
Strong English communication skills help children succeed both inside and outside the classroom. CuriousJr's English by Cambridge course is designed to develop these skills through an internationally aligned curriculum, interactive teaching methods, and personalised support that encourages confident language learning.
Designed for students from age 6 to 14, the course focuses on improving Listening, Speaking, Writing, and Reading (LSWR) skills while providing structured guidance for both students and parents. Here's what makes the course stand out.
The English by Cambridge course combines internationally aligned learning with personalised teaching to help students strengthen their communication skills. Some of key features of this English Learning Classes include:
The course follows Cambridge curriculum standards, ensuring students learn English through a structured framework focused on practical communication skills.
The programme is based on the LSWR (Listening, Speaking, Writing, Reading) approach, helping students develop all four essential language skills together instead of focusing only on grammar or textbook exercises.
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With a 1:6 teacher-student ratio, students receive greater individual attention during live classes, making it easier for teachers to monitor progress and provide timely guidance.
Students attend live interactive classes, while backup classes ensure learning continues even if a session is missed.
The course includes Cambridge learning materials, physical study material, and awards Cambridge certification upon successful completion.
Parents remain actively involved through fortnightly Parent-Teacher Meetings (PTMs) and full WhatsApp support, helping them stay updated on their child's learning progress.
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Students can experience the teaching methodology through the English by Cambridge Booster Course, which includes:
Live LSWR class
Parent-Teacher Meeting (PTM)
6-month goal plan
This allows students and parents to understand the learning approach before enrolling in the six-month Master Course.

