Cambridge Secondary 2 - Bethel School District
Cambridge Secondary 2
Contents1 Welcome to Cambridge3 Cambridge programmes and qualifications5 Cambridge IGCSE 10 Support for Cambridge teachers12 Join the Cambridge community13 What next?About usCambridge International Examinations is the world’s largestprovider of international education programmes and qualificationsfor 5 to 19 year olds. We are a not-for-profit organisation and partof the University of Cambridge, one of the world’s top universitiesand trusted for excellence in education. Our qualifications arerecognised by the world’s universities and employers.bwww.cie.org.uk
Welcome to CambridgeWe understand education. More than 10 000 schools in over 160 countries are part of ourCambridge learning community. Our mission is to provide excellence in education, and our visionis that Cambridge learners become confident, responsible, reflective, innovative and engaged.We believe in setting educationalstandards – and then encouraginglearners to exceed them. Every year,thousands of learners use Cambridgequalifications to gain places atleading universities worldwide.We are a division of CambridgeAssessment, a department of theUniversity of Cambridge and anot-for-profit organisation. Weinvest constantly in research anddevelopment to improve ourprogrammes and qualifications.reputation as the leader in internationaleducation. Our reputation will helpstrengthen the status of your school,as you become part of the globalCambridge learning community.Understanding learners’ needsaround the world means listeningcarefully to our community ofschools. We are pleased that 98 percent of Cambridge schools say theywould recommend us to others.Over 10 000schools are part of theCambridge learningcommunityCambridge programmesand qualifications aretaken in more thanBenefits for your learners160 countriesWe develop our qualificationsaccording to our Code of Practiceand the Cambridge Approach. Weare accredited as an awarding bodyby Ofqual (Office of Qualificationsand Examinations Regulation), the UKgovernment’s regulator for awardingorganisations and qualificationsin England.Cambridge programmes andqualifications have a proven reputationfor being an excellent preparation foruniversity, employment and life.98% of CambridgeBenefits for you andyour schoolTogether with schools we aim todevelop Cambridge learners who areconfident, innovative, responsible,reflective and engaged – equippedfor success in the fast-changingmodern world.When you choose Cambridge,you create a relationship with anorganisation that has an excellentwww.cie.org.ukLeading universities and employersworldwide value and recogniseCambridge qualifications as evidenceof academic ability. They open doorsfor Cambridge learners.schools wouldrecommend us to others1
Cambridge learnersThe Cambridge approach supportsschools to develop learners who are: confident in working withinformation and ideas,their own and those of others responsible for themselves,responsive and respectful of others reflective as learners themselves,developing their ability to learn innovative and equipped fornew and future challenges engaged intellectually and socially,and ready to make a difference inthe world.“Students are both challengedand excited by Cambridge curricula,and are extremely well prepared tosucceed at the highest levels at eventhe most prestigious institutions ofhigher learning.”Alexander B Carter, Principal, Brentsville DistrictHigh School, USA2www.cie.org.uk
Cambridge programmes and qualificationsCambridge programmes and qualifications are carefully designed to engage your learners and givethem solid foundations to achieve high levels of academic and personal attainment.The programmes are progressive,giving you and your learners a clearlydefined path to success from 5 to 19years. Our four stages leadseamlessly from primary to secondaryand pre-university years, and eachstage builds on the learners’development from the previous one.We offer flexibility, allowing you toshape Cambridge curricula to theneeds and abilities of your learners.You can offer our programmes andqualifications for learners at everystage, or focus on specific ones.Our programmes and qualificationsare compatible with other curricula,so you are free to build a uniquecurriculum that suits your school’svalues. When you register with uswe will give you support andguidance on how to implementCambridge programmes, so that youmake a smooth transition.We offer comprehensive support infour areas, designed carefully aroundthe needs of Cambridge learners andteachers: C urriculum: develops learners’knowledge, understanding and skills.Our curriculum sets clear goals forlearners and teachers.Cambridge PrimaryCambridge Secondary 1Cambridge IGCSE CambridgePrimary CheckpointCambridge CheckpointCambridge O LevelCambridge ICT StartersCambridge ICECambridge ICT Starters Classroom: support and guidancehelps teachers and learners performto their maximum ability. We offerworld-class teacher and learnerresources. Qualifications: provide learnerswith a global passport to success.We offer reliable, rigorous andflexible assessment, leadingto internationally recognisedqualifications. Community: brings Cambridgeschools, teachers and learners closertogether through the sharing of bestpractice and ideas.Cambridge InternationalAS and A LevelCambridge Pre-UCambridge AICE Diploma*Age ranges are for guidance onlywww.cie.org.uk3
We chose Cambridge IGCSEbecause it offers positive benefits forour students, including the flexibilityto cater for less able pupils as wellas stretching the most able.Jayne Jennings, Head of Modern Languages,Abingdon School, UK4www.cie.org.uk/cambridgesecondary2
Cambridge Secondary 2Cambridge Secondary 2 is typically for learners aged 14 to 16 years. It builds on the foundationsof Cambridge Secondary 1, although it is not essential to have completed that stage beforebeginning Cambridge Secondary 2.Cambridge Secondary 2 includesCambridge IGCSE – the world’s mostpopular international qualificationfor 14 to 16 year olds – andCambridge O Level, which hasbeen designed especially for aninternational audience. Both provideexcellent preparation for CambridgeAdvanced and for progressionto other educational systems.Syllabuses support schools by usinglearner-centred and enquiry-basedapproaches to learning. They describethe knowledge, understanding andskills learners will develop and explainhow these will be assessed.Cambridge IGCSEWe developed the InternationalGeneral Certificate of SecondaryEducation (IGCSE) over 25 years ago.It now attracts almost 500 000entries every year from over 140different countries.Our curriculumWith its 70 subjects, available in anycombination and including more than30 languages, the Cambridge IGCSEcurriculum offers a variety of routesfor learners with a wide range ofabilities, including those whose firstlanguage is not English. It developslearner knowledge, understandingand skills in: subject content applying knowledge andunderstanding to new as well asfamiliar situations intellectual enquiry flexibility and responsivenessto change working and communicatingin English influencing outcomes cultural awareness.Schools worldwide have been –and continue to be – involved in thedevelopment of Cambridge IGCSE,so we are confident it represents thebest possible international educationfor 14 to 16 year olds.The syllabuses are international inoutlook, but retain a local relevance.They have been created specificallyfor an international student bodywith content to suit a wide varietyof schools and avoid cultural bias.The content, the structure and theadministrative support mean CambridgeIGCSE answers the needs of moreand more schools worldwide.Building your curriculumThe curriculum is at the heart of yourmission and vision. So the best placeto make decisions about it is withinthe school. We will help you make theright decisions in curriculum design,planning and delivery. Encouraginglearners to engage with a variety ofsubjects between the ages of 14and 16 years is fundamental to ourapproach.Foundation curriculumYou can build a curriculum around thecore subject groups of mathematics,science and English. Each coresubject has a range of alternativesyllabuses to suit each learner. Forexample, in science, you can offerCambridge IGCSE Biology, Chemistryand/or Physics plus CambridgeIGCSE Sciences – Combined orCo-ordinated (Double Award) orCambridge IGCSE Physical Science.Broadening the curriculumBroadening the curriculum is easy.Simply draw on the wide range ofsubjects to add breadth and richnessto the curriculum.www.cie.org.uk/cambridgesecondary2For example, you can offer any ofthe following in addition: over 30 language syllabuses heritage studies, such as CambridgeIGCSE India Studies established curriculum componentssuch as Cambridge IGCSE Historyor Geography.Cross-curricular perspectivesCross-curricular perspectives are avaluable part of learning. Makingconnections between subjects, skillsand other dimensions createscoherence for learners, and increasesmotivation and engagement forteachers and students alike.For example, Cambridge IGCSEGlobal Perspectives complementsexisting subject-based syllabuses,encourages creativity and criticalthinking, and promotes a joined-upview of the world.The world’s mostpopular internationalqualification for14 to 16 year oldsOver 650000entries each year fromover 140 countriesOver 4000 schoolsmade entries in 2012-2013including 1500 inthe UKChoice of over 70subjects, including morethan 30 languages55
Cambridge IGCSE subjectsRegularly updated and extended, Cambridge IGCSE provides you with a wide range of well-resourced andsupported courses.Cambridge Englishlanguage and literatureCambridge IGCSE Englishsyllabuses are available forlearners whose first language isEnglish and for those with goodEnglish skills, but who are notnative speakers. The syllabusesdevelop the ability to communicateclearly, accurately and effectivelyin both speech and writing, forstudy and employment.English – First Language*Cambridge mathematicsCambridge scienceAn essential subject for alllearners, Cambridge IGCSEmathematics syllabusesencourage the development ofmathematical knowledge as a keylife skill, and as a basis for moreadvanced study.Students learn how science isstudied and practised, and becomeaware that the results of scientificresearch can have both good andbad effects on individuals,communities and the environment.Mathematics*Biology*Mathematics – AdditionalChemistry*Mathematics (with coursework)Environmental ManagementInternational MathematicsPhysical ScienceAgricultureEnglish – Second Language*Physics*English – Literature* NEWWorld Literature1Science – Combined1Available for first examination from June 2014Science – Co-ordinated(Double award)* This syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.For more details, go to ondary2
Cambridge languagesCambridge offers a wide rangeof language syllabuses, includingFirst, Second and Foreign Languageoptions. Learners are encouragedto enjoy and appreciate the varietyof language, and to understand andrespond appropriately to what theyread and hear.Cambridge humanitiesand social sciencesCambridge business,technical and vocationalThe study of Cambridge IGCSEhumanities and social sciencessubjects enables learners to gaina deeper insight into the differentcommunities and cultures that existaround the world.Geography*These Cambridge IGCSE subjectsintroduce learners to the theoryand concepts that underpin thesubjects as well as providinga good opportunity to engagewith the subject practically. Thesyllabuses provide both a solidfoundation for further study atCambridge International A Level,and an ideal preparation for theworld of work and other studies.Global PerspectivesAccountingBangladesh ArabicDutch 2Bahasa NEWIndonesia 2French*History*German*Art and Design*ChineseIndia StudiesBusiness Studies*Greek*CzechIslamiyatChild DevelopmentIndonesianLatinDutchComputer Studies 6Italian 3 * NEWPakistan StudiesDesign and TechnologyFrenchDevelopment StudiesEconomicsJapaneseReligious Spanish*SpanishSpanish –LiteratureThaiFood and NutritionInformation and CommunicationTechnology*Music*Physical EducationTravel and TourismTurkishWill be replaced by Computer Science forfirst examination from June 20156 SecondLanguageAfrikaansChinese4NEWHindi* NEWIsiZuluKazakhUrdu 52Available for first examination from June 20163Available for first examination from June 20144Available for first examination from June 20155Available for first examination from June 2015The great number and varietyof Cambridge IGCSE subjects hasallowed us to set up a full educationalprogramme. I think Cambridge IGCSEis the perfect springboard to anyupper secondary education.Joakim Philipsen, Head of International Department,Viborg Private Realskole, Denmarkwww.cie.org.uk/cambridgesecondary27
Classroom support forteachers and learnersResources for teachers of Cambridge IGCSESyllabusesSyllabus and support DVDTeacher guides and/or schemes of workTextbooks and resources from publishersListening CDs (languages only)Vocabulary and defined content booklets (languages only)Training – face-to-face and onlineCoursework training handbooksTeacher Support – secure support siteSubject communities and discussion forums‘Ask the Examiner ’ question and answer sessionsOnline help – frequently asked questionswww.cie.org.uk/helpPast/specimen question papersMark schemesExaminer reportsExample candidate responses (standards booklets) A wide range of support resourcesfor teachers and learners is availablefor Cambridge IGCSE. Resources suita variety of teaching methods indifferent international contexts.Teachers can access these resourcesonce their school becomes aregistered Cambridge school.For more details of the support we offer to schools, see page 10.Our qualificationsUniversity recognitionMany universities worldwide requirea combination of CambridgeInternational A Levels and CambridgeIGCSEs to meet their entryrequirements. For example, leadingUS and Canadian universities requireCambridge International AS andA Levels, but some US and Canadiancolleges and universities will acceptlearners with five Cambridge IGCSEsat grade C or above.In the UK, Cambridge IGCSE isaccepted as equivalent to the GCSE.Many UK universities look atCambridge IGCSE grades, as well aspredicted grades for CambridgeInternational A Level, when makingadmissions decisions.It is essential that your students cancommunicate effectively in Englishand are able to do so in an academicenvironment. Cambridge IGCSE88English Language qualifications arerecognised by a good number of UKuniversities as evidence of Englishlanguage competency for universitystudy. It is advisable to check theEnglish language requirements ofeach university students areinterested in applying to, prior tomaking any applications.demonstrate their learning, particularlywhen their first language is not English.With a tiered structure in manysubjects for different ability levels,learners of all abilities are assessedpositively and bright individuals havethe chance to excel. The gradesawarded at Cambridge IGCSE areA*–G, with A* being the highest.For more information aboutrecognition of Cambridgequalifications, including a databaseof institutions that accept them,go to www.cie.org.uk/recognitionGroup awardsAssessmentAssessment takes place at the endof the course and gives you optionsto suit your learners, including written,oral, coursework and practicalassessment. This broadensopportunities for students toCambridge ICE is a group award forCambridge IGCSE, particularly popularin the US and South America. It allowsyou to offer a broad and balancedcurriculum by recognising theachievements of learners who passexaminations in at least sevensubjects, including two languages, andone subject from each of the othersubject groups: humanities and socialsciences, science, mathematics, andcreative, technical and vocational.www.cie.org.uk/cambridgesecondary2
I strongly believe that Cambridgehas provided an unparalleled learningexperience and a global platform forall my students.Dr Vandana Lulla, Director/Principal,Podar International School, Indiawww.cie.org.uk/cambridgesecondary29
Support for Cambridge teachersWe offer a wide range of support resources to help teachers plan and deliver our programmes and qualifications.Secure online supportWe offer free, secure online support toCambridge teachers.Teacher SupportAn online resource bank and communityforum where teachers can accessthousands of Cambridge supportresources, exchange lesson ideas andmaterials, and join subject-specificdiscussion forums.Assessment toolsAsk the Examiner seminarsWe provide dedicated online support toschools registered to offer CambridgePrimary and Cambridge Secondary 1.Teachers can download progression testsand use results analysis tools to monitorlearners’ progress.These sessions take place on TeacherSupport after exam results have beenreleased, giving teachers an opportunity toask examiners any questions they haveabout the series.Teaching resourcesTeacher guidesTeacher GuideEnglishOur teaching and learning resourceshelp teachers plan and deliver Cambridgeprogrammes.Syllabus (or curriculum framework)The most important documentsteachers will use. They describewhat learners need to know,what they must be able to do,and how they will be assessed.SYLLABUSCambridge IGCSE MathematicsCambridge International Certificate*0580For examination in June and November 2014Cambridge IGCSE Mathematics (with Coursework)0581For examination in June and November 2014*This syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge InternationalLevel 1/Level 2 Certificate.Schemes of workScheme of work – Cambridge IGCSE World Literature (0408)OverviewThis scheme of work provides ideas about how to construct and deliver a course. The 2012 and 2013 syllabus has been broken down into teaching units withsuggested teaching activities and learning resources to use in the classroom.Recommended prior knowledgeStudents should have experience of reading plays, poems and prose fiction prior to their Cambridge IGCSE studies.OutlineThe assessment objectives (AO) are:AO1: detailed knowledge of the content and form of literary texts drawn from different countries and culturesAO2: engagement with writers’ ideas and treatment of themes, and appreciation of how texts relate to wider contextsAO3: recognition and appreciation of how writers create and shape meanings and effectsAO4: empathy, through re-creation of a character’s voice and thoughtsv1 2y02Cambridge IGCSE World Literature (0408)1A medium-term plan thatgives ideas on how teachersmight deliver the course.Some subjects have teacher guideswhich provide extra guidance onplanning and teaching.Textbooks and publisher resourcesWe publish lists of resources tosupport teaching, includingtextbooks and websites. Some ofthese resources are endorsed byCambridge International Examinations, whichmeans we have quality checked them andjudge them to match the syllabus well.Example candidate responses(standards booklets)Real candidate answers are shownalongside examiner commentsso teachers can see the level ofperformance needed to achieveeach grade.Example Candidate Responses(Standards Booklet)Cambridge International AS LevelApplied Information and Communication Technology9713Cambridge Advanced10www.cie.org.uk/teachers
Exam preparation materialsGrade thresholdsCambridge International Advanced and Advanced Subsidiary Level9708 Economics June 2012Grade ThresholdsECONOMICSGCE Advanced Level and GCE Advanced Subsidiary LevelGrade thresholds taken for Syllabus 9708 (Economics) in the May/June 2012 examination.maximummarkavailableComponent 11Past question papersminimum mark required for grade:AB24E21133023201330232013Component 21We provide information after each examseries to help teachers understand thestandard of Cambridge exams and preparelearners effectively.30Component 12Component 13Component 224040221923122012Component 2340282415Component 3130232113Component 32Component 333030232123132113Component 4170484329Component 4270474025Component 4370484329The thresholds (minimum marks) for Grades C and D are normally set by dividing the mark range betweenthe B and the E thresholds into three. For example, if the difference between the B and the E threshold is24 marks, the C threshold is set 8 marks below the B threshold and the D threshold is set another 8 marksdown. If dividing the interval by three results in a fraction of a mark, then the threshold is normally roundeddown. Grade A* does not exist at the level of an individual component.The thresholds for the syllabus are determined first by adding together the thresholds for the componentstaken by the candidate. A reduction may be made at the higher grades depending on the correlation of thepapers. If the maximum raw marks for the components are not in the weighting/relationship specified in thesyllabus, a weighting is applied to arrive at the overall thresholds. The A* threshold is calculated using thedifference between A and B as a starting point.The maximum total mark for this syllabus is 200 for A Level and 100 for AS Level.For this syllabus in this series the grade thresholds were as follows:OptionCombination of componentsA*ABCDEAX11, 21, 31, 411451331211069177AY12, 22, 32, 421461321181038873AZ13, 23, 33, 431451331211069177BX31, 41 and AS from last June1521391261109580 University of Cambridge International Examinations 2012Mark schemesUNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary EducationMARK SCHEME for the May/June 2012 question paperfor the guidance of teachers0460 GEOGRAPHYUNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSGeneral Certificate of Education Ordinary Level1123/02ENGLISH LANGUAGEFor Examination from 2011Paper 2 ReadingSPECIMEN PAPER1 hour 45 minutesCandidates answer on the Question Paper.READ THESE INSTRUCTIONS FIRSTWrite your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.Do not use staples, paper clips, highlighters, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.Answer all questions in both Section 1 and Section 2.You are recommended to answer the questions in the order set.The insert contains the two reading passages.Mistakes in spelling, punctuation and grammar may be penalised in any part of the Paper.Dictionaries are not permitted.At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.Note: This specimen paper shows the assessment objective from the syllabus for each question – thisinformation may not appear on the actual question paper.This document consists of 8 printed pages and 1 insert.[Turn over UCLES 2009We publish past papers for eachsubject. Great for giving learnerspractice at answering different typesof question.These show the minimum numberof marks learners needed toachieve in order to be awarded aparticular grade.0460/12Paper 1, maximum raw mark 75This mark scheme is published as an aid to teachers and candidates, to indicate the requirements ofthe examination. It shows the basis on which Examiners were instructed to award marks. It does notindicate the details of the discussions that took place at an Examiners’ meeting before marking began,which would have considered the acceptability of alternative answers.Mark schemes must be read in conjunction with the question papers and the report on theexamination. Cambridge will not enter into discussions or correspondence in connection with these mark schemes.Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE,GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Levelsyllabuses.These help teachers understandhow marks are awarded for eachquestion and what examiners lookfor when they mark.Examiner reportsOur principal examiners writedetailed reports describing learners’overall performance on each part ofthe question. The reports giveinsight into common misconceptions shownby learners, which teachers can addressin lessons.Cambridge International General Certificate of Secondary Education0580 Mathematics June 2012Principal Examiner Report for TeachersMATHEMATICSPaper 0580/11Paper 11 (Core)Key MessageTo succeed in this paper candidates need to have completed full syllabus coverage, remember necessaryformulae, show all necessary working clearly and use a suitable level of accuracy.General commentsMany candidates made a good attempt at answering this paper. As in previous years, this paper was fairlystraightforward with many part questions worth only 1 mark. With those parts that carried more marks,workings needed to be shown in order to access the method marks if the final answer given was incorrect.Along with this request for workings to be shown, candidates must check their work for sense and accuracy.Candidates must take notice that, if a question asks for the answer to a fraction calculation as a mixednumber then a vulgar fraction is not correct. On this paper there were two questions that had answers assums of money. Money should be given to the nearest cent if not a whole dollar amount. Candidates shouldbe made aware of what kind of answer needs to be rounded and which should be left unrounded, forexample 87.5% (Question 1) and 2.25 (Question 8) should be left unrounded as they are exact values. Theanswer to Question 10 should be given as 23.2(cm) not as 23 as many did. The number from the calculatorin Question 4, 495.3648008 , is not exact so needs rounding. Moreover, as this is money it should berounded to 495.36 (euros)The questions that presented least difficulty were 2(a), 5, 8, 9(a), 17(a) and 18(c). The questions that provedto be the most difficult were 3, 6, 7(a), 9(b), 18(a), 20(b) and 20(c).The greatest number of part questions that were left blank were all in Question 20. Time does not appear tohave been an issue over the whole paper as blank responses were scattered, in much lower numbersthroughout the paper. These blank responses point to areas of the syllabus where candidates havedifficulty. Apart from Question 20, the part questions over the whole paper that were the most often omittedwere 9(b), 15(b), 17(c) and 18(a).Comments on specific questionsQuestion 1Often candidates who found the required 87.5% rounded this to 87% or 88%. A common wrong answer was84 9680.64 from the erroneous calculation 100 . Also seen were 0.875 (the decimal form) and 84 (from thequestion).Answer: 87.5Question 2The occasional answer of ‘equal triangle’ was not given credit. The number of lines of symmetry was givenas 1 or 2 with the majority of candidates giving the correct answer of 3 lines. Some candidates matched theiranswer to part (a) of isosceles with 1 line of symmetry but this was not awarded credit as the question statedthe triangle had 3 equal sides.Answers: (a) Equilateral (b) 31 2012Professional developmentOur comprehensive professionaldevelopment programme includes trainingcourses and qualifications for teachers atdifferent stages of their careers.Face-to-face training workshopsWe hold workshops around the worldto support teachers in delivering Cambridgesyllabuses and developing their skills.Online trainingWe offer self-study and tutor-led onlinetraining courses via our virtual learningenvironment. A wide range of syllabusspecific courses and skills courses isavailable. We also offer training via videoconference and webinars, so our trainers candeliver a face-to-face training experienceanywhere in the world.Cambridge Professional DevelopmentqualificationsWe provide qualifications for teachersand trainers who want to develop theirthinking and practice. Find out more g.uk/teachers11
Join the Cambridge communityJoin our community and be part of a global network of more than 10 000 schools in over 160 countries.When you become a Cambridgeschool, you join a worldwideeducation community. Our rangeof activities includes communityevents for Cambridge school leadersand heads of department, professionaldevelopment events including ourannual Cambridge SchoolsConference, workshops withCambridge experts where you canlearn at your own pace, and online‘Ask the Examiner’ question andanswer sessions. You have free andunlimited access to Teacher Support,our secure online support forCambridge teachers where you canshare resources and ideas, get accessto Cambridge experts and explorediscussion forums. You can also useour LinkedIn group to network withCambridge teachers.Learners have access to onlineresources such as revision guides andsample questions. We also have aFacebook page where learners cantake part in debate, with Cambridgeand with each other.Cambridge gives clear guidelines and progressive objectivesto help teachers optimise student learning at each stage. Thismakes coordination amongst staff members easier and the gapbetween stages no longer exists.Jean Gerardi, Teacher, St. Gregory’s College, Argentina12www.cie.org.uk/startcambridge
What next?If you would like to take Cambridge programmes and qualifications, and are already a Cambridgeschool, please contact us – our details are below. If you are not a Cambridge school already, you needto register first. There are four simple steps and we will guide you.Become a Cambridge schoolStep 1: You expressinterest in becominga Cambridge schoolStep 2: We contactyou to learn moreabout your schooland your learnersStep 3: We visit yourschool to learn moreabout your
Cambridge IGCSE Biology, Chemistry and/or Physics plus Cambridge IGCSE Sciences – Combined or Co-ordinated (Double Award) or Cambridge IGCSE Physical Science. Broadening the curriculum Broadening the curriculum is easy. Simply draw on the wide range of subjects to add breadth and richness
Cambridge Primary Checkpoint Cambridge Secondary 1 (11–14 years*) Cambridge Secondary 1 Cambridge Checkpoint Cambridge Secondary 2 (14–16 years*) Cambridge IGCSE Cambridge Advanced (16–19 years*) Cambridge International AS and A Cambridge Pre-
Checkpoint Grade 5 Cambridge Secondary 1 Cambridge Checkpoint Grade 8 Cambridge Secondary 2 Cambridge IGCSE Grade 10 Cambridge Advanced Cambridge International 'AS' and 'A' Level Grade 11 Grade 12 External Assessment will be conducted by CIE. Reflective Innovative Confident Engaged Responsibl e
Secondary Two Express Science . 2012 . 1 Clementi Woods Secondary School SA1 2 First Toa Payoh Secondary School SA1 3 Fuhua Secondary School SA1 4 Gan Eng Seng School SA1 5 Pasir Ris Crest Secondary School SA1 6 Queenstown Secondary School SA1 7 Queensway Secondary School S
Cambridge International GCE Advanced Subsidiary and Advanced level (AS and A level) 47 Cambridge International General Certificate of Secondary Education (Cambridge IGCSE)/Cambridge International Certificate of Education (Cambridge ICE)/Cambridge GCE Ordinary level (Cambridge O level) 47 Cambridge International Diploma in Business 48 European Baccalaureate (EB) 65 International Baccalaureate .
Mapping Cambridge Secondary 1 English (Stages 7 to 9) to Common Core State Standards English (Grades 6 to 8) Introduction . Cambridge International Examinations has mapped the Cambridge Secondary 1 English (Stages 7to 9) to CCSS Engish (Grades 6to 8). This mapping document shows where the CCSS (English) standards are covered in the Cambridge Secondary 1 English Framework and scheme of work .
Cambridge University Press 978-1-107-63581-4 – Cambridge Global English Stage 6 Jane Boylan Kathryn Harper Frontmatter More information Cambridge Global English Cambridge Global English . Cambridge Global English Cambridge Global English
Cambridge International Advanced Level (A Level) Cambridge International Project (CIPQ) Cambridge International Certificate of Education (ICE Diploma) Cambridge Advanced International Certificate of Education (AICE Diploma) Cambridge Checkpoint and Cambridge Primary Checkpoint qualifications are part of the May 2020 series.
The Cambridge Companion to Bede. Cambridge Companions to Literature. Cambridge: Cambridge University Press, 2010. Evans, G.R. The Language and Logic of the Middle Ages: The Earlier Middle Ages. Cambridge: Cambridge University Press, 1984. ———. The Language and Logic of the Middle Ages: The Road to Reformation. Cambridge: Cambridge .
