At the end of Grade 5, students will have acquired enough knowledge for Cambridge Stage 6. We have Pacing Guidelines, so that Grade 1 will follow the Grade 1 curriculum and material, as will Grade 2, whilst Grade 3 will learn Stage 3 and half of Stage 4; Grade 4 will learn the remaining Stage 4 and half of Stage 5. Grade 5 will learn the remaining Stage 5 and all of Stage 6. The Pacing Guidelines are available by request.
Global Perspectives teaches research skills. There are no specific topics; instead, you will find instructions on how to do research, analysis and how to publicly announce the findings to others, namely their peers. On one page of the curriculum, there will be suggested topics. Some examples of topics may be poverty, the law, worldwide companies recycling and conservation, etc.
We cannot give a 100% guarantee for the students’ performance, as this depends on the child’s abilities and other variables. But we do make every effort to ensure that children will not only pass the Checkpoint but also attain high marks. We do this by ensuring that children thoroughly understand all the lessons, do monthly tests as well as semester exams, and mock tests in Grade 5. Mock tests are organized at least twice a year in Grade 5. Any students who struggle will receive immediate support.
Wherever possible, we arrange that the two curricula are running in parallel. The order of the topics taught is led by MOET as the MOET order and content takes precedence. However, there are occasions when a MOET topic is not included in Cambridge, and during that week, Cambridge will teach a topic not included in MOET. After such time, the two programs will begin running in parallel again. There is a reasonably good match between the content in the MOET and Cambridge Math curriculum although the topics in the Science often diverge.
The lesson content is based on Cambridge curriculum, and the monthly Cambridge assessments are based on the knowledge and content learned during that month. The end of semester exams are also based on what has been taught during that semester, which, again, is based on the Cambridge curriculum. If the students progress very well in the subject, and the teachers extend the knowledge beyond the Cambridge curriculum, this additional knowledge is not tested in either the monthly assessment or end-of-semester exams.
The expectations of the Cambridge Math program are more advanced and include a greater variety of topics. This has its advantages; however, so does the MOET program as it consolidates a lesser number of topics in a more thorough and embedded way. Both programs have got their own unique benefits, but at the end of Primary, all of the children have reached the same level.
