British Lower Secondary

The curriculum aims to deliver core subjects and develop creativity, expression, and well-being. A range of subjects ensures that teaching and learning appeal to many learners and prepares them for future learning by introducing them to new topics. Facilitators are supported with a stimulating and varied curriculum, which challenges and inspires learners to be lifelong learners.

A clear path to progress, step by step

British Lower Secondary offers a strong and structured foundation, preparing learners to transition confidently into the Upper Secondary and Advanced Level programmes in an age-appropriate manner. The curriculum is thoughtfully designed to ensure that even those who have not studied the British Primary programme can successfully meet the required learning objectives.

Facilitators maintain a clear focus on defined learning outcomes, with carefully sequenced progression from one stage to the next. This continuity ensures that learners build upon prior knowledge and skills, strengthening their understanding at each level and equipping them effectively for the demands of the next stage.

British Lower Secondary encourages learners to understand their culture, community, and identity in the broader world. The program celebrates local culture while helping learners to discuss global issues. Activities in the schemes of work are internationally focused, and can be applied in all local contexts encouraging learners to develop a broad outlook.

A flexible approach

The British Lower Secondary programme is flexible, and can be adapted to the learner's needs and is designed to stretch, challenge, and inspire all learners, irrespective of their cultural context.

All British Lower Secondary subjects include a set of learning objectives that provide a structure for teaching and learning and a reference against which you can check learners’ attainment and skills.

The learning objectives are divided into clearly sequenced areas called ‘strands’ that are taught separately or together. All the British Lower Secondary subjects and learning objectives ensure a smooth progression throughout British Lower Secondary and onwards into British Upper Secondary and Advanced levels.

The British Curriculum at 21K School will offer the following subjects from Grades 6 to 8 (years 7 to 9).

Core Subjects:

• Cambridge Lower Secondary English (0861)
• Cambridge Lower Secondary Mathematics (0862)
• Cambridge Lower Secondary Science (0893)
• Cambridge Lower Secondary Global Perspectives (1129)
• Cambridge Lower Secondary Computing (0860)
• Second Language (choice of 13 subjects)

Capstone Subjects (any one):

• Music & Rhythm
• Yoga, Mindfulness and Meditation
• Digital Media and Arts

Add-on Subjects:

• Optional Third Language (choice of 13 languages)

21K School adopts Cambridge University Press Coursebooks and Workbooks

Cambridge Lower Secondary English is intended for first-language learners or those with equivalent competence in English. Learners build on their understanding and use of language features and become more sophisticated in using language effectively in various oral and written contexts. They also continue to develop their literary analysis and critical reading skills. This programme provides learners with the language and literacy skills they need for further study and life. In addition, it prepares them for Cambridge Upper Secondary qualifications in English literature, language and drama.

Cambridge Lower Secondary Mathematics curriculum continues to emphasise Thinking and Working Mathematically. Algebra is formally introduced, building on concepts from the Number strand in the Primary programme, alongside Numbers, Geometry and Measure and Statistics and Probability. This programme leads to upper-secondary qualifications in mathematics. It also provides learners with the numeracy and statistical literacy needed for life and further study in various subjects (such as sciences and social sciences).

Cambridge Lower Secondary Science curriculum framework builds further understanding of Biology, Chemistry, Physics, Earth and Space and, Thinking and Working Scientifically. All of the science disciplines are taught in each stage so that learners develop an integrated view of science. The emphasis on scientific investigations continues from primary, with learners being introduced to specialist scientific equipment, where available. This programme prepares learners for all the scientific qualifications available at the upper secondary level.

Cambridge Lower Secondary Computing curriculum furthers learners' knowledge of programming languages by introducing text-based software. Learners will explore algorithms using flowcharts and pseudocode, spreadsheets and databases, data transfer across networks and new technologies such as Artificial Intelligence.

Cambridge Lower Secondary Global Perspectives continues to use a range of topics to develop the skills of research, analysis, evaluation, reflection, collaboration and communication. Learners identify a more comprehensive range of personal, local and global perspectives and evaluate why these may be different. As with the primary programme, it is designed to be delivered flexibly through specific lessons, existing subjects or full days of activities.

Inquiry-Based Learning at Cambridge Middle School – 21K School

At 21K School, our Cambridge Middle School programme is rooted in an inquiry-based approach that reflects the spirit of the Cambridge pathway. Learners are encouraged to ask questions, explore ideas, and engage deeply with concepts across subjects. By giving them the space to investigate and express their thinking, we nurture curiosity and develop skills that extend far beyond the classroom.

Through varied and differentiated learning approaches, learners build strong social and emotional competencies, critical thinking abilities, and future-ready skills essential for higher education and careers. The Cambridge framework emphasises the learner’s active role in the learning process—promoting autonomy, intellectual risk-taking, and collaborative dialogue.

Inquiry-led learning in Cambridge Middle School involves structured investigations, small-group discussions, research tasks, case studies, and interdisciplinary project-based explorations. Learners are guided to use evidence-based reasoning, creative thinking, and analytical skills to draw conclusions they can confidently justify. This prepares them effectively for the academic rigour of Cambridge IGCSE and beyond.

From a learner’s perspective, inquiry-based learning transforms them into active participants in their educational journey. They learn to approach open-ended questions, evaluate evidence, and construct well-reasoned responses. Over time, this cultivates independence, resilience, and the understanding that learning is a lifelong process.

Learners engage in approximately an hour of structured self-directed learning each day, developing research, presentation, communication, and reflective skills. This flexibility allows them to pace their learning in alignment with their strengths and learning preferences, while meeting Cambridge learning objectives.

From a facilitator’s perspective, the focus is on guiding learners from curiosity to critical thinking and deeper conceptual understanding. Facilitators scaffold investigations through structured inquiry activities, encouraging questioning, exploration, and reflection. Learning experiences are carefully designed to challenge and extend learners at individual and group levels, ensuring progression across stages within the Cambridge continuum.

Habits of Mind (HOM)

Embedded within our Cambridge Middle School curriculum are the Habits of Mind, developed by Art Costa and Bena Kallick. These 16 dispositions—such as Persisting and Listening with Understanding and Empathy—equip learners with the attitudes required to think effectively when answers are not immediately apparent.

By integrating these habits into daily pedagogy, we cultivate resilient, reflective, and adaptable learners who are prepared not only for Cambridge assessments but also for real-world challenges. The emphasis is on applying these habits authentically, enabling learners to demonstrate them meaningfully in academic and life contexts.

At 21K School, we believe learning isn't just about academics—it's about growing as a person. That's where CAS comes in. Short for Creativity, Activity, and Service, this programme gives learners the space to discover new passions, stay active, and make a real difference in the world around them. Whether it's picking up a new hobby, playing a sport, or helping out in the community, CAS helps our learners become confident, caring, and well-rounded individuals.

So, how does it work? Learners choose experiences that excite them—be it exploring art and music, staying fit through sports and yoga, or leading a community project they truly care about. Along the way, they reflect on what they've learned about themselves and others. It's not just about doing; it's about growing, connecting, and finding purpose beyond the classroom.

21K school offers learners a variety of experiences to develop their skills and build on their socio-emotional experiences. Beyond the regular classes and activities, learners also participate in celebrations, festivals, inter-house activities, Lit-Fest, Shark Tank, Mathalon, Social Fest, Art Fest, MUN, Science Exhibition and more.

Fields Trips, Excursions allows learners to engage with other children across cities and countries.

Field trips

Field trips provide learners with different ways of viewing the world, communicating with it, successfully introducing new questions and issues of daily life, and finding answers to generate knowledge. In the end, inquiry-based learning teaches the learners a greater understanding of the world they work, communicate, learn, and live. At 21K, field trips also allow learners to socialise and meet peers outside their online classes.

Annual Excursions

At 21K, the annual excursion is primarily an opportunity to consolidate the bond between learners and facilitators. The trip usually provides our learners with experiences outside their daily activities, such as camping with teachers and classmates. Our past experiences have been insightful. We have planned for visits to locations that provide ample opportunities to facilitate learning through engaging activities while consolidating the bond with the community.

Our vision is to create a joyful learning environment which includes an experiential learning mode which is interactive, inspiring, and stress-free that induces true love for learning and instills one, self-responsibility and commitment towards life. This dream comes to life through the actions of our dynamic team of facilitators who work effortlessly and selflessly. Due to the vibrancy and creativity of our teaching pool, we can put life into teaching-learning sessions.

Facilitators concentrate on the learning process and encourage collaboration and self-learning. The approach stimulates discussions, asks questions to get the group thinking, and enables peer-to-peer communication. They help learners identify different ways of learning that work for them, take responsibility for their learning, and contribute to group sessions.

The Crew, at 21K, are hired based on their qualification, training, and expertise. They comprise members who believe in the vision and mission of the school and have the experience to add value to the organisation.

The prerequisite for a job at 21K school is the qualification and a minimum of two years teaching in an international board, working full-time with 21K School. The experience ranges between 5 -10 years at the leadership level. Regular guest lectures and workshops from professionals are also part of the academic delivery of content.

Crew members receive in-house training at various levels throughout the year. Apart from in-house training, they attend training conducted by CAIE. The facilitators receive much exposure to webinars, podcasts and conferences conducted online globally. Global trends are shared through blogs, vlogs and resource persons who share their experiences with our team. A select team enrol in various certification programs as part of professional development. All Facilitators are trained in aspects of child safety, cyber security and cultural sensitivity.

Leadership

The leadership at 21K school aims to transform the school’s vision into reality. The leadership works tirelessly to build an organised and effective system through meticulous attention to detail, realistic target-setting and precise scheduling.

The Heads of Schools, Principals and Coordinators who form the leadership team are qualified, trained, and experienced individuals in Cambridge and other international boards. They are well versed with the requirements of the boards and align themselves towards the vision and mission of 21K School, CAIE, and Edexcel.

The Academic & Pedagogical Training Head looks into the training requirement of the School and updates the leadership for participation.

Learner Support

The importance of technical support services in the 21K School heightens as the world embraces digital innovations. The Technical crew is a strong team comprising specialists in various technological aspects required in an online set-up. Through the help of technical support staff, schools can have a more streamlined and systematic connection — making learning easier and fun.

Learner Success Team liaises between the parents and academic, technical and admissions crew. They are the point of contact to set up meetings and resolve queries within a turnaround time of 24 hours.

Assessment is central to the teaching and learning process in the classroom, not only to measuring learner achievement and progress. The following different uses of assessment are often held:

• Diagnostic – activities which identify learning difficulties or issues and indicate where help or change is needed.
• Formative – assessment activities are used primarily to help learner learning by providing feedback during the learning process. This enables teachers and/or learners to modify teaching and learning activities to improve learning.
• Summative – an assessment of learning that has taken place at the end of a course or unit of study. This is designed primarily to measure achievement but could also involve ranking, certifying competence or accountability.
• Benchmark test – Learners appear for International Benchmark Test (IBT) conducted by the Australian Council for Educational Research. The IBT helps track learner performance against international standards.

Coursebooks and Workbooks from Cambridge University Press for English, Global Perspectives, Mathematics, Computing and Science are delivered to the learner’s residence along with books for Second and Third Language from other Publishers. Learner ID card, Almanac and Planner, and a goodie bag are part of the Learning Kit.

Learners will get access to our web-based Learning Platform, and Parents will have access to Mobile Apps on Android and iOS. Through the Learning Platform, learners can access the following resources:

• E-Library with over 2 million titles
• Virtual Science Lab
• Personalised Learning Platform
• Assessment Platform
• Learner Dashboard, Reports and Analytics
• Digital Content & learning resources