0-1 years
Baby Creche
Secure attachment, responsive communication, sensory exploration, physical development, health and individual care routines.
Birth to Year 1
The ICC Early Years pathway
Cambridge Early Years begins at age three, so ICC uses age-appropriate foundations for children below three and the Cambridge pathway from Playgroup.
2-3 years
ICC Creche
Rapid language growth, independence, movement, pretend play, early number ideas, self-care and positive relationships.
3-4 years
Playgroup
Play-based Cambridge foundations across the six curriculum areas, with strong oral language, self-regulation, number sense and creative exploration.
4-5 years
Foundation
Secure school readiness through oral language, early reading and writing, mathematical reasoning, self-regulation, enquiry and independence.
Progression: Foundation children normally enter Year 1 at age 5 or 6. Placement considers age, readiness, language, social confidence, independence, physical development and prior experience - not one isolated test.
Academic calendar
Michaelmas, Lent and Trinity
Early Years follows the official ICC 2026/2027 school calendar with developmental observation rather than high-pressure examinations.
Michaelmas1 Sep - 11 Dec 2026
Settling, baseline observations, parent orientation, developmental checkpoint, portfolios and Carols.
Lent5 Jan - 20 Mar 2027
Reconnection, developmental review, enquiry learning and the ICC STEAM Fair.
Trinity6 Apr - 26 Jun 2027
Career/Africa Week, transition profiles, Our Day, Graduation and Awards.
Important: where the whole-school calendar states examinations, Early Years uses observation, practical activities, reading notes, work samples and portfolios. Children are not ranked by percentage scores.
Curriculum by age
What children learn at every level
The six areas remain connected, but expectations and teaching methods change significantly with age.
0-1 years
Baby Creche
Birth-to-three developmental foundations; Cambridge Early Years begins at age 3.
Purpose
Secure attachment, responsive communication, sensory exploration, physical development, health and individual care routines.
What children develop
- Communication & early literacyShared gaze, response to familiar voices, babble and gesture, songs, repeated words and safe board/fabric books.
- Mathematics & thinkingTracking, object permanence, anticipation of routines, repeated action, cause-and-effect and noticing contrasts.
- Creative expressionRhythm, melody, movement, colour, texture and safe sensory art experiences.
- Personal, social & emotionalPrimary-care relationships, co-regulation, predictable routines, comfort signals and secure exploration.
- Physical, health & self-careTummy time, rolling, sitting, crawling, supported standing, grasp and release, feeding and sleep routines.
- Understanding the worldFamiliar people, natural objects, indoor/outdoor sensations, light, water, sound and safe cause-and-effect toys.
Term focus
MichaelmasAttachment, familiar routines, family information, sensory regulation, visual tracking, reach and grasp.
LentBabble and gesture, object permanence, mobility, rhythm, cause-and-effect and growing curiosity.
TrinityChoice-making, supported independence, stronger movement, shared attention and transition to the next care group.
Helpful home support
- Share face-to-face talk, smiles, songs and repeated words.
- Keep sleep, feeding and comfort information current with the class team.
- Provide safe floor time and movement rather than prolonged confinement.
- Send all personal items clearly labelled.
2-3 years
ICC Creche
Birth-to-three developmental foundations and a purposeful transition towards Cambridge Early Years.
Purpose
Rapid language growth, independence, movement, pretend play, early number ideas, self-care and positive relationships.
What children develop
- Communication & early literacyExpanding vocabulary, short phrases, familiar directions, rhyme, repeated stories, picture naming and purposeful scribble.
- Mathematics & thinkingMatching, sorting, one/many, small quantities, big/small, simple puzzles, stacking and sequences.
- Creative expressionPaint, dough, collage, rhythm, action songs, pretend play, puppets, dance and construction.
- Personal, social & emotionalSeparation confidence, feelings words, turn-taking, simple boundaries and adult-supported conflict resolution.
- Physical, health & self-careRun, climb, jump, carry, throw, kick, thread, scoop, use utensils, handwash and toileting readiness.
- Understanding the worldFamily and community roles, animals, plants, weather, materials, transport and local places.
Term focus
MichaelmasSettling, names, routines, body awareness, single-step directions, early words and safe exploration.
LentPhrase building, sorting and matching, pretend play, movement confidence, toileting readiness and nature discovery.
TrinityConversation, cooperative play, counting in real contexts, mark-making, self-care and transition to Playgroup.
Helpful home support
- Talk through everyday routines and give your child time to answer.
- Read the same favourite stories repeatedly and invite your child to join in.
- Encourage safe self-feeding, handwashing and dressing attempts.
- Discuss toileting readiness calmly with the class team; avoid pressure or comparison.
3-4 years
Playgroup
Cambridge Early Years 1 (EY1), supported by developmentally appropriate early-years practice.
Purpose
Play-based Cambridge foundations across the six curriculum areas, with strong oral language, self-regulation, number sense and creative exploration.
What children develop
- Communication, Language & LiteracyAttentive listening, connected sentences, story participation, rhyme and alliteration, name recognition, mark-making and emerging letter-sound awareness.
- MathematicsPractical number sense, numeral-quantity matching, comparison, patterns, common shapes, position and informal measure.
- Creative ExpressionVisual and tactile exploration, music, beat, movement sequences, role play and collaborative making.
- Personal, Social & EmotionalSelf-regulation with support, friendships, confidence, responsibility and respect for difference.
- Physical DevelopmentBall control, balance, climbing, movement instructions, tool use, scissor control, pencil readiness and health habits.
- Understanding the WorldPlants, animals, materials, people, time and place, Ghanaian context and safe, purposeful technology use.
Term focus
MichaelmasBelonging, listening, rhyme, name recognition, number 1-5, colours, shapes, routines and self-regulation.
LentStory language, oral blending, number 1-10, comparison, animals, plants, transport, materials and STEAM enquiry.
TrinityEarly letter-sound links, name writing, number relations, problem-solving, cultural expression and transition to Foundation.
Helpful home support
- Share a picture book every day and ask open questions.
- Count real objects such as spoons, fruit, steps and toys.
- Encourage drawing and meaningful marks without insisting on perfect letters.
- Practise putting away belongings, choosing clothes and asking for help.
4-5 years
Foundation
Cambridge Early Years 2 (EY2), with progression into Cambridge Primary Year 1 at age 5 or 6.
Purpose
Secure school readiness through oral language, early reading and writing, mathematical reasoning, self-regulation, enquiry and independence.
What children develop
- Communication, Language & LiteracySustained listening, discussion, story sequence, vocabulary, systematic phonics and handwriting, early decoding and purposeful sentence writing.
- MathematicsNumber 0-20 progression, practical operations, pattern, data, shape, position, measure and mathematical explanation.
- Creative ExpressionPlanning and revising art/design, rhythm, music, collaborative drama, dance and explanation of creative choices.
- Personal, Social & EmotionalIncreasing self-regulation, resilience, independence, collaboration, responsibility and readiness for primary routines.
- Physical DevelopmentControlled apparatus and ball use, movement rules, handwriting fluency, cutting, construction, dressing, hygiene and safety.
- Understanding the WorldPrediction, investigation, plants, materials, forces, people, time, place, environmental responsibility and digital safety.
Term focus
MichaelmasBaseline, vocabulary, listening, systematic sound awareness, letter formation, number 0-10, patterns and independence.
LentCVC blending and segmenting, captions, number 0-20, practical operations, measurement, enquiry and STEAM project work.
TrinityReading and writing consolidation, operations within 10, reasoning, transition routines, Year 1 readiness and final profile.
Helpful home support
- Read for 10-15 minutes and discuss meaning, not only word recognition.
- Play sound, rhyme, blending and word games without turning home into an exam hall.
- Use practical mathematics during shopping, cooking, sorting and travel.
- Support independence with bags, clothing, toileting, eating and simple responsibilities.
Detailed parent overview
Weekly learning themes
All levels explore common department themes. Teachers change the language, materials, challenge and evidence according to each child's age and development.
1 September - 11 December 2026
Michaelmas
Belonging, identity, routines, senses, families, community, shapes, health, music and celebration.
Baby CrecheSecure attachment, routine, sensory regulation, gaze, reach and grasp.
ICC CrecheNames, body awareness, directions, early words, movement and safe exploration.
PlaygroupListening, rhyme, name recognition, number 1-5, colours, shapes and self-regulation.
FoundationBaseline, vocabulary, sound awareness, letter formation, number 0-10, pattern and independence.
W11-4 SepWelcome, safety and secure relationships
W27-11 SepMy name and identity
W314-18 SepMy body and senses
W421-25 SepMy family and home
W528 Sep-2 OctOur classroom and routines
W65-9 OctColours around us
W712-16 OctDevelopmental checkpoint
W819-23 OctMidterm break
W926-30 OctShapes, blocks and building
W102-6 NovHealthy bodies and food
W119-13 NovPeople who care for us
W1216-20 NovGhana, community and belonging
W1323-27 NovSounds, music and movement
W1430 Nov-4 DecLight, kindness and celebrations
W157-11 DecReview, portfolios and Carols
5 January - 20 March 2027
Lent
Animals, habitats, plants, water, weather, transport, community helpers, materials and STEAM.
Baby CrecheBabble, gesture, object permanence, mobility, rhythm and cause-and-effect.
ICC CrechePhrase building, sorting, pretend play, movement, toileting readiness and nature.
PlaygroupStory language, oral blending, number 1-10, comparison and STEAM enquiry.
FoundationCVC blending, captions, number 0-20, practical operations, measurement and STEAM projects.
W15-8 JanReconnect and new beginnings
W211-15 JanAnimals near us
W318-22 JanWild animals and habitats
W425-29 JanPlants and seeds
W51-5 FebWater and weather
W68-12 FebTransport and journeys
W715-19 FebMidterm developmental review
W822-26 FebBreak and gentle return
W91-5 MarPeople who help our community
W108-12 MarMaterials, forces and simple machines
W1115-20 MarSTEAM Fair project
6 April - 26 June 2027
Trinity
Food, buildings, minibeasts, the environment, sport, stories, Africa, service and transition.
Baby CrecheChoice, stronger movement, shared attention and transition to the next care group.
ICC CrecheConversation, cooperative play, real-life counting, mark-making and self-care.
PlaygroupEarly letter-sound links, name writing, number relations, culture and transition.
FoundationReading and writing consolidation, operations within 10, reasoning and Year 1 readiness.
W16-9 AprFood and the market
W212-16 AprHomes and buildings
W319-23 AprMinibeasts and small worlds
W426-30 AprOur earth and environment
W53-7 MayMovement and sports
W610-14 MayStories and imagination
W717-21 MayAfrica, culture and music
W824-28 MayCareer/Africa Week and service
W931 May-4 JunNumbers, patterns and problem-solving
W107-11 JunMoving on and independence
W1114-18 JunEnd-of-year observation and readiness
W1221-26 JunCelebration, graduation and handover
Curriculum matters
Assessment, learning and wellbeing
How children learn
Purposeful play, responsive teaching, rich talk, movement, stories, practical mathematics, outdoor learning and small-group support.
How progress is assessed
Observation, conversation, practical work, photographs, reading notes, mathematics activities, creative work and portfolios.
Language and literacy
Strong oral language first, then rhyme, sound awareness, phonics, reading and meaningful writing at the appropriate stage.
Mathematics and STEAM
Real objects, comparison, counting, pattern, shape, measure, problem-solving, building, investigation and explanation.
Wellbeing and character
Attachment, self-regulation, friendship, confidence, responsibility, movement, health, safety, respect and independence.
Inclusion
Visuals, gestures, home-language support, sensory regulation, adapted tools and partnership with families and specialists.
Books and school shop
Resources, stationery and personal items
Early learning is resource-led rather than textbook-led. Parents should wait for the final official School Shop list before purchasing.
Books and teaching resources
- Baby Creche and ICC Creche have no formal learner textbooks.
- Playgroup may use Cambridge Early Years EY1 learner resources after school confirmation.
- Foundation may use Cambridge Early Years EY2 language, mathematics and exploration resources after school confirmation.
- All levels use class libraries, stories, manipulatives, music, art, outdoor and investigation resources.
Stationery and care items
- Baby Creche families provide clearly labelled care items.
- Creche uses chunky writing and creative materials.
- Playgroup and Foundation use age-appropriate pencils, crayons, markers, scissors, glue, books, folders and labels.
- The current published Preschool Premium Stationery Pack baseline is GHS 750, subject to final School Shop confirmation.
Foundation transition
Preparing for Year 1 at age 5 or 6
Readiness is a balanced profile, not perfection or performance on one worksheet.
Communication
Listens, follows routines, communicates needs and ideas, and participates in conversation.
Early literacy
Enjoys books, recognises own name, develops sound awareness and makes purposeful reading and writing attempts.
Mathematics
Counts and compares practical quantities, recognises taught numerals and solves simple real problems.
Independence
Manages self-care, belongings, turn-taking, perseverance and asking for help with decreasing support.
Parent questions
Frequently asked questions
Is Baby Creche a Cambridge class?
No. Cambridge Early Years begins at age three. Baby Creche and ICC Creche use developmentally appropriate foundations that prepare children for the Cambridge pathway.
Which classes follow Cambridge Early Years?
Playgroup is mapped to Cambridge Early Years 1 and Foundation to Cambridge Early Years 2.
Will my child take examinations?
Early Years children are assessed through observation, practical activities, conversation, work samples and portfolios. They do not sit high-pressure percentage examinations.
Does Foundation guarantee entry into Year 1?
Foundation is the normal route into Year 1 at age 5 or 6. Placement considers age, readiness, attendance, previous experience and the whole developmental profile.
Must I buy Cambridge books myself?
No. Wait for the official School Shop list. ICC must confirm titles, editions, stock and pricing.
Should we speak only English at home?
No. Use the language in which your family can communicate most richly. Strong home-language development supports learning and identity.
What if my child develops differently?
Speak with the class teacher. ICC will consider strengths, barriers, health, language and the support already tried, then agree practical next steps.
How can I apply?
Visit apply.icc.edu.gh or call 050 283 0728 for admissions guidance.
Ready to join ICC?
Apply online or contact the Admissions Office for class placement guidance.