ENGAGING KEYSTAGE 2 EMPOWERING GLOBAL LEARNERS (7 YEARS - 11 YEARS)
At St Andrew’s International Primary School, we provide a world-class British education enriched with international best practices. Our curriculum fosters academic excellence, creativity, and global citizenship, ensuring every child thrives academically, socially, and personally. Through a combination of inquiry-based learning, project work, and a focus on 21st-century skills, we prepare learners for success in secondary school and beyond.
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Engaging Key Stage 2 (Empowering Global Learners)
In Key Stage 2, students embark on a more rigorous and inspiring academic journey, combining the British, International best practice and Cambridge curricula to deliver a rich, balanced, and internationally minded education. Learning is inquiry- and project-based, encouraging students to explore real-world issues through collaboration, creativity, and critical thinking. We continue to integrate ICT, coding, robotics and AI, preparing learners for an increasingly digital and interconnected world.
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Regular formative and summative assessments help teachers monitor progress, set goals, and ensure that every child thrives regardless of ability. Our curriculum develops 21st-century life skills — leadership, communication, collaboration, and problem-solving — through classroom projects and hands-on initiatives such as Forest School and thematic learning experiences.
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We place strong emphasis on preparing students for secondary education and beyond, helping them build the knowledge, independence, and study skills needed to succeed. Our Key Stage 2 programme provides a solid academic foundation for future IGCSE preparation and a seamless transition into secondary school.
Alongside academics, we celebrate the creative and physical arts, offering enriching experiences in Art & DT, Music, Dance, Drama, PE, and Swimming. By the end of Key Stage 2, our students are confident, independent, and reflective learners- ready to excel in secondary school and thrive in the world beyond.




