school development plan 2026-2029 will embrace the need for
creativity, social and emotional safety, and future development of our school.
AIS is steadily growing to meet the demand for international education within Amstelveen
& Ouderkerk. In order to maintain a balance between growth, stability and educational
quality, our team has developed a school plan which will be closely monitored by our quality
care committee (QCC) throughout the school year. AIS will be transitioning from IPC & IMYC
curriculum to PYP & MYP IB curriculum. Ais will be launching our Dutch Extension Program
and Middle years program in August 2026.
AIS aims to continue developing a deeper understanding of what it means to be
internationally minded, fostering a curiosity about one another, AIS values building
trusting relationships with all twelve Dutch schools in our dynamic organisation. Our
parent community play a fundamental role in developing and maintaining these important
relationships.
While fostering our global citizenship values at AIS, we embrace the local Dutch community
and seek out invitations to participate and experience the Dutch culture celebrating the
values of our host country.
Our team looks forward to welcoming you at the AIS family
School Guide 2026-2027
1. THE PHILOSOPHY OF THE AIS
The AIS philosophy is built upon the understanding of
the importance for community. The fundamental role
quality relationships play in fostering a healthy thriving
learning community. We are curious about one other and
unanswered questions which invite for exploration. Our
curriculum is designed to challenge every learner to seek
understanding which excites them to develop a love for
learning to the world around them.
We believe that every member of our community is
valuable. Each member of our community has unique
talents and skills which require refining and creative
expressional freedom. Our action-based research
projects inspire children and the adults in our community
to take ownership of their learning and empower student
voice. At AIS we do not only hear what our children have
to say, more importantly; we actively listen.
At AIS we design our classrooms inspired by Reggio
Emilia’s philosophy towards love for learning.
All educators are asked to critically evaluate the
resources in their classroom, what the purpose is of their
resources, how do they add value to learning or do they
require innovation, recycling or simply no longer has a
purpose? We practise the understanding of “It takes a
village to raise a child” on a daily basis.
All adults in the school building make an effort to learn
the names of student community. No member of our
community is unnoticed or undervalued. We strive for
collaboration and we all take ownership of our collective
responsibility to provide a safe and exciting learning
environment for all stakeholders.
Identity and diversity are celebrated whilst learning
how to respectfully disagree and bravely express our
vulnerabilities. At AIS we understand the importance
of developing a global awareness, inviting multiple
perspectives despite our difference, developing a growth
mindset. We aim to create critical thinkers who play an
intricate role in improving the world we live in as global
citizens and ambassadors of their own cultures.
The AIS is a Dutch subsidised international school. This
enables us to deliver high quality international education
at competitive school fees rates.
The AIS is accountable for high standards to the
Inspectorate of the Dutch Ministry of Education,
International School Recognition and The International
Primary Curriculum (IPC) accreditation standards.
2. MISSION, VISION, VALUES
MISSION STATEMENT
Amstelland International School is
dedicated to establishing a learning
community which empowers
student voice, invests in nurturing
relationships, fosters compassion
for humanity and inspires a shared
responsibility of our planet.
SCHOOL VALUES:
Curiosity Community
Agency
Relationships
Responsibility
VISION STATEMENT
International education which
inspires creative thinking, provoking
children to become curious and take
ownership of their learning.
School Guide 2026-2027
3. TRANSITIONING FROM IPC TO THE IB
PRIMARY YEARS PROGRAMME (PYP)
A parent guide for Group 1 families: why we are
transitioning, what will feel familiar, and how this
benefits our children and community
At a glance
From Group 1 onwards at Amstelland International
School (AIS), we are transitioning from the
International Primary Curriculum (IPC) to the IB
Primary Years Programme (PYP) to create a clearer,
more connected learning journey across the school,
deepen inquiry and student agency, and strengthen
international-mindedness with a shared language
used by many international schools worldwide.
Amstelland International School is a Candidate School
for the IB Primary Years Programme. This school is
pursuing authorization as an IB World School. These
are schools that share a common philosophy, a
commitment to high quality, challenging, international
education that Amstelland International School believes
is important for our students. Only schools authorized
by the IB Organization can offer any of its four academic
programmes: the Primary Years Programme (PYP),
the Middle Years Programme (MYP), the Diploma
Programme (DP), or the Career-related Programme (CP).
Candidate status gives no guarantee that authorization
will be granted. For further information about the IB and
its programmes, visit www.ibo.org
WHY WE ARE TRANSITIONING
FROM IPC TO PYP
At Amstelland International School (AIS), this transition is
about growth, not replacement building on IPC strengths
while adopting a framework that supports continuity,
inquiry, and international-mindedness.
▶A clearer learning pathway: Shared approaches
to concepts, skills, and well-being across the
schoolsupporting smooth transitions as children
grow.
▶A shared language for learning: Common terms for
reflection, learning behaviours, and student agency
used consistently across year groups.
▶Deeper, more explicit inquiry: Questions, evidence,
and thinking are made visible so children learn how
to inquire (not only through inquiry).
WHAT WILL FEEL FAMILIAR: IPC AND PYP SIMILARITIES
A whole-child focus, meaningful themes, and active learning remain. The PYP strengthens this with concept-based
learning, a clear inquiry structure, and shared learner language.
What stays the same
What becomes clearer in the PYP
Learning through engaging themes and real contexts
Units of Inquiry built around big ideas (concepts)
Children explore, collaborate, and learn actively
Questions, evidence, and reflection are made visible
Strong focus on personal development and well-being
Learner Profile language supports goals and reflection
Subjects connect in meaningful ways
Transdisciplinary planning is intentional
IPC Personal Goals and the PYP Learner Profile (shared learner dispositions)
IPC Personal Goals (examples)
PYP Learner Profile connections (examples)
Enquiry; Thoughtfulness
Inquirers; Thinkers; Reflective
Communication; Cooperation
Communicators; Caring
Respect; Morality
Principled; Caring
Adaptability; Resilience
Open-minded; Balanced; Risk-takers
Note: These are not one-to-one matches—both frameworks describe similar learner qualities using different labels.
HOW INQUIRY WORKS (AND WHY IT MATTERS)
In the PYP, inquiry becomes a clear, repeatable process that helps children build understanding, practise key skills,
and take meaningful action.
Diagram B: A simple inquiry cycle used across the PYP
Question
Investigate
Make meaning
Share
Act & reflect
What do we
wonder?
What do we find
out?
What ideas
emerge?
How do we explain
our thinking?
How can we apply
learning responsibly?
School Guide 2026-2027
BENEFITS FOR STUDENTS, TEACHERS, AND OUR COMMUNITY
As the PYP becomes our shared framework, you can expect the following benefits:
For students
For teachers
For families & community
•
More voice and choice
•
Reflection and goal-setting
•
Real-life learning
connections
•
Shared planning and language
•
Clear inquiry design and
assessment
•
Collaboration for impact
•
Clearer view of what/why children
learn
•
Shared language for learning
behaviours
•
Belonging and global connection
What you will notice in classrooms
▶Children using Learner Profile language to describe
themselves as learners.
▶More visible questioning, evidence, and reflection
(students explain how they know, not just what
they know).
▶Opportunities for age-appropriate action based on
learning (small steps that matter).
“This transition is about growth, not replacement.”
We will continue to nurture curious, confident
children who feel a sense of belonging and purpose.
The PYP helps make that journey more connected,
more visible, and more globally minded together.
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4. DUTCH EXTENSION PROGRAM
DUTCH EXTENSION
PROGRAMME (DEP)
The Dutch Extension Programme (DEP) is a pathway
for students who are preparing to move into Dutch
education and who would benefit from increased
Dutch language instruction while remaining at school.
The programme is designed to help eligible students
build the confidence, skills, and language proficiency
needed to transition successfully into Dutch primary or
secondary education.
DEP aims to provide a smooth transition into Dutch
education. Through additional Dutch lessons,
students develop stronger understanding and use of
the language, with the goal of reaching near-native
comprehension. For some families, DEP also offers
a way to prepare for Dutch education without losing
educational time. In particular, it may provide an
alternative to the Taalschool route by allowing students
to continue their schooling while building the language
proficiency needed for a direct transition into Dutch
education.
How DEP works
Students in DEP receive additional Dutch lessons added
to their timetable. To make space for this, participating
students exchange one hour of English literacy for
increased Dutch instruction. Their current Dutch classes
continue, and these classes are shared between two
Dutch teachers. In this way, DEP increases students’
exposure to Dutch while keeping them in their existing
school setting.
Who DEP is for
DEP is intended for students who are likely to transition
into Dutch education and who meet the programme
criteria. This includes:
▶native Dutch speakers, including students whose
mother tongue and home language is Dutch
▶students born in the Netherlands who plan to
transition into Dutch education during their
primary years
▶students who are new to the Netherlands and
are intending to transition into Dutch secondary
education
▶current AIS students who are planning to move into
Dutch education
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School Guide 2026-2027
What DEP is not
DEP is not a general Dutch enrichment course for all
students. It is a targeted transition programme for
students with a clear pathway into Dutch education.
DEP is not currently available for students who are
receiving ELA support or language-related SST support.
At this stage, ELA learners and students receiving this
type of support are not yet able to participate in the
programme.
DEP is also not an additional English programme.
Students in DEP receive more Dutch instruction by
exchanging one English literacy lesson each week.
DEP is not designed for families who do not expect
to enter Dutch education. Families should consider
whether they intend to remain in the Netherlands long
term, whether they want their child to transition into
Dutch education in the coming years, and whether
Dutch secondary education is part of their child’s likely
pathway.
Important considerations for families
Before registering, families are encouraged to think
carefully about whether DEP will positively support their
child’s educational future. Helpful questions include:
▶What is my child’s current educational situation?
▶Why did we choose to place our child at AIS?
▶Are we intending to remain in the Netherlands long
term?
▶Should we be preparing for a transition into Dutch
education?
▶Is my child a Dutch native speaker, and do I want
my child to attend a Dutch university?
▶Do we intend to transition into Dutch education in
the coming years?
▶Do we intend for our child to move into a Dutch
secondary school?
Registration and approval
Students must first meet the eligibility criteria for DEP.
Registration is then reviewed by the school principal, the
student support coordinator, and the classroom teacher.
Once students are enrolled, parents, students, and
teachers all play a role in reviewing progress as part of
the programme’s ongoing evaluation cycle.
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School Guide 2026-2027
5. CURRICULUM INFORMATION PRIMARY
SCHOOL, IPC
All classes have a maximum of 22 students. In order
to ensure an optimal learning environment for our
students, the profile of class groups at the AIS is guided
around the principles of mixed ability levels, social/
emotional and learning diversity requirements, English
language ability. The teaching and leadership team will
decide on whether or not a particular age level/group will
remain together moving into a higher grade or be mixed
creating a new community. When mixing class groups
AIS follows a very careful and sensitive procedure:
▶The teacher identifies healthy learning peers &
social group for each student
▶These students are placed together in a
Friendship Pod (between 3 to 5 students)
▶The friendship Pods are then shuffled creating a
new combined class community
▶The new combination of healthy learning peers/
Friendship Pods form a new class list.
Each class has a designated Primary School qualified
teacher who is responsible for the individual year group.
In Group 1, 2 & 3 we have qualified teachers co-teaching
alongside the classroom teacher in their role as teaching
assistant.
The year group teachers work collaboratively on
planning the curriculum and this ensures that all
students have access to the same key concepts and
learning assessments. In addition to the Classroom
Teacher, there are specialist teachers who deliver Dutch
Language and Culture, English Language Acquisition
(ELA), and Physical Education (PE). All teachers are
involved in the assessment and the progress reports
(PLG) of the individual students that they teach. AIS will
be elaborating on our ARTS and culture team, integrating
skilled ART, Drama, Music and Robotics specialists.
Groups 1 and 2 have full-time Teaching Assistants to
help support the teaching and learning. Group 3 classes
have part-time Teaching Assistants, who may also assist
other areas of the primary school according to different
curricular and student needs. Teaching Assistants help
support the diverse learning environment so that the
teacher may differentiate to meet the needs of individual
students and make optimal use of a multi learning-style
approach in daily lessons.
Our student care coordinator meets regularly with the
teaching team to continuously evaluate the academic,
social and emotional needs of all our students.
Any additional learning needs required are provided
within the means of a mainstream school according to
Dutch law.
The educational team is trained throughout the school
year on child protection and student wellbeing. During
six designated meetings the whole team collaboratively
dialogue about the needs of the children in their class.
Sharing best practices is fundamental to improving
teaching and learning at AIS. Parents are invited to
four designated parent information evenings especially
designed to foster awareness of the vulnerability of our
children and how to apply positive parenting strategies
at home. AIS invites parents to curriculum workshops
and social coffee mornings further fostering the sense of
community.
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AIS has designed a sexual education curriculum which
informs children about their bodies, emotions and
thoughts. The ongoing changes children experience,
positive body image, personal (safe) expression, self-
worth, self-esteem and the diversity of family structures,
are some of the topics our educational team explore
with the students. Parents play an intricate role in the
impact our curriculum has on the lives of their children.
We believe that parents are the first and most important
contact for any child. Parents are empowered to take the
lead in translating our school philosophy appropriately,
whilst inviting room for their own cultures and religious
beliefs at home.
INTERNATIONAL EARLY YEARS
CURRICULUM (IEYC)
The IEYC presents a modern and all-encompassing
curriculum solution that addresses every aspect of
learning pertinent to early years, kindergarten, and pre-
school education. The IEYC is the beginning of a child’s
learning journey with the International Curriculum,
making it the ideal starting point for children moving on
to the IPC or other alternative curriculums.
The Journey through the
Theme stage informs
children of the expected
learning and
activities within
the Learning Blocks that follow, preparing children for
new pathways of learning. This stage allows connections
between previous and new learning to be made and/or
highlighted, supporting the brain to learn associatively;
for the youngest learners, it is also an opportunity to
review what has already been experienced and learned.
Ready, Steady
Teachers will use the Journey through the Theme stage
as an opportunity to look forward and scaffold children’s
thinking and enquiry skills. Teachers will help children
to identify which Learning Blocks they believe will
provide answers to their Capturing Curiosity questions,
and consider and predict how these questions may be
investigated within the theme.
Playful Learning Experiences
The Playful Learning Experiences stage has been
designed in Learning Blocks. Each provides a central
learning focus, within the unit theme, that enables
children to learn in a constructive and iterative
way. Within each Learning Block, there are specific
contextualized activities linked to scaffolding children’s
learning through a mini-cycle that supports them
as they explore new IEYC Learning
Experiences, express their ideas,
understanding and thinking,
and extend their learning
and development.
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School Guide 2026-2027
Explore, Express, and Extend
The Explore, Express, and Extend mini-cycle provides
children with opportunities to engage in learning
activities that have been holistically designed around
the IEYC’s Dimensions of Learning and Development.
This mini-cycle recognises learning and development as
a process, with children needing time, space and pace
to consolidate knowledge, develop skills and increase
understanding within the earliest years of life. This
Explore, Express and Extend mini-cycle is repeated
multiple times within each Learning Block, allowing
children to extend their interests and learn holistically
as they make links between the different activities. Each
Learning Block suggests a possible pathway through
linked activities and the IEYC Learning Experiences they
provide.
Explore, Express, and Extend cycle gradually passes
ownership and direction of the learning to the child;
from teacher-scaffolded (Explore) to child-led (Express)
and then to child-initiated (Extend).
The Exit Stretch
The Exit Stretch stage of the Process to Facilitate
Learning has a number of purposes:
▶to allow children to repeat, revisit and reflect
on their Personal, International and Academic
Learning Experiences
▶to share their learning with peers and teachers
▶to celebrate the learning that has taken place
within the unit of learning, strengthening
connections between their learning and the wider
world, which may include an invitation to take
action.
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INTERNATIONAL PRIMARY
CURRIULUM (IPC)
The International Primary Curriculum is a curriculum
that is being used in over 1000 schools in 90 countries
around the world. It was launched in 2000 having
been created by a team of leading experts in children’s
learning from around the world. The goal of the IPC is
for children to focus upon a combination of academic,
personal and international learning and through the
IPC develop all the skills children will need in order to
confidently face the world of tomorrow.
Children learn through a series of IPC units of work.
Each unit of work has a theme that today’s children find
interesting and relevant. Children learn many of their
subjects through this one common theme so that
their learning has meaning to them.
Linking subjects means that
children can make lots of
connections with their
learning. The more connections the brain can make, the
better a child can learn.
The development of skills is a very big part of the IPC.
Learning activities at AIS have been designed so that
our children can develop these skills. The IPC is not just
‘topic’ learning. Although the learning is based around
a theme, the learning that the children do within that
theme has very distinct outcomes to ensure that children
are learning exactly what they need to. Nobody can
predict the nature of work and life opportunities that will
be available for our children in the future. Many of the
jobs don’t yet exist!
The IPC focuses on a skills-based approach to prepare
our children for the fast-changing world they will be
living in. The IPC has been designed for children
of all abilities and all learning styles. It
encourages learning in groups as
well as individual learning.
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School Guide 2026-2027
These IPC phrases are described below.
The IPC Unit: A collection of learning tasks based around
a theme which children carry out to meet their learning
goals.
IPC Unit Letter: An informative letter sent home at the
beginning of each IPC unit. The letter is written by class
teachers to inform parents about the learning involved
within the next IPC unit and how to help at home.
Entry Point: An activity at the beginning of each IPC unit
which provides an exciting introduction to the work that
is to follow.
Knowledge Harvest: A specific activity which takes place
in the early stages of each unit. This activity provides
an opportunity for children to reveal what they already
know about the theme they are studying and for their
teacher to build on that knowledge.
Subject Learning Goals: These are the goals of
achievement for the children’s learning within the IPC
subjects. Each Milepost’s subject goals are appropriately
levelled for the children’s ages.
Personal Learning Goals: These are the goals which
promote and develop the children’s personal qualities
of; Adaptable, Collaborator, Communicator, Empathetic
Ethical, Resilient Respectful, Thinker. By their nature, the
personal goals are not age specific.
International Goals: These are the goals for
children’s learning, development and understanding
on Internationalism. For example, knowledge and
understanding beyond that related to their own
nationality, culture and home country; the ability to
develop both a national and an international perspective
and the ability to adapt to other education systems.
Learning Tasks: The children’s learning tasks which are
delivered with a variety of learning styles in mind; these
will include enquiry-based research tasks, recording
tasks and international tasks.
Exit Point: A Student-Led Conference carried out
at the end of each unit to provide an exciting and
stimulating exit to the learning which the children have
done. This is a celebratory conference opportunity.
Students take parents on a learning journey walk
through their achievements and progress in the IPC
unit, literacy and numeracy. The classrooms are set up
in diverse curriculum areas with provocations, student
portfolios and teacher guided questions to support the
conversations about the learning achievements.
Learning should be at the core of what every good
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school does, and the overarching question the IPC asks is
‘How does this improve learning?’ The IPC Learning Goals
are so central to the IPC that it’s important to think about
the language used when talking to the children, with
colleagues and with parents. An IPC teacher talks about
what children have learned before they talk about what
children have done. The clear, precise Learning Goals
give schools, teachers and leaders the chance to do that
much more easily. The Learning Goals are organized into
3 distinct but connected sections.
SUBJECT LEARNING GOALS
The clearly defined Learning Goals of the International
Curriculum were developed with teachers from our
member schools and beyond, with reference to over
twenty different national and regional curricula.
The Subject Learning Goals cover the Knowledge, Skills
and Understanding that children should learn in:
Art
Design, Technology and Innovation
Geography
Health and Well-Being
History
ICT and Computing
Language Arts
Mathematics
Music
PE
Science
PERSONAL LEARNING GOALS
Personal Learning Goals cultivate within us, a set of ways
of approaching challenges, and they strongly shape our
attitudes and capabilities as thinkers and learners. For
this reason, if learners are to flourish and overcome
challenges, their dispositional qualities must be a key
area of focus for teachers and school leaders. It has
been argued that there is a need for increased focus on
soft skills as we enter the fourth industrial revolution;
with increasing levels of artificial intelligence, equipping
learners with skills that artificial intelligence cannot
emulate is more important than ever before.
The aim of the Personal Learning Goals are
to develop the character of our students
and their attitudes towards learning.
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School Guide 2026-2027
The 8 Personal Learning Goals are all things we can be:
Adaptable
Communicator
Collaborator
Empathetic
Ethical
Resilient
Respectful
Thinker
Each Personal Learning Goal has a number of indicators
with progression through the mileposts. These are
included in the International Curriculum Learning Goals
document alongside the Subject and International
Learning Goals. Opportunities to experience and practice
these specific goals will be built into the learning tasks
found within each unit of learning.
INTERNATIONAL GOALS
The International Curriculum is unique in defining
International Learning Goals that help learners begin
the move towards increasingly sophisticated national,
international, global and intercultural perspectives on
the world around them, whilst developing the capacity to
take action and make a difference.
The development of an inquisitive mind and a sense
of curiosity about the world and its people is essential
for international learning. It facilitates the acquisition
of investigative skills which helps learners to overcome
feelings of bewilderment or uneasiness that they might
experience when faced with unfamiliarity. Furthermore,
it raises their awareness of the differences between
cultures and societies as well as the commonalities that
bind humanity together. An understanding of diversity
is essential to fostering mutually beneficial collaboration
among different nations and peoples, creating a platform
for the sharing of learning around the world.
The expectation that learners will take action as a
result of their learning is a particularly crucial part of
the International Learning. The International Learning
Goals encourage thoughtful engagement with local and
global issues and combined with the Process to Facilitate
Learning, provide opportunity for direct intervention
so that children feel empowered to enact meaningful
change. Moreover, the goals help to bridge the gap
between school and the wider world so that learners
can immediately begin applying their newly acquired
international Knowledge, Skills and Understanding
outside of the classroom.
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NUMERACY: WHY DO WE USE
NUMICON?
Numbers and maths, in particular, can be difficult for
children to understand when expected to do so by
means of rote learning. Numicon is a concept based
math program designed to teach children how to
understand and experience mathematical concepts by
mean of hand on learning.
Numicon is a collection of flat plastic shapes with holes in
them. Each shape represents a number from one to ten,
and each number has its own colour. The mental impact
that Numicon has is a kinesthetic one. Due to children
being able to be hands-on with numbers, they can see
and feel what they are learning and the approach. This
multi-sensory experience allows children to maintain the
information they have learned.
Numicon is arguably a fantastic example of learning
through play. It is a leading primary school product
that allows teachers, parents, and guardians to create
visual and interactive activities for children to learn
maths with. Dealing with complex maths problems can
be frustrating but using Numicon aids with children’s
understanding. Using a wide variety of resources, it uses
bright imagery to help support the understanding of
a range of mathematical concepts. It is a highly useful
tool in a classroom situation. Either as a stand-alone
product or by integrating it into your own lesson plans
and resources, Numicon provides a practical, visual
experience for children trying to understand numbers
and mathematical operations in a simpler way. A
Numicon slate can be used to help children visualise
what numbers look like. Seeing numbers beside each
other solidifies for children the unique relationship
between the digits and aids with seeing patterns.
Numicon then provides a method of showing children
how numbers work together.
LITERACY
In July 2023, AIS became a fully accredited Cambridge
International School. We are now implementing the
Cambridge Early Years and Primary English curriculums
which empower learners in their application of English
and encourage life-long enthusiasm for reading, writing
and spoken communication. These curriculums develop
communication skills in English that learners can apply
in everyday situations and in study. They also equip
them with transferrable language skills for interrogating
and producing spoken and written texts, and working
collaboratively. Together the reading, writing, speaking
and listening skills acquired through Cambridge Early
Years and Primary English support learners’ overall
intellectual, creative, cultural and social development.
The Cambridge Early Years curriculum is a child-centred,
play-based programme that helps young learners to
develop at their own pace. It encourages them to act
independently, make their own choices and discover
feelings of self-worth. It helps children develop the
knowledge, understanding and skills they need for the
next stage in their education and supports learners,
whatever their level of English when they begin the
programme.