Grade 7 to Grade 8


Maths helps us to think analytically and have better reasoning abilities. Our lower secondary mathematics curriculum 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. They will become mathematically competent and fluent in computation, which they can apply to everyday situations.

‘Thinking and working mathematically’, a unique feature of our curriculum, 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. This supports higher order thinking that helps them to view the world in a mathematical way.

We have divided this subject into three main areas called ‘strands’, which run through every lower secondary mathematics stage. Learners will develop skills in:

  • Number
  • Algebra, Geometry and Measure
  • Statistics and Probability.

The strands work together to help students recognise connections of mathematical concepts as they engage in creative mathematical thinking to generate and improve numerical fluency.


Our Cambridge Lower Secondary English encourages a life-long enthusiasm for reading, writing and spoken communication. Learners develop English skills for different purposes and audiences.

Learners develop skills and understanding in four areas: reading, writing, speaking and listening. They will learn how to communicate effectively and respond to a range of information, media and texts to:

  • become confident communicators, able to apply all four skills effectively in everyday situations
  • see themselves as readers, engaging with a range of texts for information and for pleasure, including texts from different times and cultures
  • see themselves as writers, using the written word clearly and creatively for a range of different audiences and purposes.

Global Perspectives:

The programme develops the skills of research, analysis, evaluation, reflection, collaboration and communication. It strengthens the links across English as a first or second language, mathematics, science and computing. 

Research says that the earlier students start to develop and practise their skills, the greater the impact on their learning. Making Cambridge Global Perspectives available to younger students will develop and embed cross-curricular skills at an earlier age, supporting them in their studies as they progress to Cambridge Upper Secondary and beyond. 

This program is made up of a series of Challenges. There are six Challenges a year.

Each Challenge is subdivided into a range of activities, and covers a range of skills. The skills are taught through a wide range of topics using a personal, local and global perspective. These topics are the same as the Cambridge IGCSE syllabus, allowing secondary schools to develop and embed cross-curricular skills at an earlier age. Teachers help students to look at a variety of global issues or topics that give a range of contexts.


Our exciting new lower secondary science curriculum helps learners develop a life-long curiosity about the natural world and enables them to seek scientific explanations to the phenomena around them.

Students will think scientifically and develop practical skills alongside knowledge and understanding, which is vital for explaining the world around us. Improving learners’ awareness of science in the world around them develops their sense that ‘science is for me’, helping to connect themselves to the subject.

This approach provides them with the knowledge and skills they require to excel at science in later stages of education and to make informed choices, including considering sustainability issues and meeting the challenges facing our environment.

This curriculum covers six main areas called ‘strands’ that work together so that you can teach science holistically:

  • Biology – living things and how they interact.
  • Chemistry – the study of matter.
  • Physics – the interaction of matter and energy.
  • Earth and Space – planet Earth, the wider Solar System and beyond.
  • Thinking and Working Scientifically – develops understanding and skills of scientific models and representations, scientific enquiry and practical work.
  • Science in Context – helps teachers demonstrate the relevance of science to learners and unique to our science curriculum.


The computing curriculum helps learners understand how computers work. This stimulating course gives students the opportunity to look inside a computer to understand the purpose of different components. They will develop coding skills in text-based programming languages, such as Python, and learn that computers can only perform actions that humans ask them to do.


Students develop the computational thinking skills and vocabulary they need to:

  • extract key information from a set of instructions, break down problems into smaller parts and recognise patterns within sequences of instructions
  • present sequences of instructions both verbally and visually, with increasing precision
  • think logically to identify and solve errors in increasingly complex computing scenarios
  • see themselves as computer scientists and understand how skills such as programming and logical thinking help in local and global industries
  • understand the role that computers, other machines and data play in their lives.


The curriculum is divided into five strands:

  • Computational Thinking supports learners to create and present solutions to problems using algorithms, logic and precision.
  • Programming helps learners to understand the common constructs of programming languages and to appreciate the contribution that Computer Scientists make to our lives.
  • Managing Data encourages learners to reflect on how computers store and analyse data on an ever-increasing scale.
  • Networks and Digital Communication shows how computers and other machines communicate with each other across networks and how the networks are created through a combination of hardware and data transmission protocols.
  • Computer Systems helps learners to understand that computers follow precise sets of instruction to process inputs that are given by humans, to make decisions and produce outputs.

Arabic, Social Studies and Islamic Studies:

We follow the Ministry of Education national curriculum and enhance the material with additional activities and resources created by the teachers to suit the individual needs of the students.

Art & Design:

Art & Design gives learners a platform to express themselves, sparking imagination, creativity and developing transferable skills. Students explore and push boundaries to become reflective, critical and decisive thinkers. They learn how to articulate personal responses to their experiences.

Students develop creative skills that will help with many aspects of their future learning and development. They will:

  • learn to see themselves as artists and become increasingly reflective and independent
  • develop the skills needed to express creative ideas and to communicate visually
  • understand their place and the place of others in a creative, innovative and interconnected world.