Our Curriculum / Courses



The school is divided into the following areas:

  • Pre-school (ages 1 -3)
  • Kindergarten (ages 4-5)
  • Elementary (ages 6-12)

The key features of the Early Education (pre-school & kindergarten) programs at Cambridge are that they incorporate a variety of approaches and learning resources and materials. We combine those early education programs and philosophies that exemplify our mission and vision and which enrich by an ongoing commitment to a diversity of education. To support young children’s learning teachers may use a variety of strategies: interactions, scaffolding, explicit instruction, modelling, demonstration, changes in the environment and materials, as well as various other adaptations. The curriculum is organized into monthly unit studies and weekly themes that are found in the curriculum booklets as well as in the school newsletter issued every month.

This 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 English curriculum framework provides a solid foundation on which the later stages of education can be built and is dedicated to developing learners who are confident, responsible, innovative, and engaged.

Vygotsky and Social Development Theory

However, at Cambridge, we also believe that it is possible to further facilitate a child’s development by means of Lev Vygotsky’s Social Development Theory. The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition and that social learning precedes development. Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (inter-psychological) and then inside the child (intra-psychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals."

This means in practical terms that in addition to children being allowed time to enquire and develop naturally within a stimulating learning environment as in accordance with the Montessori Method, that structure is also provided in a social plane. Our classrooms therefore also reflect a high level of communicational interaction between children and teachers. Such interactions include ones that not only arise naturally as the children enquire and discover, but, also those that include pretend play activities such as the use of blocks, puzzles, games, pretend play props, art supplies, books, sand, water, clay, and equipment for physical activity. This communicational interaction takes the form of establishing not only important social language and function, but by providing the associated communicational rationale corresponding to the task activities.

Vygotsky’s theory focuses on the connections between people and the socio-cultural context in which they act and interact in shared experiences. Humans then use tools developed therein such as speech and writing to mediate their social environments. In the learning of language for example, the child’s first utterances with peers or adults are for the purpose of communicating need. Initially children develop these tools to serve as social functions, but once mastered they become internalised and allow for "inner speech". It is the internalisation of these tools that leads to the development of higher mental functions and thought.

A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behaviour with more knowledgeable others such as adults and teachers. Full development of the ZPD depends upon full social interaction when the range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone. The ZPD then is the distance between a student’s ability to perform a task under adult/teacher guidance and or with peer collaboration, and the child’s ability to solve the problem independently.

NAEYC's & Californian Standards

The Cambridge framework for our early education program incorporates all current research on how young children learn and develop in the key domains: social–emotional, language, cognitive, and perceptual and motor development. Our framework therefore includes both NAECY’s (National Association for the Education of Young Children) and Californian standards which both present principles and strategies for supporting early learning and development.

It is important for children to acquire both emotional skills and social skills during early year’s education. Emotional development includes self-awareness and understanding others and the world around them. This creates an important sense of belonging and identity. A child’s emotional state drives early learning and greatly influences learning in other domains. The pleasure a young child experiences when receiving a positive response from a nurturing adult or when making a discovery motivates the child to continue engaging in positive interactions and exploration. In pre-school, learning always has an emotional component. At this age children are highly sensitive to the emotional cues of other people and are emotionally expressive in every situation. In light of the integral nature of emotions in early learning, our curriculum has as one of its key components the emotional impact of the environment and experiences on the child. So we always keep in mind that accompanying any task activity it is necessary to engage and interact with warmth, love and safety in a positive environment for learning.

Initial language development comes through interacting with others in a social plane and by imitating those around us. In the development of language therefore it is necessary to practice repetition of sound patterns to develop pronunciation and vocabulary. By using literature and reading to children it is possible to deliver a lot of significant information that helps expand children’s understanding and creativity, expanding comprehension as well as building and reinforcing new vocabulary. Letter recognition is an equally important concept and skill. By singing the alphabet for example, especially focusing on beginning sounds and pointing to the letters as we go, significantly helps develop letter recognition and pronunciation. It is particularly important then that in developing children’s English to use a language rich environment exposing them to the verbal world. That is why in all task activity our teachers provide the necessary accompanying communicational interaction that helps the child associate particular language concepts with the activity. Thus how we engage and interact with each child will determine the path that language development takes.

Trying new tasks and making learning fun is vital in ensuring a quality early childhood education. As with any task there are important things to remember: that there is no strict way to interpret the task and various types of activity may arise as each child interprets the task (in a different way). Providing a rich, socially interactive environment, encourages children to communicate and engage with their peers and teachers thereby providing opportunity for any associated accompanying communicational rationale. This means the child is able to internalise information on the social plane which subsequently allows the appropriate means to use externally their newly internalised knowledge and crucial to cognition and re-cognition. We encourage open-ended tasks that have children using their creativity. For example, allowing them to take the lead while constructing something from various textured materials promotes the development of problem solving and critical thinking skills.

Perceptual and motor development
Creative movement goes hand in hand with the appropriate gross motor development in the early years. Using play, music, dance, moving freely with laughter, children are able to express themselves and build self-awareness and self–esteem. Using contrast such as in shapes, sizes, patterns and matching activities encourages perceptual development. By providing opportunity to identify different sensations by touching, including texture and temperature, as well as being able to construct basic structures with building blocks, children are awoken to the immediate sensory experience. Activities such as colouring, using scissors, glue paste, pencils and other stationery provides opportunities to develop fine motor muscles.

Children become aware of numbers in the early stages of early education. Building a strong numeracy foundation prepares them for later learning. Thus children are provided varied opportunities and materials to build an understanding of numbers, number names and their relationship to object quantities. Children learn to categorise by shape, size, and colour as well as being able to integrate communication of mathematical objects into communication about other topics and fields.

Arts and crafts
Arts and crafts provide a freedom of expression. Through arts and crafts children can express feelings that may otherwise be repressed due lack of communication skills. As we talk about colours, shapes and textures, the young child can explore and create using a variety of materials. As such they can express their inner feelings of joy, sadness, fear, etc. With a careful eye we can see the beauty in their self-expression.

Courses Avaliable

Also we can flexibly respond to course changes or expansion.

Course Age group Class
Preschool 1 to 3 years old Morning(9:00am~14:00pm)

Full Day(8:30am~18:00pm)
Kindergarten 4 to 6 years old Morning(9:00am~14:00pm)

Full Day(8:30am~18:00pm)
Elementary Elementary English & Art

International School Program


Please contact us whenever you have questions.