top of page

Key Stage 2

In Key Stage 2, students acquire in-depth knowledge through experiential and hands-on learning approaches. Despite the increased rigor of learning compared to Key Stage 1, students continue to thrive, building strong cognitive, social, and emotional skills while confidently demonstrating the attributes of a Cambridge learner.


Ongoing assessments and feedback are carried out to ensure that students meet and exceed the benchmarks set in this four-year programme before advancing to Key Stage 3 in the Junior school.


  • English

  • Malay*

  • Mandarin


  • History

  • Geography

  • Islamic Studies**

  • Science

  • Mathematics

Science & Mathematics

Creative & Innovation

  • Art & Design

  • Domestic Skills

  • MakerSpace

  • Sound & Movement (KS1)

  • ICT

Health & Well-Being

  • Physical Education

  • Character Transformation

*Compulsory for Malaysian Students

** Compulsory for Muslim Students

Key Stage 1

The students in Key Stage 1 are introduced to a broad, balanced, interesting, and enjoyable curriculum, which sets the foundation for developing creative thinking, critical reasoning, and effective communication skills.


This two-year primary programme focuses on language development, mathematical skills, and nurturing scientific inquiry through the guidance of well-trained teachers. It aims to build a strong foundation during their crucial schooling years and prepare them for the next stage, Key Stage 2.

Elementary School (Primary)

Nobel International School provides young learners (aged 6 to 11) in Key Stages 1 and 2 with a combination of two exceptional curriculums - the world-renowned Cambridge Primary Programme and the comprehensive International Primary Curriculum (IPC), which promotes a holistic approach to education.

Cambridge Primary Curriculum

Cambridge Primary embarks learners into an exciting educational journey, providing a sturdy foundation at the beginning of their schooling before advancing through the Cambridge Pathway in an age-appropriate manner. The curriculum framework of Cambridge Primary is designed to develop skills in English, Mathematics and Science. It develops young learners to become confident, responsible, reflective, innovative and engaged individuals. 

International Primary Curriculum (IPC)

Drawing on international and evidence-based research, the IPC strives to foster the holistic development of learners through engaging, meaningful, and challenging learning experiences, equipping them with the skills to thrive as global citizens who are socially aware, motivated, and committed to making positive contributions to their communities and beyond.

Elementary School

Key Stage 1 & 2

End of Term Assessment (Year 3 to 6)

At the end of each term, students will sit for written tests for English, Mathematics, Science, Malay and Mandarin. These assessments are used to track and review the progress students are making from one term to the next.  Besides tests, students will also be assessed and reported based on their quality of work, class participation, submission of classwork/ homework and projects.

Continuous Assessment (Year 1 to 6)

Continuous assessments are an informal part of the daily instructional process. Teachers assimilate information from a wide range of assessment opportunities in order to understand individual students’ learning progress. These include questioning, discussion, observation and marking of classwork. The information directs timely adjustment in teaching and learning to help students progress towards achieving their targeted learning goals.

Elementary School Assessment

Nobel International School recognises that the process of assessment, recording and reporting is central in ensuring the quality of students’ learning. It is carried out with the spirit of good partnership between the teachers, students and parents. We adopt two connected levels of assessments as recommended by Cambridge.

The Process to Facilitate Learning

Each unit of the IPC follows the Process to Facilitate Learning which has been designed based on neuroscience and educational research to improve learning for everyone. Assessment can happen at any time during the learning process. Additionally, students are encouraged to take action in response to their learning.

bottom of page