STEMBRIDGE SCHOOL
as Cambridge International Education
as Cambridge International Education
In 2024, Stembridge School received accreditation from Cambridge International Education, a globally recognised educational programme.
The Cambridge curriculum sets a global standard for education, respected by universities and employers worldwide. It offers a flexible, engaging, and inspiring international learning framework that respects cultural differences while maintaining an international approach. Students develop informed curiosity and a lifelong passion for learning, along with the skills needed for success in university and future careers.
The Cambridge curriculum sets a global standard for education, respected by universities and employers worldwide. It offers a flexible, engaging, and inspiring international learning framework that respects cultural differences while maintaining an international approach. Students develop informed curiosity and a lifelong passion for learning, along with the skills needed for success in university and future careers.
What the Cambridge Programme Is
- Global ReachMore than 10,000 schools in over 160 countries follow the Cambridge curriculum.
- FlexibilityWhile international in philosophy, the curriculum can be adapted to local educational contexts.
- RecognitionCambridge qualifications are accepted and respected globally by universities and employers.
- AlignmentSchools can also combine the Cambridge International curriculum with national curricula.
- ContinuityStudents transferring between Cambridge schools can continue learning on the same programme.
Cambridge International offers a fully integrated and flexible education system from early years through Grade 12 — the Cambridge Pathway. It combines internationally recognised teaching and learning approaches with assessments that reflect students’ levels of achievement. Each stage of the Cambridge Pathway builds on learners’ development from the previous stage.
Schools can offer any of the stages and individual courses alongside other curricula. The five stages form a smooth progression from primary to secondary and pre-university education. Each stage — Cambridge Early Years, Cambridge Primary, Cambridge Lower Secondary, Cambridge Upper Secondary, and Cambridge Advanced — builds on prior learning, while also being available as a standalone programme.
Schools can offer any of the stages and individual courses alongside other curricula. The five stages form a smooth progression from primary to secondary and pre-university education. Each stage — Cambridge Early Years, Cambridge Primary, Cambridge Lower Secondary, Cambridge Upper Secondary, and Cambridge Advanced — builds on prior learning, while also being available as a standalone programme.
How Learning Is Structured
With Cambridge Pathway, students develop more than deep subject knowledge — they strengthen higher-order thinking skills, such as critical reasoning, problem solving, and independent learning.
In Cambridge classrooms, students are encouraged to play an active role in their learning. They are asked to think critically, construct arguments, evaluate evidence, work independently, and collaborate with peers. Even when projects do not succeed, students are guided to reflect on what they learned from the experience.
In Cambridge classrooms, students are encouraged to play an active role in their learning. They are asked to think critically, construct arguments, evaluate evidence, work independently, and collaborate with peers. Even when projects do not succeed, students are guided to reflect on what they learned from the experience.
Similarly, each curriculum uses a spiral approach, building on prior learning to help students progress academically. The curriculum reflects the latest developments in each subject area, informed by international expert research and consultation with schools.
Cambridge Subjects Offered in 2025/2026
In the 2025/2026 academic year, Stembridge School offers a selection of subjects within the Cambridge Primary and Cambridge Lower Secondary programmes, including:
This subject is designed for students who speak a language other than English at home; no prior knowledge of English is expected before starting the course. We have developed the curriculum based on the Common European Framework of Reference for Languages (CEFR) of the Council of Europe, which is used worldwide to track learners’ progress in English.
The programme promotes active learning, develops thinking skills, and encourages intellectual engagement. It fosters learners’ curiosity about other languages and cultures and about how these shape perceptions of the world. Students come to see themselves as successful language learners, are able to communicate effectively, gain confidence in reading a wide range of texts, and enjoy them as their skills develop.
How is the programme taught?The framework supports an integrated approach to planning and teaching in order to develop effective communication skills in English. Five strands and their associated learning objectives work together to support the development of knowledge, skills, and understanding in Reading, Writing, Use of English, Listening, and Speaking.
The programme promotes active learning, develops thinking skills, and encourages intellectual engagement. It fosters learners’ curiosity about other languages and cultures and about how these shape perceptions of the world. Students come to see themselves as successful language learners, are able to communicate effectively, gain confidence in reading a wide range of texts, and enjoy them as their skills develop.
How is the programme taught?The framework supports an integrated approach to planning and teaching in order to develop effective communication skills in English. Five strands and their associated learning objectives work together to support the development of knowledge, skills, and understanding in Reading, Writing, Use of English, Listening, and Speaking.
What will students learn?
Students will think scientifically and develop practical skills alongside knowledge and understanding, which are essential for explaining the world around us. Increasing learners’ awareness of science in the world around them helps develop a sense that “science is for me”, supporting personal connection with the subject.
This approach equips students with the knowledge and skills they need to succeed in science at later stages of education and to make informed choices, including considering issues of sustainability and addressing challenges facing our environment.
How is the programme taught?
The curriculum covers six key areas, called strands, which work together to enable science to be taught holistically:
Science in Context — helps teachers demonstrate the relevance of science to learners and is a unique feature of our science curriculum
Students will think scientifically and develop practical skills alongside knowledge and understanding, which are essential for explaining the world around us. Increasing learners’ awareness of science in the world around them helps develop a sense that “science is for me”, supporting personal connection with the subject.
This approach equips students with the knowledge and skills they need to succeed in science at later stages of education and to make informed choices, including considering issues of sustainability and addressing challenges facing our environment.
How is the programme taught?
The curriculum covers six key areas, called strands, which work together to enable science to be taught holistically:
- Biology — living organisms and how they interact
- Chemistry — the study of matter
- Physics — the interactions of matter and energy
- Earth and Space — planet Earth, the Solar System, and beyond
Science in Context — helps teachers demonstrate the relevance of science to learners and is a unique feature of our science curriculum
This subject is designed for students who speak a language other than English at home; no prior knowledge of English is expected before starting the course. We have developed the curriculum based on the Common European Framework of Reference for Languages (CEFR) of the Council of Europe, which is used worldwide to track learners’ progress in English.
The programme promotes active learning, develops thinking skills, and encourages intellectual engagement. It fosters learners’ curiosity about other languages and cultures and about how they shape perceptions of the world. Students come to see themselves as successful language learners, are able to communicate effectively, gain confidence in reading a wide range of texts, and enjoy them as their skills develop.
How is the programme taught?This framework supports an integrated approach to planning and teaching in order to develop effective communication skills in English. Five strands and their corresponding learning objectives work together to support the development of knowledge, skills, and understanding in Reading, Writing, Use of English, Listening, and Speaking.
The programme promotes active learning, develops thinking skills, and encourages intellectual engagement. It fosters learners’ curiosity about other languages and cultures and about how they shape perceptions of the world. Students come to see themselves as successful language learners, are able to communicate effectively, gain confidence in reading a wide range of texts, and enjoy them as their skills develop.
How is the programme taught?This framework supports an integrated approach to planning and teaching in order to develop effective communication skills in English. Five strands and their corresponding learning objectives work together to support the development of knowledge, skills, and understanding in Reading, Writing, Use of English, Listening, and Speaking.
Mathematics helps us think analytically and reason more effectively. Our mathematics curriculum for the lower secondary years encourages a lifelong enthusiasm for analytical and rational thinking.
What will students learn?
Students develop a holistic understanding of the subject, with a strong focus on principles, patterns, systems, functions, and relationships. They become mathematically competent and fluent in performing calculations that they can apply in everyday situations.
Thinking and Working Mathematically — a unique feature of our curriculum — encourages students to talk with others, challenge ideas, and provide evidence to support assumptions and solutions. When students think and work mathematically, they actively seek to make sense of ideas and build connections between different facts, procedures, and concepts. This supports higher-order thinking, helping them view the world through a mathematical lens.
What will students learn?
Students develop a holistic understanding of the subject, with a strong focus on principles, patterns, systems, functions, and relationships. They become mathematically competent and fluent in performing calculations that they can apply in everyday situations.
Thinking and Working Mathematically — a unique feature of our curriculum — encourages students to talk with others, challenge ideas, and provide evidence to support assumptions and solutions. When students think and work mathematically, they actively seek to make sense of ideas and build connections between different facts, procedures, and concepts. This supports higher-order thinking, helping them view the world through a mathematical lens.
The lower secondary science curriculum helps students develop a lifelong interest in the natural world and gives them the opportunity to seek scientific explanations for the phenomena around them.
What will students learn?
Students will think scientifically and develop practical skills alongside knowledge and understanding, which are essential for explaining the world around us. Increasing learners’ awareness of science in the world around them fosters a sense that “science is for me”, helping them connect personally with the subject.
This approach equips students with the knowledge and skills they need to succeed in science at later stages of education and to make informed choices, including considering issues of sustainability and addressing challenges facing our environment.
What will students learn?
Students will think scientifically and develop practical skills alongside knowledge and understanding, which are essential for explaining the world around us. Increasing learners’ awareness of science in the world around them fosters a sense that “science is for me”, helping them connect personally with the subject.
This approach equips students with the knowledge and skills they need to succeed in science at later stages of education and to make informed choices, including considering issues of sustainability and addressing challenges facing our environment.
The computing curriculum helps students understand how computers work. This engaging course gives learners the opportunity to look inside a computer and understand the purpose of its different components. They develop programming skills using text-based programming languages such as Python and learn that computers can only carry out the actions that people instruct them to perform.
What will students learn?
Students develop computational thinking skills and the vocabulary they need to:
What will students learn?
Students develop computational thinking skills and the vocabulary they need to:
- extract key information from a set of instructions, break problems down into smaller parts, and recognise patterns in sequences of instructions
- represent sequences of instructions both verbally and visually, with increasing accuracy
- think logically to identify and correct errors in increasingly complex computational scenarios
- see themselves as computer scientists and understand how skills such as programming and logical thinking support local and global industries
- understand the role that computers, other machines, and data play in their lives
This innovative programme develops skills in research, analysis, evaluation, reflection, collaboration, and communication. It strengthens connections between English as a first or second language, mathematics, science.
Research shows that the earlier learners begin to develop and practise these skills, the greater the impact on their learning. Providing access to Cambridge Global Perspectives at the lower secondary level allows interdisciplinary skills to be developed and embedded at an earlier age, supporting students as they progress into Cambridge Upper Secondary and beyond.
How is the programme taught?
Skills are taught through a wide range of topics using personal, local, and global perspectives. These topics are aligned with the Cambridge IGCSE programme, enabling schools to develop and embed interdisciplinary skills at an earlier stage. Teachers help students explore a variety of global issues and themes that provide a broad range of contexts.
Examples of topics include: Art in Society; Change in Cultures and Communities; Climate Change, Energy and Resources; Conflict and Peace; The Digital World; Education for All; The Environment, Pollution and Conservation; Globalisation; Media and Communication; Migration and Urbanisation; Poverty and Inequality; Social Identity and Inclusion, and others.
Research shows that the earlier learners begin to develop and practise these skills, the greater the impact on their learning. Providing access to Cambridge Global Perspectives at the lower secondary level allows interdisciplinary skills to be developed and embedded at an earlier age, supporting students as they progress into Cambridge Upper Secondary and beyond.
How is the programme taught?
Skills are taught through a wide range of topics using personal, local, and global perspectives. These topics are aligned with the Cambridge IGCSE programme, enabling schools to develop and embed interdisciplinary skills at an earlier stage. Teachers help students explore a variety of global issues and themes that provide a broad range of contexts.
Examples of topics include: Art in Society; Change in Cultures and Communities; Climate Change, Energy and Resources; Conflict and Peace; The Digital World; Education for All; The Environment, Pollution and Conservation; Globalisation; Media and Communication; Migration and Urbanisation; Poverty and Inequality; Social Identity and Inclusion, and others.