Cambridge Primary and Lower Secondary
curricula and the National Curriculum for England
The Cambridge Primary and Lower Secondary curricula for English, mathematics andscience have been mapped against the National Curriculum for England that came into force
in September 2015. In this guide we outline the main similarities and differences between
them so that you can be assured the standards are equivalent.
Cambridge curricula
Cambridge Primary and Lower Secondary programmes
include curricula for English, mathematics and science,
English as a Second Language and Global Perspectives(from 2018). Of these only English, mathematics andscience are also in the National Curriculum for England.
Therefore this document only compares the curricula forthese three subjects.
Cambridge curriculum frameworks reflect the teachingtargets for each year group and provide comprehensive
learning objectives. The learning objectives provide a
structure for teaching and learning and a reference against
which learners’ ability and understanding can be checked.
It is not compulsory to study all of the subjects and schools
can select the elements that are right for their learners.

Cambridge Primary• Developed for the first six years of schooling– typically for 5 to 11 year olds.
• Organised into six stages.
• Develops the skills, knowledge and understandingthat will prepare learners for a smooth transition to
Cambridge Lower Secondary.
For more information visit
www.cambridgeinternational.org/cambridgeprimary

Cambridge Lower Secondary• Developed for the next three years of study– typically for 11 to 14 year olds.
• Organised into three stages.
• Develops the skills, knowledge and understandingthat will prepare learners for a smooth transition to
Cambridge Upper Secondary.
For more information visit
www.cambridgeinternational.org/lowersecondary

www.cambridgeinternational.org/cambridgepathway

Cambridge Primary and Lower Secondary curricula and the National Curriculum for England continued

Comparison: Cambridge Primary curricula and the National Curriculum for England
Cambridge Primary English
Similarities

Differences•Extensive. By the end of Stage 6, learners following theCambridge Primary English curriculum framework will
have covered nearly all of the same ground as thosefollowing the National Curriculum.

••

Both curricula teach reading and writing in a progressive
way using a phonics approach to early reading and spelling.

•As students progress, they develop an increasing selectionof strategies for reading and spelling unfamiliar words.
The emphasis in reading begins to shift to comprehension
and the reading of a wide variety of text types.

•In both curricula, writing composition is developed from
simple texts through to writing varied texts for different
purposes and audiences.

•

Handwriting in both curricula progresses from learning toform the letters correctly, to beginning to add the strokes
needed for joining and, finally, writing legibly and fluently
in joined-up handwriting.

The learning outcomes for spoken language are the samein each year of the National Curriculum and ‘the content
should be taught at a level appropriate to the age of thestudent’. In contrast, the outcomes for the Cambridge
Primary English framework are more explicit in terms ofwhat is required at each stage – they gradually build in
their demand.

Cambridge Primary Mathematics
Similarities

Differences•Extensive. By the end of Stage 6, learners following theCambridge Primary Mathematics curriculum framework
will have covered nearly all of the same ground as thosefollowing the National Curriculum. The majority of thestatutory and non-statutory learning outcomes from KeyStage 1 and 2 of the National Curriculum are covered inthe Cambridge Primary Mathematics framework.

•Much of the work is covered across stages within theCambridge Primary Mathematics curriculum frameworkso that a learning outcome from a particular year in theNational Curriculum may be partially covered in theequivalent stage of the Cambridge curriculum andcompleted in the following stage.

••Problem solving remains central to both curricula but theapproach is different. The Cambridge curriculum contains
a separate curriculum strand relating to problem solving
whereas the National Curriculum does not.

The outcomes for Number in the National Curriculum
are more extensive by the end of Stage 6.

•The National Curriculum requires that students are fluent
in formal columnar methods of calculation whereas theCambridge curriculum allows the school to select thecalculation method.

Cambridge Primary Science
Similarities

Differences••

The non-statutory guidance in the National Curriculum
provides more information about how content and skills
can be taught, although information of this kind isincluded in the Cambridge schemes of work.

•The National Curriculum provides ‘Working scientifically’requirements for embedding within the content for eachpair of year groups (Years 1 and 2, 3 and 4, 5 and 6),
but the Cambridge Primary Science framework provides
learning objectives for Scientific Enquiry for every stage.

Extensive. By the end of Stage 6, learners following theCambridge Primary Science curriculum framework will
have covered nearly all of the same ground as thosefollowing the National Curriculum.

www.cambridgeinternational.org/cambridgepathway

Cambridge Primary and Lower Secondary curricula and the National Curriculum for England continued

Comparison: Cambridge Lower Secondary curricula and the National Curriculum for England
When studying the tables below, please note that the National Curriculum for England outcomes are listed for Key Stage 3 (theperiod of schooling in England between ages 11–14) as a whole. A learner following the Cambridge curriculum will not necessarily
have covered the same material as a learner at an equivalent age following the National Curriculum for England. The same topics
will be covered at the end of the programme but not always in the same year. If a learner is transferring schools partway throughKey Stage 3, parents and teachers are advised to look at the programme of study for each school to check alignment.

Cambridge Lower Secondary English
Similarities

Differences•Extensive. By the end of Stage 9, learners following
the Cambridge Lower Secondary English curriculum
framework will have covered nearly all of the same groundas those following the National Curriculum at Key Stage 3.

•Studying the works of Shakespeare is a requirement of
the National Curriculum but is not required by theCambridge curriculum. However, the works of Shakespeare
can be selected as examples of drama by teachers.

•Learners following either programme should have beentaught equivalent skills in the four curriculum areas thatform part of the National Curriculum: Reading, Writing,
Grammar and Vocabulary and Spoken English.

•The Cambridge curriculum continues to explicitly
require learners to develop their listening skills inaddition to their speaking skills, which is no longer partof the National Curriculum.

Cambridge Lower Secondary Mathematics
Similarities

Differences•Extensive. By the end of Stage 9, learners following theCambridge Lower Secondary Mathematics curriculum
framework will have covered nearly all of the same groundas those following the National Curriculum at Key Stage 3.

••

The Cambridge Lower Secondary Mathematics curriculum
is similar in content to the National Curriculum. TheNational Curriculum has a section called ‘Working
mathematically’ that lists a set of overarching skills thatshould be taught through the mathematics content.
The Cambridge Lower Secondary Mathematics framework
has a similar section titled ‘Problem solving’.

•In both curricula, learners are expected to develop amathematical fluency that allows them to interpretand solve problems, even in novel contexts, and thenevaluate their answers.

There are some minor differences at topic level.
For example, ‘the intercept of a graph’ is not explicitly
mentioned in the Cambridge curriculum, althoughteachers may choose to cover this when studying graphs.

Cambridge Lower Secondary Science
Similarities

Differences•Extensive. By the end of Stage 9, learners following theCambridge Lower Secondary Science curriculum framework
will have covered nearly all of the same ground as thosefollowing the National Curriculum at Key Stage 3.

••

The Cambridge Lower Secondary Science framework andthe National Curriculum at Key Stage 3 both have a section
called ‘Working scientifically’, which covers scientificattitudes and processes. The objectives included in these
sections are meant to be taught across the three science
disciplines. Learners who master these objectives will havethe knowledge and skills to plan and conduct their own
investigations and critically review the work of others,
regardless of which curriculum they followed.

www.cambridgeinternational.org/cambridgepathway

There are some minor differences at topic level.
For example, ‘exercise and asthma’ is not explicitly
mentioned in the Cambridge curriculum, althoughteachers may choose to cover this when studying therespiratory system.

Cambridge Primary and Lower Secondary curricula and the National Curriculum for England continued

Why Cambridge International?
If your school follows the National Curriculum in England, Cambridge Primary and Lower Secondary can provide a valuableaddition. The Cambridge Primary and Lower Secondary Progression Tests can be used in school to track your learners’
progress compared with those in international schools around the world. The diagnostic software allows you to produce
reports on learners’ strengths and areas for development, to feed back into learning. In addition, you can enter candidates for
Cambridge Primary Checkpoint and Cambridge Lower Secondary Checkpoint tests, which offer comprehensive feedback onlearners’ achievements.
Find out more at www.cambridgeinternational.org/cambridgepathway

Support for teachers
We produce a teacher guide for each subject curriculum area, which brings together schemes of work, sample lesson plans,planning and implementation guidance. There are also detailed schemes of work with suggestions for activities, resources
and timings for each learning objective within the curriculum frameworks.
• Further information for teachers: www.cambridgeinternational.org/teachers• Cambridge Primary support site: https://primary.cambridgeinternational.org• Cambridge Lower Secondary support site: https://lowersecondary.cambridgeinternational.org

Copyright © UCLES November