An International Education From Cambridge
AninternationaleducationfromCambridgeWhat lies at the heartof our approach
Welcome to our guide: An international education from Cambridge.This short guide provides anintroduction for learners, parentsand schools to the Cambridgeapproach to an internationaleducation. It sets out the fivekey elements to providing atruly international education.These are:an international curriculumour approach to teaching and learningassessment with Cambridge International international recognition and universityacceptances around the world our global community of learners, teachersand schools.At any one time, around 1 million learners in 10 000schools, across over 160 countries are learning with aCambridge curriculum. We are the largest exam boardin the world and one of the oldest – we have beenproviding international examinations for over 150years. We are also not-for-profit and wholly ownedby the University of Cambridge, meaning that all ourfocus goes into providing the best possible educationfor our international learners, wherever they may be.An international education from Cambridgerepresents an international standard and a truly globalapproach. It also equips students whose first languageis not English to function competently and confidentlyin the English language – the principal language ofinternational exchange and business. That is whyCambridge programmes are recognised all over theworld as preparing students for their highereducation, careers and future lives.Research shows that the most important factorin improving learner outcomes is improving teacherpractice. At Cambridge International, we areproviding an ever-greater range of training eventsfor our teaching community – over 1000 per yearface to face and hundreds more online.We are always delighted by the interest of ourinternational community of schools in engagingdeeply with us and with one another. We havestriven to respond to that demand through moreconferences, online communities and social mediachannels. We are also helping Cambridge schoolsto create their own local communities, run byschools for schools.The world changes rapidly, bringing with it anever-shifting array of opportunities, as well aschallenges. At Cambridge International, we are fullycommitted to giving all our learners the skills andknowledge to navigate the 21st century worldwith passion and curiosity.Christine Özden, Chief ExecutiveCambridge Assessment International EducationContentsIntroduction.11. International curriculum. 22. Teaching and learning. 53. Assessment. 84. International recognition. 105. Global community. 11References.12
IntroductionThe aim of this document is to communicate clearly to schoolleaders, teachers, students and parents what lies at the heartof a Cambridge education.We prepare school students for life, helpingthem develop an informed curiosity and a lastingpassion for learning.Schools can shape a Cambridge curriculumaround how they want students to learn, with awide choice of subjects and flexible ways to offerthem. Cambridge programmes inspire students tolove learning, helping them discover new abilitiesand a wider world. And we help students developthe skills they need for life, and to achieve atschool, university and work.Our work is informed by research and underpinnedby over 150 years of practical experience workingwith schools and governments worldwide. We arethe only exam board that is wholly owned by aworld-leading university, the University of AssessmentLearningOur global community of nearly a million studentsin over 10 000 Cambridge schools in 160 countriesbenefits from qualifications internationallyrecognised by universities and employers worldwide.We are a not-for-profit organisation, so we devoteour resources to unlocking learners’ potential,and contributing to society through the pursuit ofeducation, learning and research at the highest level.An aligned system of educationWe believe education works best when curriculum,teaching, learning and assessment are closelyaligned. That belief inspires the design of eachaspect of Cambridge programmes.Alignment stems from knowing what we wantstudents to learn, understanding how we willknow that learning has happened, and encouragingteaching and learning approaches that support it.
International curriculumWe believe in giving Cambridge schools the power to shape theircurriculum around how they want students to learn.What are schools bringing into their curriculum withCambridge International? We set out three importantthings we want students to develop – deep subjectknowledge, conceptual understanding and higherorder thinking skills. Our Cambridge Pathway is a clearframework for progression from one stage to the next.Deep subject knowledge, conceptualunderstanding and higher orderthinking skillsCambridge programmes combine an emphasison mastering subjects in depth, at the same time asdeveloping skills for study and work in the future.We believe in the intrinsic value of studying a subjectin depth. In the words of Andreas Schleicher (2017),Director for Education and Skills, OECD: ‘In topperforming education systems the curriculum is notmile-wide and inch-deep, but tends to be rigorous –that is, provides a high level of cognitive demand. It’salso more focused – with a few things that are taughtwell and in great depth and in a way that is coherent.’Deep subject knowledge is important in orderto develop the ability to solve problems, to applyunderstanding to new situations and to enablelearners to progress to the next stage. It is especiallyimportant at Cambridge International A Level becausemost learners aspire to go to university, where deepsubject understanding is so vital.2An international education from CambridgeRegular consultation with leading higher educationinstitutions (including Harvard, Stanford andCambridge) has informed our work to make sure oursyllabuses for 16 to 19 year olds encourage learnersto develop their conceptual understanding: a firmgrasp of the subject’s key concepts (see Meyer andLand 2003) and developing the skills they needto succeed at university.We see key concepts as essential ideas that helplearners develop a deep understanding of theirsubject and make links between different aspects.Key concepts can often transform a student’s graspof their subject, and open up new ways of thinkingabout, understanding or interpreting the importantthings to be learned. Good teaching and learningincorporate and reinforce a subject’s key conceptsto help learners gain: greater depth and breadth of subject knowledgec onfidence, especially in applying knowledgeand skills in new situations uency to talk about their subject conceptuallyfland show how different aspects link togethera level of mastery of their subject to help thementer higher education.As well as encouraging students to develop higherorder thinking skills within subject disciplines –problem solving, critical thinking, independent research,collaboration, presenting arguments – we believestudents need to work effectively across disciplines.
International curriculumOf course this ability is important not only forgetting into university but for getting on in life.What’s more, it makes learning and teachingenjoyable and rewarding. And the transferable skillsstudents develop in interdisciplinary programmeslike Cambridge Global Perspectives reinforce theirunderstanding and skills within subject disciplines.In a recent survey, 100 per cent of universityadmissions tutors told us that Cambridgeprogrammes are an excellent preparation foruniversity and help students succeed whenthey get to university. They also told usCambridge students:Progressiont hink logically and are able to formordered and coherent argumentsWe offer a coherent curriculum with clear progressionat each stage, for students aged 5 to 19. We identifyclearly what we want students to learn at each stage.At each stage, students build on their previouslearning – a ‘spiral approach’ that reinforces whatstudents have learned, while at the same timetaking them forward. We design each syllabuswith this spiral approach in mind.are able to think critically are able to present reasoned explanations,understand implications and communicatethem logicallyhave in-depth knowledge of their subject.Cambridge PrimaryCambridge Lower SecondaryCambridge Upper SecondaryCambridge Advanced5 to 11 years old*11 to 14 years old*14 to 16 years old*16 to 19 years old*A broad and balanced curriculum:A broad and balanced curriculum:A wide choice of subjects at: 10 subjects (including English,Mathematics and Science) 10 subjects (including English,Mathematics and Science) Cambridge IGCSETM (70 subjects) Classroom andexternal assessments Classroom andexternal assessmentsCambridge ICE Certificate Cambridge O Level (40 subjects)A wide choice of subjects at: Cambridge InternationalAS & A Level (55 subjects) Cambridge Pre-U (20 subjects)Cambridge AICE DiplomaCambridge IPQCambridge Professional Development for teachers and school leaders*Age ranges are for guidance onlyChoice and flexibilityWe believe that empowering students by allowingthem to personalise their learning programme helpsbuild motivation throughout their studies andnurtures their love of learning.We see our role as supporting schools to developa curriculum that suits their context, culture andethos, and that they can tailor to their students’needs. This is why we offer such a wide range ofsubjects: over 70 at the Cambridge Upper Secondarystage (Cambridge IGCSE and Cambridge O Level)and over 55 at Cambridge Advanced (CambridgeInternational AS & A Level).The structure and breadth of our programmes,therefore, makes sure that schools can offer studentsthe choices and combinations of subjects that matchtheir strengths and interests, rather than imposinga narrow or broad range of subjects.An international education from Cambridge3
International curriculumMultilingual educationWe value multilingualism and believe that thereare many benefits to being bilingual or multilingual– for students, society and schools. We see everylearner as a language learner. Language plays animportant role in the school curriculum, either asa subject or as a medium of teaching and learning.Similarly, every teacher is a language teacher, andhelps students learn the language they need tosucceed in their non-language subjects.At Cambridge International, we support schools andpartners to implement bilingual education. Cambridgeprogrammes are often used for the English mediumstrand of a bilingual programme, and we offercurriculum and assessment for English as a secondlanguage for students aged 5 to 16.Our wide subject range includes a large number oflanguages – currently, Cambridge IGCSEs are availablein more than 30 languages.We provide professional development in multilingualeducation to support our curriculum and assessmentoffer. We offer courses on teaching bilingual learners,language awareness, as well as training aroundspecific language syllabuses. We have a dedicatedsection on our website called ‘Bilingual education’.The wider Cambridge Assessment Group offersmany options to support bilingual learners.Cambridge Assessment English provides the world’sleading range of qualifications and tests for learnersand teachers of English, including IELTS. More than5.5 million people take Cambridge EnglishQualifications and tests every year.4An international education from Cambridge
Teaching and learningWe design Cambridge programmes to support the development oflearners who are confident, responsible, reflective, innovative andengaged – the attributes of the Cambridge learner.What are our aspirations for students when theyleave school? This question was the starting pointfor the development of the Cambridge learnerattributes, introduced in 2011. The purpose of theseattributes is to support the development of fivepowerful and highly desirable habits that will inspirestudents to love learning. This in turn helps themto achieve success in school, higher education,the workplace and life in general.Learning habits describe how students approachsituations, environments and challenges.They include a combination of values, attitudes,knowledge, skills and strategies. They also assumecompetence, which is the skilled and appropriateapplication of the attribute.We know that, in isolation, these attributes are otnew. Most education professionals see developingthem as part of their job. But in setting out theCambridge learner attributes, we have created alist of desirable outcomes intended to encourageschools to support these habits. They also help usto design challenging and relevant qualificationsand professional development programmes.Learning to learnPut simply, learning happens when students thinkhard (see Husbands 2014), mobilising a number ofdifferent mental processes and resources that areboth cognitive (such as reasoning and memory) andaffective (emotional resources that include habitsin learning).Learning habits matter. ‘Non-cognitive skills’(see Heckman et al 2014) include personal qualitiessuch as perseverance, self-control, attentiveness,resilience to adversity, openness to experience,empathy and tolerance of diverse opinions. They: redict life outcomes at least as well as or betterpthan traditional measures of cognitionh ave positive and strong effects on educationalattainment and also additional significant beneficialeffects on important workplace and life outcomesc an be enhanced, and there are proven andeffective ways to do so.Research shows that engaging students in theirown learning – for example, via metacognitionand active learning – improves outcomes. As theCambridge learner attributes suggest, we encouragestudents to reflect on their learning, so they canarticulate where they are in the learning process,and plan and control their learning strategies.An international education from Cambridge5
Teaching and learningThe Cambridge learner attributes also provide across-curricular language and set of expectationsfor all students and teachers to engage with.Metacognition describes the processes involvedwhen learners plan, monitor, evaluate and makechanges to their own learning behaviours. The ‘meta’refers to higher order cognition about cognition,or ‘thinking about thinking’. Metacognition helpsstudents become independent learners. It has apositive impact on learning, over and abovethe influence of intellectual ability.Cambridge International helps schools developstudents’ metacognition. Syllabus design isinformed by research evidence about metacognition.Cambridge Global Perspectives programmes supportlearners in the process towards metacognition.Cambridge Professional Development Qualificationsencourage and support metacognitive practices inteachers and school leaders.For Cambridge International, active learning fostersunderstanding, rather than rote learning facts.Students can apply this understanding to diversecontexts and problems. Active learning fostersstudents’ learning and their autonomy, giving themgreat involvement and control over their learningand giving them skills for lifelong learning.Also, learners are better able to revise forexaminations, because they already understandthe ideas. Cambridge programmes not only developand assess retention of knowledge, but ask learnersto draw on their understanding so they can analyse,evaluate and synthesise ideas. Active learning is alsoa key part of the professional development we offer,both via our Professional Development Qualificationsand shorter courses.Cambridge learner attributesConfident in working with information and ideas – their own and those of othersCambridge students are confident, secure in their knowledge, unwilling to take things for granted and ready totake intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical andanalytical way. They are able to communicate and defend views and opinions as well as respect those of others.Responsible for themselves, responsive to and respectful of othersCambridge students take ownership of their learning, set targets and insist on intellectual integrity. They arecollaborative and supportive. They understand that their actions have impacts on others and on the environment.They appreciate the importance of culture, context and community.Reflective as learners, developing their ability to learnCambridge students understand themselves as learners. They are concerned with the processes as well as theproducts of their learning and develop the awareness and strategies to be lifelong learners.Innovative and equipped for new and future challengesCambridge students welcome new challenges and meet them resourcefully, creatively and imaginatively.They are capable of applying their knowledge and understanding to solve new and unfamiliar problems.They can adapt flexibly to new situations requiring new ways of thinking.Engaged intellectually and socially, ready to make a differenceCambridge students are alive with curiosity, embody a spirit of enquiry and want to dig more deeply. They arekeen to learn new skills and are receptive to new ideas. They work well independently but also with others.They are equipped to participate constructively in society and the economy – locally, nationally and globally.6An international education from Cambridge
Teaching and learningHelping teachers improveCambridge International supports teachers to become:confident in teaching their subject and engaging each student in learningresponsible for themselves, responsive to and respectful of othersreflective as learners themselves, developing their practiceinnovative and equipped for new and future challengesengaged intellectually, professionally and socially, ready to make a difference.The overwhelming body of research finds thatthe most important factor in improving studentoutcomes is good teaching. Teaching, and matchingthe teaching approach to the needs of students,is clearly the responsibility of each school. Differentschools work in different contexts, and they knowwhat is best for their students and teachers. Animportant part of our mission, therefore, is to helpschools develop their teachers’ classroom practice.We believe effective teaching and learning canencompass a variety of approaches. Our professionaldevelopment is designed to reflect that, so that itcan help teachers in a variety of educational contextsimprove their performance and practice – andtherefore improve student outcomes – throughouttheir careers.Teachers and school leaders need to developtheir professional thinking and practice continuously.That is why we invest heavily in providing a varietyof high-quality, affordable routes for professionaldevelopment.We hold over 1000 training events worldwideevery year, both face to face and online. Some ofthese training events focus on exams taken by ourstudents. Other events focus on enriching teachers’own professional practice. Our popular CambridgeSchools Conferences give teachers a chance to learnfrom expert educators, test out their ideas withothers and build their own professional network.Through our network of Cambridge ProfessionalDevelopment Centres, we provide schools, leadersand teachers with local access to high-quality andaffordable Cambridge Professional DevelopmentQualification programmes (Cambridge PDQs).Our suite of Cambridge PDQs creates a professionallearning and improvement pathway for teachersand school leaders at different stages in their career.They are based on international best practice andresearch evidence about the kinds of professionaldevelopment that have real impact a
approach to an international education. It sets out the five key elements to providing a truly international education. These are: an international curriculum our approach to teaching and learning assessment with Cambridge International international recognition and university acceptances around the world our global community of learners, teachers
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 .
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.
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-
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
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 .
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE. Title: 5054/41 O Level Physics November 2017 Keywords : CIE,0 Level,Physics,paper 4 Created Date: 1/16/2019 2:18:45 PM .
Sessions: AM morning PM afternoon IG Cambridge IGCSE 9–1 Cambridge IGCSE (9–1) OL Cambridge O Level AS Cambridge International AS Level AL Cambridge International A Level Cambridge inal Exam imetable November 2020 05–09 October 2020 Syllabus/Component Code Duration Session IG Hindi as a Se
Sessions: AM morning PM afternoon IG Cambridge IGCSE 9–1 Cambridge IGCSE (9–1) OL Cambridge O Level AS Cambridge International AS Level AL Cambridge International A Level Cambridge inal Exam imetable June 2019 29 April–03 May 2019 Syllabus/Component Code Duration Session OL Bengali 3204/01 2h A
