KP Sharma

Pelkhil School, a private school in Thimphu, is set to become the first school in Bhutan to fully implement the Cambridge International Curriculum next year.

This follows a series of discussions and consultations between the school, the Ministry of Education and Cambridge experts.

The school has already piloted the curriculum for classes from pre-primary to Grade II, and it plans to expand it to Grade III in the coming academic year.

The Cambridge curriculum is widely recognised for its global standards and focus on developing subject knowledge, critical thinking and problem-solving skills.

To ensure the effective implementation of the curriculum, teachers received training from Cambridge South Asia experts. Parents were also oriented on the new educational framework.

It is designed to be flexible, challenging as well as inspiring and is accepted by universities and institutions across the world.

The principal of Pelkhil School, Rie K Dorji, said that the curriculum would not be implemented across all grade levels immediately. “Each year, the curriculum will be upgraded to ensure continuity of learning, with students building on previous knowledge.”

The principal explained that this approach not only aligns with the school’s educational philosophy, but also supports Bhutan’s broader goal of preparing students for global participation, as envisioned by His Majesty the King.

Rie K Dorji said that the school had sought feedback from students before deciding to fully implement the curriculum and the response.

Teachers are also set to receive more professional development training, including virtual training sessions during the winter break to further strengthen their capabilities.

For Bal Krishna Bista, a senior teacher with over 30 years of experience, the Cambridge curriculum represents a shift in teaching methodology.

He observed that while child-centered learning has been focused in Bhutan, large class sizes have made it difficult to fully implement this approach.

The Cambridge model, he said, encouraged students to explore content independently, with teachers serving as supplementary resources rather than the sole authority in the classroom.

This approach, he argued, allows students to engage with lessons at their own pace and in a way that respects their individual learning needs.

Deo Kumari Thapa, a mathematics teacher at the school, said that teaching the Cambridge curriculum was particularly rewarding as it promoted greater student participation and involvement.

She added that the curriculum’s interconnected structure ensures a more progressive learning experience, with each level building upon the last.