This document introduces the Cambridge Pathway program for preparing students for life. It discusses Cambridge International's history of over 150 years providing international exams to nearly a million students globally. The Cambridge Pathway aims to help students become confident, responsible, reflective, innovative learners who are engaged intellectually and socially. It outlines the Cambridge Primary, Lower Secondary, IGCSE, O Level, and Advanced programs and qualifications.
This document provides information about Cambridge International Examinations and the qualifications they offer for students aged 5-19 years old. Cambridge International Examinations is the world's largest provider of international education programs, serving over 10,000 schools in 160 countries. They offer a range of qualifications from Cambridge Primary for ages 5-11 years, through Cambridge Secondary 1 (ages 11-14), Cambridge Secondary 2 (ages 14-16), to Cambridge Advanced (ages 16-19). Some of the subject qualifications mentioned include IGCSEs in English, maths, sciences, humanities, languages, and business/technical subjects. The exams are designed to be thought-provoking and assess a range of skills.
This document provides an introduction to Cambridge programmes and qualifications for parents. It outlines the stages of education from Cambridge Primary for ages 5-11 through Cambridge Advanced for ages 16-19. It describes benefits such as internationally recognized qualifications, learner-centered education, and comprehensive support. Examples from former Cambridge learners are given who credit the programme for their university acceptances. Assessments are designed to monitor progress and support learners. The qualifications are accepted for university globally, including top US schools. Resources for teachers include professional development and online forums.
This document provides information about the parent orientation for the 2022-23 academic year at HIS. It introduces the school administration including the president, vice president, and coordinators for different school divisions. It outlines the Cambridge curriculum pathway and qualifications offered at different levels. It discusses how the Cambridge program develops skills like creativity, collaboration, critical thinking to prepare students for university and future careers. It also provides details about academic structure, assessments, co-curricular activities, field trips and special events at the school.
The document discusses Cambridge International Examinations and why schools choose their programs. It provides an overview of Cambridge's stages of education from ages 5-19 and the flexibility of their approach. The document emphasizes that parent involvement is important for guiding children's career choices and that jobs are changing to require more communication and expert thinking skills. It encourages parents to help their children choose the right career path.
This document discusses the historical evolution of conceptions of childhood and the role of the state and educational institutions in shaping childhood. It argues that in modern times, the state began exerting control over children's upbringing and education as a means of socializing children and forging a national identity. Schools became sites for disciplining children's bodies and minds according to dominant discourses of childhood. While 20th century theories emphasized a more child-centered approach, this new discourse also established new norms that shape educational practice and institutions today.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
This document provides information about Cambridge International Examinations and the qualifications they offer for students aged 5-19 years old. Cambridge International Examinations is the world's largest provider of international education programs, serving over 10,000 schools in 160 countries. They offer a range of qualifications from Cambridge Primary for ages 5-11 years, through Cambridge Secondary 1 (ages 11-14), Cambridge Secondary 2 (ages 14-16), to Cambridge Advanced (ages 16-19). Some of the subject qualifications mentioned include IGCSEs in English, maths, sciences, humanities, languages, and business/technical subjects. The exams are designed to be thought-provoking and assess a range of skills.
This document provides an introduction to Cambridge programmes and qualifications for parents. It outlines the stages of education from Cambridge Primary for ages 5-11 through Cambridge Advanced for ages 16-19. It describes benefits such as internationally recognized qualifications, learner-centered education, and comprehensive support. Examples from former Cambridge learners are given who credit the programme for their university acceptances. Assessments are designed to monitor progress and support learners. The qualifications are accepted for university globally, including top US schools. Resources for teachers include professional development and online forums.
This document provides information about the parent orientation for the 2022-23 academic year at HIS. It introduces the school administration including the president, vice president, and coordinators for different school divisions. It outlines the Cambridge curriculum pathway and qualifications offered at different levels. It discusses how the Cambridge program develops skills like creativity, collaboration, critical thinking to prepare students for university and future careers. It also provides details about academic structure, assessments, co-curricular activities, field trips and special events at the school.
The document discusses Cambridge International Examinations and why schools choose their programs. It provides an overview of Cambridge's stages of education from ages 5-19 and the flexibility of their approach. The document emphasizes that parent involvement is important for guiding children's career choices and that jobs are changing to require more communication and expert thinking skills. It encourages parents to help their children choose the right career path.
This document discusses the historical evolution of conceptions of childhood and the role of the state and educational institutions in shaping childhood. It argues that in modern times, the state began exerting control over children's upbringing and education as a means of socializing children and forging a national identity. Schools became sites for disciplining children's bodies and minds according to dominant discourses of childhood. While 20th century theories emphasized a more child-centered approach, this new discourse also established new norms that shape educational practice and institutions today.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
The document lists 12 active formative learning (AFL) strategies teachers can use to check student understanding, get feedback, and engage students in lessons. Some strategies include using traffic light cards to gauge comprehension, think-pair-share to discuss questions in pairs before sharing with the class, and numbered heads together where students within groups must agree on an answer for their number. The strategies aim to provide instant feedback to teachers and encourage peer interaction and reflection among students.
The document discusses the qualities of effective teachers. It identifies that effective teachers are enthusiastic, ask questions, promote self-learning, recognize learner needs, are knowledgeable, establish good classroom control, have positive expectations for all students, and keep good eye contact with students. The role of teachers is described as managers, observers, diagnosticians, decision makers, presenters, motivators, evaluators, and counselors. Key knowledge areas for effective teachers are also outlined, including self-knowledge, open-mindedness, child development theories, how children learn, and group behavior dynamics.
The students of Class VI at Generation's School will be going on a field trip to the Maritime Museum on Wednesday, October 9, 2013. The trip is part of their curriculum and will be an enriching learning experience. Parents must send Rs. 100 per child by tomorrow for transportation and ticket costs. Parents must also sign the acknowledgement slip to allow their child to attend. While the school will take maximum care, they will not be responsible for any incidents that may occur.
Objective of student engagement in the school
1. Maximize learning in the classroom
2. Develop healthy learning environment in the classroom
3. Promotes meaningful learning
4. Monitor students learning outcome
5. Avoid monotonous, boredom, laziness , passive learning environment in the classroom
6. Prepare alert, active and smart global students who can think critically , minutely and rationally
- The document is the principal's speech at Choithram International's Annual Day on December 9, 2007.
- Choithram International is the newest member of the Choithram family of schools, being the only school in Madhya Pradesh and Chhattisgarh affiliated with international education organizations like the IB and Cambridge International Examinations.
- In its brief four years of existence, Choithram International has established itself as a premier institution providing international quality education. The principal reports on the school's academic and extracurricular achievements over the past year.
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
This document provides information about the IGCSE program and subject selection for parents. Some key points:
- The IGCSE is an international curriculum that develops skills like creative thinking and problem solving. It is a popular qualification for 14-16 year olds that prepares students for university.
- Students need to obtain at least a grade of C in 5 subjects to automatically enter the IBDP program in Grade 11. Subject selection should consider students' interests, performance, and university requirements.
- A variety of subjects are offered including sciences, humanities, languages, mathematics, arts and PE. Minimum grade requirements and recommendations apply for some subjects.
- Parents should consult guidance counselors if unsure about subject
A great nation is build though a teacher in the four walls of a class room. A teacher’s profession is a noble one, it is said Yes, it is a noble one. I feel it is the basis of all other professions. It is the teacher who creates doctors, scientists, engineers, artist, dramatist, singer, builder and all other professionals.
A presentation by Rachel Stubley of the School of Education and Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as part of the PGCert Developing Professional Practice in Higher Education, on 2nd December 2009.
Teachers role in curriculum implementationRUKMINIJAMDAR1
A teacher plays an important role in implementing the curriculum by generating varied learning experiences and flexibly interpreting curricular aims. The teacher plans learning experiences by relating objectives to content and modifying objectives as needed. Contextual teaching connects learning to the real world through activities like role plays and case studies. Selecting appropriate learning resources and experiences is important to achieve learning objectives across cognitive, affective, and psychomotor domains.
A comprehensive discussion on the dynamics for teachers' professional development, with specific reference to practical ways of development. A case study along with interactive questions are also part of the presentation
Motivate students to come to class pptKishan Khunt
This document is a presentation by six students (Pratik, Keyur, Darshan, Jay, Chirag, and Kishan) for their lecturer Ms. Komal Shukla on motivating students to attend class. It identifies student absenteeism as a problem, especially among adolescents. It discusses that motivation and engagement are important for learning. The presentation recommends making students feel a sense of belonging, providing active learning opportunities, understanding student perspectives on competence, values, and social connections, and establishing a supportive school culture and curriculum to improve student motivation.
Essay questions can assess higher-order thinking but have disadvantages. BAQs and SAQs test restricted knowledge through short answers while LAQs require longer discussion but lack objectivity. Well-structured questions like SAQs, PMPs, and MEQs provide better coverage and validity by testing specific areas through smaller questions and examples. Creating high-quality essay questions requires more skill than answering to ensure questions adequately assess intended topics subjectively.
The document provides information on how to be an effective teacher through various strategies and skills. It discusses the three characteristics of effective teachers as being good classroom managers, knowing how to teach for student learning and mastery, and having positive expectations for student success. It also outlines important communication skills for teachers, such as using positive motivation, body language, humor, understanding students, teamwork, and technical skills. Overall, the document emphasizes the importance of ongoing learning and growth in the teaching profession to continually improve instruction and impact student outcomes.
This presentation is intended for Daycare teachers and Early Childhood Education major pre-service teachers. This will guide you on the "what" of assessment in the context of ECCD. In short, the basics.
The document provides guidance for students in a group project on how to evaluate each other's contributions. Each student will give marks to their group members, which will be averaged to determine 10% of the final grade. Students are told to consider various types of contributions like ideas, writing, technical work, and interpersonal roles. They are also encouraged to have clear communication, reassign roles if needed, and give feedback at a mid-point meeting to improve their work.
This document discusses effective teaching practices. It provides guidelines for teachers to demonstrate excellence in the classroom, including having strong subject knowledge and pedagogical skills, using engaging teaching methods, clear communication, and good classroom management. It emphasizes treating students with respect, designing instruction to facilitate learning, and encouraging independent thinking in students. The goal of effective teaching is to result in significant student learning.
This document introduces Cambridge International qualifications for upper secondary students. It discusses Cambridge IGCSE and Cambridge O Level qualifications. Cambridge IGCSE is the world's most popular international qualification for 14-16 year olds, with over 800,000 entries each year. Students can choose from 70 subjects and it prepares them for further education. Cambridge O Level is also for 14-16 year olds and builds skills in creative thinking and problem solving across 40 subject options. Both qualifications are internationally recognized and provide fair assessment options to suit different student abilities and backgrounds.
This document introduces the Cambridge curriculum pathway, which includes Cambridge Primary, Lower Secondary, IGCSE, O Level, and Advanced programs. It discusses how the curriculum aims to develop students' skills and prepare them for life. It also outlines the various qualifications and assessments at each stage, emphasizing that Cambridge qualifications are recognized internationally by universities and employers. Finally, it shares feedback from students who pursued the Cambridge pathway and later gained admission to top universities.
The document lists 12 active formative learning (AFL) strategies teachers can use to check student understanding, get feedback, and engage students in lessons. Some strategies include using traffic light cards to gauge comprehension, think-pair-share to discuss questions in pairs before sharing with the class, and numbered heads together where students within groups must agree on an answer for their number. The strategies aim to provide instant feedback to teachers and encourage peer interaction and reflection among students.
The document discusses the qualities of effective teachers. It identifies that effective teachers are enthusiastic, ask questions, promote self-learning, recognize learner needs, are knowledgeable, establish good classroom control, have positive expectations for all students, and keep good eye contact with students. The role of teachers is described as managers, observers, diagnosticians, decision makers, presenters, motivators, evaluators, and counselors. Key knowledge areas for effective teachers are also outlined, including self-knowledge, open-mindedness, child development theories, how children learn, and group behavior dynamics.
The students of Class VI at Generation's School will be going on a field trip to the Maritime Museum on Wednesday, October 9, 2013. The trip is part of their curriculum and will be an enriching learning experience. Parents must send Rs. 100 per child by tomorrow for transportation and ticket costs. Parents must also sign the acknowledgement slip to allow their child to attend. While the school will take maximum care, they will not be responsible for any incidents that may occur.
Objective of student engagement in the school
1. Maximize learning in the classroom
2. Develop healthy learning environment in the classroom
3. Promotes meaningful learning
4. Monitor students learning outcome
5. Avoid monotonous, boredom, laziness , passive learning environment in the classroom
6. Prepare alert, active and smart global students who can think critically , minutely and rationally
- The document is the principal's speech at Choithram International's Annual Day on December 9, 2007.
- Choithram International is the newest member of the Choithram family of schools, being the only school in Madhya Pradesh and Chhattisgarh affiliated with international education organizations like the IB and Cambridge International Examinations.
- In its brief four years of existence, Choithram International has established itself as a premier institution providing international quality education. The principal reports on the school's academic and extracurricular achievements over the past year.
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
This document provides information about the IGCSE program and subject selection for parents. Some key points:
- The IGCSE is an international curriculum that develops skills like creative thinking and problem solving. It is a popular qualification for 14-16 year olds that prepares students for university.
- Students need to obtain at least a grade of C in 5 subjects to automatically enter the IBDP program in Grade 11. Subject selection should consider students' interests, performance, and university requirements.
- A variety of subjects are offered including sciences, humanities, languages, mathematics, arts and PE. Minimum grade requirements and recommendations apply for some subjects.
- Parents should consult guidance counselors if unsure about subject
A great nation is build though a teacher in the four walls of a class room. A teacher’s profession is a noble one, it is said Yes, it is a noble one. I feel it is the basis of all other professions. It is the teacher who creates doctors, scientists, engineers, artist, dramatist, singer, builder and all other professionals.
A presentation by Rachel Stubley of the School of Education and Centre for Excellence in Learning and Teaching at the University of Wales, Newport, as part of the PGCert Developing Professional Practice in Higher Education, on 2nd December 2009.
Teachers role in curriculum implementationRUKMINIJAMDAR1
A teacher plays an important role in implementing the curriculum by generating varied learning experiences and flexibly interpreting curricular aims. The teacher plans learning experiences by relating objectives to content and modifying objectives as needed. Contextual teaching connects learning to the real world through activities like role plays and case studies. Selecting appropriate learning resources and experiences is important to achieve learning objectives across cognitive, affective, and psychomotor domains.
A comprehensive discussion on the dynamics for teachers' professional development, with specific reference to practical ways of development. A case study along with interactive questions are also part of the presentation
Motivate students to come to class pptKishan Khunt
This document is a presentation by six students (Pratik, Keyur, Darshan, Jay, Chirag, and Kishan) for their lecturer Ms. Komal Shukla on motivating students to attend class. It identifies student absenteeism as a problem, especially among adolescents. It discusses that motivation and engagement are important for learning. The presentation recommends making students feel a sense of belonging, providing active learning opportunities, understanding student perspectives on competence, values, and social connections, and establishing a supportive school culture and curriculum to improve student motivation.
Essay questions can assess higher-order thinking but have disadvantages. BAQs and SAQs test restricted knowledge through short answers while LAQs require longer discussion but lack objectivity. Well-structured questions like SAQs, PMPs, and MEQs provide better coverage and validity by testing specific areas through smaller questions and examples. Creating high-quality essay questions requires more skill than answering to ensure questions adequately assess intended topics subjectively.
The document provides information on how to be an effective teacher through various strategies and skills. It discusses the three characteristics of effective teachers as being good classroom managers, knowing how to teach for student learning and mastery, and having positive expectations for student success. It also outlines important communication skills for teachers, such as using positive motivation, body language, humor, understanding students, teamwork, and technical skills. Overall, the document emphasizes the importance of ongoing learning and growth in the teaching profession to continually improve instruction and impact student outcomes.
This presentation is intended for Daycare teachers and Early Childhood Education major pre-service teachers. This will guide you on the "what" of assessment in the context of ECCD. In short, the basics.
The document provides guidance for students in a group project on how to evaluate each other's contributions. Each student will give marks to their group members, which will be averaged to determine 10% of the final grade. Students are told to consider various types of contributions like ideas, writing, technical work, and interpersonal roles. They are also encouraged to have clear communication, reassign roles if needed, and give feedback at a mid-point meeting to improve their work.
This document discusses effective teaching practices. It provides guidelines for teachers to demonstrate excellence in the classroom, including having strong subject knowledge and pedagogical skills, using engaging teaching methods, clear communication, and good classroom management. It emphasizes treating students with respect, designing instruction to facilitate learning, and encouraging independent thinking in students. The goal of effective teaching is to result in significant student learning.
This document introduces Cambridge International qualifications for upper secondary students. It discusses Cambridge IGCSE and Cambridge O Level qualifications. Cambridge IGCSE is the world's most popular international qualification for 14-16 year olds, with over 800,000 entries each year. Students can choose from 70 subjects and it prepares them for further education. Cambridge O Level is also for 14-16 year olds and builds skills in creative thinking and problem solving across 40 subject options. Both qualifications are internationally recognized and provide fair assessment options to suit different student abilities and backgrounds.
This document introduces the Cambridge curriculum pathway, which includes Cambridge Primary, Lower Secondary, IGCSE, O Level, and Advanced programs. It discusses how the curriculum aims to develop students' skills and prepare them for life. It also outlines the various qualifications and assessments at each stage, emphasizing that Cambridge qualifications are recognized internationally by universities and employers. Finally, it shares feedback from students who pursued the Cambridge pathway and later gained admission to top universities.
This document introduces the Cambridge Primary program, which aims to develop students' love of learning through a broad, balanced curriculum. The program focuses on the needs of learners and helps them become confident, responsible, reflective, innovative and engaged. Students learn a wide range of subjects and take assessments to benchmark their progress. The goal is to prepare students for success in their education and beyond.
The document promotes Cambridge O Level qualifications, which are internationally recognized qualifications taken by over 340,000 learners in over 140 countries annually. It outlines benefits like preparing students for advanced study and life through developing skills like creative thinking and problem solving. It also shares positive experiences from former students who pursued higher education internationally and found their Cambridge qualifications were viewed favorably, especially in the UK where Cambridge O Levels are considered equivalent to GCSEs.
Education and Skills International School is a K-8 school located in Riyadh, Saudi Arabia with 357 students. The school has been operating for two years and has a campus of 5500 square meters with three floors and 35 classrooms. The school aims to develop compassionate and knowledgeable global citizens through a balanced curriculum aligned with its vision and mission. It provides various academic, arts, sports and club programs to support student growth.
Contents
1. Cambridge progression page 3
2. IGCSE page 3
a. Grading, course load and awarding
b. Recognition and equivalence
c. Overview
d. Building a curriculum
e. Assessment
3. Cambridge International AS & A page 7
a. Overview
b. Cambridge International AS & A
c. Flexibility
d. Assessment option
e. International relevance
f. Assessment
g. Reporting of achievement
h. Performance feedback
4. IGCSE/AS/A@ ROOTS page 8
a. What is IGCSE
b. Where is IGCSSE acceptable and recognized
c. Who can take IGCSE
d. How IGCSE taught at ROOTS COLLEGE INTERNATIONAL RCI
e. Examination information
f. What is AS & A levels
g. Where are AS and A levels accepted and recognized
h. Who can take AS & A level
i. How are AS and A levels taught at RCI
j. Examination Info
5. Professional Development Qualification page 11
a. Cambridge international certificate for teachers and trainers
b. Cambridge international Diploma for teachers and trainers
c. Cambridge international Diploma in Teaching with ICT
d. ECIS international teacher certificate
e. Certification for teaching in bilingual education
6. Cambridge Students Website page 11
7. General Questions asked page 11
8. Register for Cambridge School Exams page 18
a. CIE guide to Making Entries Booklet
b. GCE/IGCSE Exams Guideline
The document provides information about the Cambridge IGCSE Sociology syllabus for examination from 2020 to 2022, including:
1) An overview of the aims and content covered in the syllabus across two exam papers, including key topics such as culture, social inequality, family, education, crime and media.
2) Details of the assessment objectives and their weighting, which focus on knowledge and understanding, interpretation of evidence, and analysis and evaluation.
3) Advice for teachers on support materials available and guidance on combining this syllabus with other Cambridge qualifications.
Learn more about the latest IGCSE Biology Syllabus at IGCSE Pro, a revision website for students taking the IGCSE Examinations.
https://igcsepro.org/igcse-biology-syllabus
595426-2023-2025-syllabus_Biology IGcse grade 10 O level.pdfEman Abdellatif
The document is a syllabus for Cambridge IGCSE Biology. It outlines the aims, content overview, assessment overview and objectives for the course. The subject content section provides details on the topics that candidates will be taught, including characteristics of living organisms, cell structure, transport systems, ecology and more. It specifies the core content that all candidates must be taught, as well as additional supplement content for those aiming for higher grades. Emphasis is placed on developing students' experimental skills by performing practical work across various topics.
This document is the syllabus for Cambridge IGCSE Biology. It outlines the aims, assessment objectives, scheme of assessment, curriculum content, and practical assessment requirements for the qualification. The key points are:
- The aims are to provide a worthwhile education in biology and develop scientific skills.
- Assessment objectives cover knowledge and understanding, handling information, and experimental skills.
- All candidates take Papers 1, 2 or 3, and either Paper 4, 5 or 6 to assess different objectives.
- The curriculum content and practical skills requirements are defined for teachers and learners.
The document is a syllabus for the Cambridge IGCSE Biology exam. It outlines the course content, assessment structure, and other details about the exam. Students can take either the core curriculum exam, aimed at grades D-G, or the extended curriculum exam, aimed at grades A*-C. All students must complete three papers: a multiple choice paper, a core or extended theory paper, and either a practical coursework paper, a practical exam, or an alternative paper.
This document is the syllabus for Cambridge International AS & A Level Geography 9696, for examination in 2021 and 2022. It provides an overview of the course content and assessment.
The AS Level examines core physical and human geography topics, including hydrology, atmosphere, rocks/weathering, population, migration and settlement. The A Level additionally requires two options from advanced physical geography topics and two from advanced human geography topics.
The syllabus aims to develop learners' understanding of physical and human geography processes and their causes and effects. It also aims to develop geographical analysis and evaluation skills. Assessment objectives focus on knowledge, application and skills.
The document provides information about the Cambridge IGCSE First Language English syllabus, including:
1. It outlines the aims of developing students' reading, writing, speaking, and listening skills through a variety of texts.
2. The content overview explains that students will respond to a range of reading texts and use them to inform their own writing in different genres and for different purposes.
3. The assessment overview describes the external exams in reading and writing, and an optional speaking and listening test, with different assessment objectives for each.
This document provides an overview of the Cambridge International AS & A Level Geography syllabus for exams in 2023 and 2024. It outlines the content, assessment, aims and objectives of the qualification.
The AS Level examines core physical geography topics of hydrology, atmosphere/weather, and rocks/weathering as well as core human geography topics of population, migration, and settlement dynamics. The A Level additionally requires candidates to study two options from advanced physical and human geography topics.
The syllabus aims to develop students' understanding of physical and human geography processes and their causes and effects. It also aims to develop students' geographical analysis, evaluation, and presentation skills to understand and address contemporary environmental and human issues.
- Candidates can choose to take either the Cambridge International AS Level after 1 year of study, or the Cambridge International A Level after 2 years of study.
- The AS Level consists of one written paper testing theory knowledge. The A Level consists of two written papers testing theory knowledge and problem-solving/programming skills.
- Both levels also include a practical programming project to test programming and software development skills. This is submitted separately from the written papers.
- The assessment objectives cover knowledge and understanding, application of theory, problem-solving and programming skills, and analysis, evaluation and testing of programming solutions.
Mr. Wright's presentation on the changing face of higher education, the meaning of progression to us as a sixth form, and how this impacts us as an institution.
This document summarizes a presentation given by Dr. Tristian Stobie on Cambridge International's vision of education for the future and its role in supporting schools. The presentation covered the challenges facing education, characteristics of excellent schools, Cambridge's strategy to support schools through curriculum and assessment developments, and questions for discussion.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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The utilization of land is impacted by human needs and environmental factors. In countries
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Answers about how you can do more with Walmart!"
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4. Introducing Cambridge International
We prepare school students for life, helping
them develop an informed curiosity and a lasting
passion for learning.
Nearly a million students in over 10 000
Cambridge schools in 160 countries.
We have a 150-year history of providing
international exams.
We are part of the University of Cambridge.
6. How will your child benefit?
Your child’s needs as a learner are at the heart of
our approach to education. We aim to help
students who are:
confident in working with information and ideas
– their own and those of others
responsible for themselves, responsive to and
respectful of others
reflective and developing their ability to learn
innovative and equipped for new and future
challenges
engaged intellectually and socially, ready to
make a difference…
10. Developing a love of learning
Our programme is built around what
matters most to your child as they take
their first steps in education:
A broad curriculum for a balanced
education.
A robust foundation with excellent
progression.
A global learner in a local context.
A flexible approach.
An aligned programme based on the latest
research.
12. Quote slide
Parents often share how curious and creative their kids
have become, that they can’t stop talking about the
sessions and how they look forward to their lesson, week
after week.
Snehlata Alphonso, JBCN International
School, Borivali, India
13. Trusted assessments. Recognised qualifications.
Accurately measuring your child’s potential and
progress can transform learning:
Computer-based assessments - measure
and benchmark potential and identify needs.
Classroom assessments - discuss with your
child ‘what went well’ and how to improve
further.
Cambridge Primary Progression Tests -
understand their strengths throughout the
school year and identify areas where help is
needed.
Cambridge Primary Checkpoint tests -
marked externally by Cambridge International -
taken in the final year.
14. Quote slide
Parents often share how curious and creative their kids
have become, that they can’t stop talking about the
sessions and how they look forward to their lesson, week
after week.
Snehlata Alphonso, JBCN International
School, Borivali, India
18. A love of learning
Our programme is built around what matters
most to your child as they take their first
steps in education:
A broad curriculum for a balanced
education.
A clear path to progress, step by step.
A global learner in a local context.
A flexible approach.
An aligned programme based on the
latest research.
20. Trusted assessments. Recognised qualifications.
Accurately measuring your child’s potential and
progress can transform learning:
Computer-based assessments - measure
and benchmark potential and identify needs.
Classroom assessments - discuss with your
child ‘what went well’ and how to improve
further.
Cambridge Lower Secondary Progression
Tests - understand strengths and identify
areas where help is needed.
Cambridge Lower Secondary Checkpoint
tests - marked externally by Cambridge
International - taken in the final year.
21. Quote slide
Cambridge International has helped us to develop
students' soft skills, broaden their knowledge and help
them understand the value of collaboration.
Rutdiana Anggodo, Curriculum Coordinator,
Saint Peter's Catholic School, Jakarta, Indonesia
26. Cambridge IGCSE – the best international education
The world’s most popular international
qualification for 14 to 16 year olds.
Over 800 000 entries every year.
Flexible - students can choose from 70
subjects in any combination.
Tried, tested and trusted.
27. Fair assessment for every student
Assessment at end of the course.
Fair for all students in every country,
particularly those whose first language is
not English.
Written, oral, coursework and practical
assessment options give students
opportunities to demonstrate learning.
Grades are A*–G, with A* being the
highest.
28. Cambridge IGCSE provided me with the challenges I needed
to prepare myself for the next stage in my life.
Jazlina Sutanto, former Cambridge IGCSE student,
Anglo Singapore International School, Thailand
29. Cambridge IGCSE – Progress and recognition
Excellent preparation for Cambridge
Advanced.
Internationally recognised by universities
and employers.
Check which universities recognise our
qualifications:
cambridgeinternational.org/recognition
31. Cambridge O Level – an international curriculum
Typically for learners aged 14 to 16.
For students whose first language may
not be English.
Broad and balanced study – over 40
subjects available.
Builds skills in creative thinking,
enquiry and problem solving.
32. Fair assessment for every student
Assessment takes place at end of course.
Written, oral, coursework and practical
assessment options give students
opportunities to demonstrate learning.
Options for students of different abilities.
Grades are A*–E, with A* being the highest.
34. Cambridge O Level – international recognition
Excellent preparation for Cambridge
Advanced.
Internationally recognised by universities
and employers.
Check which universities recognise our
qualifications:
cambridgeinternational.org/recognition
35. As I applied mainly to UK universities, my Cambridge International
qualifications were viewed very favourably because UK students
take similar qualifications.”
Kamal Khan Virk, former Cambridge O Level and
Cambridge International AS & A Level student, Pakistan
38. Cambridge International AS & A Level – international curriculum
Students develop deep subject
knowledge, conceptual understanding
and higher order thinking skills.
55 subjects to choose from.
Over 530 000 entries a year from 130
countries.
39. Cambridge International AS & A Level – assessment
Exams taken at the end of the course -
students develop a deeper
understanding of subjects.
Choice of three assessment options.
Each subject receives a separate
grade.
Grades are from A* to E, with A* being
the highest.
Exams in November and June with
flexibility of timing.
41. What are admissions officers looking for?
The top five skills and qualities university admissions officers are
looking for when they are assessing applicants are:
overall academic achievement.
character traits e.g. motivation, perseverance, collaboration.
proficiency in English.
understanding in subject area.
extracurricular activities.
44. Taking Cambridge International A Levels was the best decision. They
granted me significant university credits and equipped me with the
fundamental knowledge needed for advanced university courses.
Celina Wu studied Cambridge International A Levels at Bina Bangsa
School in Indonesia, now majoring in Neuroscience at the University of
Michigan.
Cambridge International prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning.
With the Cambridge Pathway, your child is joining a global community of learners from more than 10000 schools in over 160 countries. By developing a global outlook in Cambridge learners, we aim to equip them for success in the fast-changing modern world.
Cambridge International is part of the University of Cambridge and the only exam board that is wholly owned by a world-leading university. They have a 150-year history of providing international exams and are a not-for-profit organisation.
Cambridge Pathway
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19.
Its wide range of subjects and flexibility gives schools the chance to shape the curriculum so that it is exciting and relevant for their own students.
Cambridge Pathway students have the chance to acquire the knowledge and skills they need to achieve at school, university and beyond.
The four stages lead seamlessly from primary to secondary and pre-university years. Each stage builds on the students’ development from the previous one, but can also be offered separately.
Your child’s needs as a learner are at the heart of our approach to education. This approach helps us to develop learners who are:
confident in working with information and ideas – their own and those of others
responsible for themselves, responsive to and respectful of others
reflective and developing their ability to learn
innovative and equipped for new and future challenges
engaged intellectually and socially, ready to make a difference…
Cambridge Primary starts your child on an exciting educational journey, setting out what they should be able to do at each stage of their primary schooling.
Typically for learners aged 5 and above, our primary programme is part of the Cambridge Pathway.
The four stages lead seamlessly from primary to secondary and pre-university years. Each stage builds on the learners’ development from the previous one or from other educational systems.
Cambridge Primary is built around what matters most to our schools and learners around the world:
A broad curriculum for a balanced education:
Our programme includes 10 subjects with core subjects such as English, mathematics and science. There are also plenty of opportunities to develop creativity, expression and personal wellbeing through subjects like art, music and physical education.
A robust foundation with excellent progression:
Each stage of the programme builds on the previous one or from other educational systems, so your child will feel confident that they are ready for the next step of their education.
A global learner in a local context:
Cambridge Primary helps students discover new abilities and a wider world. Subjects like Cambridge Global Perspectives™ nurture a broad outlook, helping your child to understand their own culture, community and identity as well as those of others in different parts of the world.
A flexible approach:
Cambridge Primary works alongside our own local curricula, giving your child an international education that fits into their context.
An aligned programme based on the latest research:
We believe education works best when curriculum, teaching, learning and assessment align. This way, your child can enjoy a richer learning experience and develop as a life-long learner.
Cambridge Primary is designed to stretch, challenge and inspire all students, whatever their cultural context.
There are 10 subjects to choose from:
Art & Design
Cambridge Global Perspectives™
Computing NEW!
Digital Literacy
English
English as a Second Language
Mathematics
Music
Physical Education
Science.
The Cambridge approach is designed to engage students in their own learning. And because of the way the programme is structured, all of the subjects and ensure a smooth progression throughout Cambridge Primary and onwards into Cambridge Lower Secondary and beyond, so you can be sure that your child has learnt the right thing at the right time, and is well prepared for the next stage.
This quote is from a school in India that offers Cambridge Global Perspectives, our skills-based subject, to primary learners.
Accurately measuring a student’s potential and progress can transform learning and help us to make informed decisions about your child’s learning journey, their educational needs and where to focus our teaching efforts.
We can monitor your child’s development through progress checks and assessments that are built into the programme
Computer-based assessments to measure and benchmark learners’ potential and identify learning needs.
Teachers can assess some subjects in the classroom and discuss with your child ‘what went well’ and how to improve further.
Cambridge Primary Progression Tests help teachers understand your child’s strengths throughout the school year and areas where they need more help. These short tests indicate where your child is on their learning journey, instead of just showing right or wrong answers.
Cambridge Primary Checkpoint tests are marked externally by Cambridge International and can be taken in the final year of Cambridge Primary. Your child will receive a statement of achievement and your school will receive detailed feedback about their performance.
This quote is from a school in India that offers Cambridge Global Perspectives to primary learners.
We believe in an education that takes your child further.
That’s why we have designed Cambridge Primary to give students a strong foundation, helping them thrive throughout school, work and life.
Cambridge Lower Secondary prepares your child for the next step of their education.
It is part of our Cambridge Pathway programme that prepares students with the knowledge and skills they need for life, helping them thrive at school, university and work.
Typically for learners aged 11 and above, our lower secondary programme is part of the Cambridge Pathway.
The four stages lead seamlessly from primary to secondary and pre-university years. Each stage builds on the learners’ development from the previous one or from other educational systems.
A love of learning
Our programme is built around what matters most to your child as they progress in their education:
A broad curriculum for a balanced education:
A wide choice of 10 subjects, including English, mathematics and science. There are also plenty of opportunities to develop creativity, expression and personal wellbeing through subjects like art, music and physical education.
A clear path to progress, step by step:
Each stage of the programme builds on the previous one or from other educational systems, so your child will feel confident that they are ready for the next step of their education.
A global learner in a local context:
Cambridge Lower Secondary helps students discover new abilities and a wider world. Subjects like Cambridge Global Perspectives™ nurture a broad outlook, helping your child to understand their own culture, community and identity as well as those of others in different parts of the world.
A flexible approach:
Cambridge Lower Secondary works alongside local and national curricula, giving your child an international education that fits into their context.
An aligned programme based on the latest research:
We believe education works best when curriculum, teaching, learning and assessment align. This way, your child can enjoy a richer learning experience and develop as a life-long learner.
Cambridge Lower Secondary is designed to stretch, challenge and inspire all students, whatever their cultural context.
There are 10 subjects to choose from:
Art & Design
Cambridge Global Perspectives™
Computing NEW!
Digital Literacy
English
English as a Second Language
Mathematics
Music
Physical Education
Science.
The Cambridge approach is designed to engage students in their own learning. And because of the way the programme is structured, all of the subjects ensure a smooth progression throughout Cambridge Lower Secondary and onwards into Cambridge Upper Secondary and beyond, so you can be sure that your child has learnt the right thing at the right time, and is well prepared for the next stage.
Accurately measuring a student’s potential and progress can transform learning and help us to make informed decisions about your child’s learning journey, their educational needs and where to focus our teaching efforts.
We can monitor your child’s development through progress checks and assessments that are built into the programme
Computer-based assessments to measure and benchmark learners’ potential and identify learning needs.
We also assess some subjects in the classroom and discuss with your child ‘what went well’ and how to improve further.
Cambridge Lower Secondary Progression Tests help teachers understand your child’s strengths throughout the school year and areas where they need more help. These short tests indicate where your child is on their learning journey, instead of just showing right or wrong answers.
Cambridge Lower Secondary Checkpoint tests are marked externally by Cambridge International and can be taken in the final year of Cambridge Lower Secondary. Your child will receive a statement of achievement and your school will receive detailed feedback about their performance.
This quote is from a school in Indonesia that offers Cambridge Lower Secondary.
We believe in an education that takes your child further.
That’s why we have designed our Cambridge Lower Secondary programme to prepare students for the next step, helping them thrive throughout their education, work and life.
It’s about helping them to think bigger, reach higher and explore ideas and concepts in more depth.
Typically for learners aged 14 and above, Cambridge Upper Secondary is part of the Cambridge Pathway.
Cambridge Upper Secondary offers two qualification options for Cambridge learners: Cambridge IGCSE and Cambridge O Level.
Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds.
It now attracts over 800 000 entries every year from 4800 schools in 146 different countries every year.
Cambridge IGCSE gives students the flexibility to choose from 70 subjects in any combination.
It is tried, tested and trusted – created more than 30 years ago, 2018 marks the 30th anniversary of the first Cambridge IGCSE exam.
Assessment takes place at the end of the course and includes written, oral, coursework and practical assessment.
This broadens opportunities for students to demonstrate their learning, particularly when their first language is not English.
We work hard to make sure that our assessments are fair for all students in every country – especially as many students are non-native English speakers.
This means using simple language and layouts, as well as clear command words. We also design our assessments to have no cultural bias.
With a tiered structure in many subjects for different ability levels, students of all abilities are assessed positively and bright individuals have the chance to excel.
The grades awarded at Cambridge IGCSE are A*–G, with A* being the highest. (9 –1 grading is available in a limited number of countries, with 9 being the highest. Schools in these countries can choose to offer A*– G or 9 –1 grades.)
Progression
Cambridge IGCSE provides more than 40 subjects in any combinationfor Cambridge Advanced and for progression to other educational systems.
University recognition
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and skills, recently carried out an independent benchmarking study of Cambridge IGCSE and found it to be the same standard
as UK GCSE.
Many universities worldwide require a combination of Cambridge International A Levels and Cambridge IGCSEs to meet their entry requirements. However, some colleges in the US and Canada will accept learners with five Cambridge IGCSEs at grade C or above.
Many UK universities accept Cambridge IGCSE English Language qualifications as evidence of competence for university study. We recommend that students check the English language requirements of each university before making any applications.
Find out more – search our recognition database to
find out which universities recognise our qualifications:
www.cambridgeinternational.org/recognition
Cambridge O Level is an internationally recognised qualification equivalent to Cambridge IGCSE and the UK GCSE. It is typically for students aged 14 and above.
It is sensitive to the needs of different countries, with a curriculum that can be adapted to the local context
In some countries, schools use Cambridge O Level as an international alternative to the national examination.
Learners can follow a broad and balanced study across a range of subjects with more than 40 subjects to choose from in any combination.
Your child will develop subject knowledge, as well as skills like creative thinking, enquiry and problem solving.
Assessment
Assessment takes place at the end of the course and includes written, practical and oral assessment.
This broadens opportunities for students to demonstrate their learning, particularly when their first language is not English.
With a tiered structure in some subjects for different ability levels, students of all abilities are assessed positively and bright individuals have the chance to excel.
The grades awarded at Cambridge O Level are A*–E, with A* being the highest.
Progression
Cambridge O Level provides excellent preparation for Cambridge Advanced and for progression to other educational systems.
It provides a springboard to the Cambridge Advanced stage, as well as otherpost-16 routes.
University recognition
Cambridge O Levels are recognised by leading universities and employers worldwide as evidence of academic ability, providing an international passport to progression and success. Many universities worldwide require a combination of Cambridge International A Levels and Cambridge O Levels to meet their entry requirements.
Leading US and Canadian universities require Cambridge International AS & A Levels, but some US and Canadian colleges and universities will accept students with five Cambridge O Levels at grade C or above.
The Cambridge O Level is an internationally recognised qualification equivalent to Cambridge IGCSE and the UK GCSE.
Cambridge Advanced
Cambridge Advanced is typically for students aged 16 and above who need advanced study to prepare for university and higher education.
It builds on the foundations of Cambridge Upper Secondary, although your child does not need to have completed that stage.
The Cambridge Advanced stage of the Cambridge curriculum includes Cambridge International AS & A Level qualifications.
Cambridge International AS & A Level develops deep subject knowledge, conceptual understanding and higher order thinking skills.
We work with universities and employers to design our qualifications. They told us that what really helps learners succeed at university is a firm grasp of the subject’s key concepts – concepts that, once grasped, enable learners to solve problems or understand new aspects of their subject.
Our syllabuses clearly identify the key concepts in Cambridge International AS & A Level subjects so that teachers can build them into their teaching.
This means that your child will develop the skills they need for life and to achieve at school, university and work. And because we offer an unrivalled choice of over 55 subjects at A Level, they can choose the subjects they love and are best at.
Cambridge International AS & A Level is taught in 130 countries, with over 530 000 entries per year.
Assessment
Cambridge Advanced is committed to the linear approach to study making sure that students taking Cambridge International A Levels are assessed after two full years of study.
A linear structure with exams at the end of the course gives more time for learning.
Many of the world’s top universities have made clear their appreciation of this linear approach, and we share their belief that linear courses allow students to develop a deeper understanding of subjects.
Students can choose from a range of assessment options:
Option 1: Take the Cambridge International AS Level only. The Cambridge International AS Level syllabus content is half a Cambridge International A Level.
Option 2: Take a ‘staged’ assessment route – take the Cambridge International AS Level in one examination series and complete the final Cambridge International A Level in a subsequent series.
Option 3: Take all papers of the Cambridge International A Level course in the same examination series, usually at the end of the course.
Our grade range caters for a broad ability range, including clear differentiation at the top end.
Each subject that a students takes at Cambridge International AS & A Level receives a separate grade as opposed to an overall score:
The Cambridge International A Level is reported on a grade scale from A* grade, awarded for the highest level of achievement, to E, indicating the minimum required performance.
There is no A* grading in the certification of Cambridge International AS Levels, which runs from grade A to grade E.
Cambridge Advanced offers flexibility for assessment – with exam series in November and June to cater to school terms in both the northern and southern hemispheres.
We offer flexibility of timing – making sure every candidate can sit their paper at the right time regardless of the time zone where they live.
We understand that most Cambridge students will go to university in their home country but because we are the largest provider of international school qualifications, we work hard to ensure that should they choose to study abroad, the Cambridge Pathway is widely recognised and understood.
Our qualifications are accepted at universities and colleges, professional associations, governments, ministries and companies, across 195 countries (we’re recognised in over 2000 universities - and this number is growing all the time) – all Ivy League universities in the US and many in Australia, Canada, Germany and beyond.
Universities tell us that they value the independent research and critical thinking skills, as well as the deep subject knowledge that our qualifications bring.
This means that your child can be confident that their qualifications will be understood and valued throughout their education and career, in their home country and internationally.
Students use Cambridge International AS & A Levels to gain places at leading universities worldwide including in the UK, Ireland, USA, Canada, Australia, New Zealand, India, Singapore, Egypt, Jordan, South Africa, the Netherlands, Germany and Spain.
Cambridge International AS & A Levels are accepted for entrance to all UK universities.
In places such as the United States and Canada, good grades in carefully chosen Cambridge International A Level subjects can result in up to one year of university course credit.
Over 750 US universities accept Cambridge International AS & A Levels, including all Ivy League and Ivy Plus universities. These universities include Brown, Harvard, MIT, Stanford and Yale.
For more information about recognition of Cambridge qualifications, including a database of institutions that accept them, go to www.cambridgeinternational.org/recognition where you will find a recognition database listing all the universities and higher education institutions that recognise Cambridge qualifications.
It is easy to search the database to find university entry criteria - you can search by country and by qualification.
We wanted to find out what university admissions staff around the world look for when selecting candidates.
We also wanted to get their views about Cambridge qualifications, in particular how well they feel they prepare students for university study.
We surveyed 130 higher education admissions staff in 10 countries, including the USA (73), UK (25), Australia and Canada. The respondents included admissions staff from Ivy League and Russell Group universities.
The feedback on Cambridge qualifications was overwhelmingly positive. After removing the small number of respondents who ‘didn’t know’ for a particular question, we found that:
Admissions staff are extremely enthusiastic about the benefits of Cambridge in equipping students for university:
98% said that Cambridge qualifications give students an excellent preparation for university
98% said that Cambridge qualifications help students to succeed at university once they’re there
Admissions staff recognise and value the knowledge and skills that Cambridge programmes and qualifications develop, and agree that Cambridge students stand out against students with other qualifications:
100% agreed that Cambridge students have in-depth knowledge of their subject
100% agreed that Cambridge students think logically and present ordered and coherent arguments
95% agreed that Cambridge students think independently
This slide shows just a small selection of the positive comments we received in the survey.
You can see how admissions officers value the skills and knowledge that Cambridge programmes and qualifications develop in students, and how well-prepared for university study Cambridge students are.