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SB INT School has just announced the latest changes to its programmes (see What’s new), but why are new curriculums introduced and why do existing syllabuses need to be reviewed? In this post, two Cambridge experts update us on the latest developments in Modern Foreign Languages at Cambridge Primary and Lower Secondary and Cambridge IGCSE. With first assessment of the revised Cambridge IGCSE syllabuses due in 2027, they explain to Sarah Kovandzich why change is necessary.

This November, we launched SB INT Primary and Lower Secondary Modern Foreign Language.

‘We want to encourage the enjoyment of language learning from an early age,’ explains Rebecca Watkins-Wright, one of the Curriculum Development Managers who developed the new subject.

‘Older students can sometimes be a bit frightened of language learning so primary is a good time to learn a language in a relaxed way. Learners feel less embarrassed if they get it wrong – we want that feeling to go with them along the SB INT Pathway.’

The new framework is ‘language agnostic’ says Rebecca: ‘We are not specifying any languages. We’re just saying it’s a Modern Foreign Language curriculum. Some schools will use it for French, German or Spanish but other schools we’ve talked to, in South Asia for instance, plan to use the framework to introduce regional languages.’

The new curriculum also focuses on cultural awareness. ‘It’s about seeing how another culture is the same or different to your own, respecting other cultures and feeling like you’re part of a global community,’ says Rebecca.

The only language the framework can’t be used for is English as a higher English CEFR level is needed to study other subjects at Cambridge Primary and Lower Secondary.

Like many primary and lower secondary subjects, the new Modern Foreign Language curriculum is non-assessed so schools can introduce it whenever they want.

‘It’s been designed to start from primary stage 4 (age 8 to 9) but we’ve also given schools the option to start it from lower secondary and condense the curriculum by increasing the number of hours a week. It can also be adapted to start teaching at primary stage 1. It’s completely flexible.’

Meeting schools’ needs at SB

SB INT is also one year into reviewing its existing suite of SB INT in Modern Foreign Languages (French, Spanish, German, Chinese, Arabic, Malay and Italian). The updated syllabuses will be published as part of our ‘What’s new?’ update in September 2025, for first assessment in June 2028.

‘We have a commitment to centres that is written into our Code of Practice to review and revise syllabuses at least every six to eight years,’ says Fay. ‘We need to make sure we are fit for purpose and meeting schools’ needs.’

Schools always play a key part in the review, says Fay: ‘The most valuable part of the process for us is centre feedback. It’s the richest way of finding out what people like about the current syllabus, what they don’t want to change and what they do.

‘We did a lot of early consultation because it’s a suite of seven languages. We also held an online community forum where teachers could sign up and they spent four days dipping in and out of conversations online. We’ve agreed broadly the changes and we’re now producing material that will go back to centres either through focus groups or a standard consultation, possibly in early 2025.’

One of the biggest changes will be digital assessment, says Fay: ‘Our listening component is already fully multiple choice and the reason behind that was to prepare it for digital, but we also want to remove the reading and writing burden so that candidates are being assessed purely on listening.

‘Another big change is that candidates will listen to a personal audio – on a laptop for example – as opposed to listening to it centrally, where they might not be able to hear it properly or they might be interrupted by noise around them.

‘We’re also looking to remove some of the current writing burden from the reading paper by removing short or long answer responses, so students only respond by tickbox or multiple matching.

‘In writing, we are making sure we are using our accessible language principles and that questions are as straightforward as possible. As we move away from short answer, we’re moving towards more images, so we also need to make sure these aren’t unnecessarily busy.’

Ensuring subjects align both vertically and horizontally

Another big part of the development process is making sure there’s good alignment with other stages of the SB INT Pathway and with other subjects:

‘As we change our SB INT programmes we feed that back down to SB INT Primary and Lower Secondary to make sure there’s a smooth progression route. We also do that moving upwards into our SB INT International AS & A Level offer.

‘We also look at alignment across all Modern Foreign Languages to make sure, for example, that German is as demanding as French and that topics we introduce are suitable across the suite. We also look outside the suite, especially to English.’

More information about What’s New changes and updates

Find out how climate change education is being integrated into SB INT curricula and resources