The document provides information about Cambridge International Examinations (CIE) implementation in Bermuda public schools. It outlines the ministry's mission to deliver a rigorous international curriculum using CIE assessments. Key steps included introducing CIE exams in 2009 and establishing performance targets to increase the percentage of students achieving proficiency. The ministry provides resources and training to help teachers implement CIE and support students' progress, monitored through periodic CIE exams.

1. Government of Bermuda
Ministry of Education
2nd June 2016
CAMBRIDGE
INTERNATIONAL
EXAMINATIONS
___
Parent Council
Information
Presentation

2. To walk through the historic and current
steps that support the implementation of
Cambridge International Examinations
within the Bermuda Public School System.

3. MISSION STATEMENT
The Bermuda Public School System will deliver a rigorous curriculum
customized to meet the needs of individual students, using challenging
learning experiences, appropriate assessments, and efficient support
that holds us all accountable for a quality education in the
21st Century
VISION
To deliver a first class education of global standards ensuring students
reach their full potential

4. Implement an Internationally Recognized Curriculum that is
Externally Assessed
Objective:
1.11 Collect and analyze student performance data in order to monitor and
assess how students and student groups progress throughout the system.
Target Outcomes:
1.1 Increase the level of students’ performance on Cambridge International
Examinations (CIE) to reflect eighty-five percent (85%) of the students in
P6, M3 and S2 achieving proficiency.
(i.e. Proficiency: Checkpoint 3-6; IGCSE A-C)

5. 2009 Soft Implementation of Cambridge International
Curriculum
2011 Cambridge International Examinations (CIE)
introduced Cambridge Primary Checkpoint tests in
the core subjects English, Mathematics and
Science
2012 The Bermuda Public School System (BPSS) has
administered the Cambridge Checkpoint to P6 and
MS students in all primary and middle schools
2016 The Department of Education has diagnostic
reports on file for both primary and middle schools
covering a period of four (4) consecutive years.
HISTORICAL TIMELINE

6. International
Curriculum
Exit
Programmes
System-wide
Assessment
Performance
Measures
System-wide
Reporting

7. Bermuda Public School
System Programmes are
designed to support
VISION

8. • BERMUDA SCHOOLS DIPLOMA:-
– refers to those students meeting the graduation requirements to
include a minimum of 3 IGCSEs and a minimum GPA of 2.0.
Students can also achieve and honours and distinction status for
GPAs above 3.32 and 3.67 respectively
• FUNCTIONAL ACADEMIC:-
– refers to those students receiving special academic services and
has been successful in completing a specific set of criteria
• FUNCTIONAL SKILLS:-
– refers to students with significant cognitive disabilities. The
Functional skills may be comprised of portfolio documentation
and/or teacher-made assessments
• ALTERNATIVE EDUCATION PROGRAMME:-
– refers to those students who have successfully completed their
required courses, career pathways and behavioral contractual
plan

9. Cambridge Secondary 1
MIDDLE LEVEL
English/Mathematics/Science
Cambridge Secondary 2
SENIOR LEVEL
English/Mathematics/Science
Cambridge Pre-University
SENIOR LEVEL
English/Mathematics/Science
Age 18
Age 16
Age 14
Age 11
Age 5
CurriculumImplementation
Levels
CAMBRIDGE INTERNATIONAL CURRICULUM
Cambridge Primary Programme
PRIMARY LEVEL
English/Mathematics/Science

10. Share with educators the updates for
Cambridge Curriculum and communicated
the pedagogical expectations for delivering
the curriculum to all students by:
– conducting curriculum orientation sessions for
principals, teacher leaders and classroom
teachers
– monitoring and supporting the implementation
of the Cambridge Curriculum
– conducting Public Awareness Forums

11. Communicate Cambridge policy and Ministry expectations
regarding the use of access arrangements to support
students with exceptional needs by:
– conducting training sessions designed to enhance the skills of
learning support teachers utilizing access arrangements
– consistently providing feedback regarding strategies that are
outlined in support of access arrangements

12. Teacher
Discussion
Group
Teacher
support
materials
Assessment
Tools
Planning
guidance
Schemes
of
work
Classroom
activities
Face-to-face
training
Online
training
Teacher
support
website
CIE Teacher Resources

13. CIE Parent Resources

14. Develop and administer system-wide assessments
aligned to Cambridge in English, mathematics and
science were used as benchmarks to validate student
performance by:
– establishing an assessment model which clearly identifies
assessment practices (summative and formative)
– identifying content leaders to manage the development of
system–wide assessments
– providing the opportunities for teachers to write year level
summative assessments
– providing ongoing support for utilizing Cambridge Progress
Checker effectively

16. SUBJECT
PROGRESSION
TESTS
PRIMARY
CHECKPOINT
CAMBRIDGE
CHECKPOINT
IGCSE
ENGLISH P3-M3 P6 M3 S2
MATHEMATICS P3-M3 P6 M3 S2
SCIENCE P3-M3 P6 M3 S2
TEST STATUS
INTERNAL
DIAGNOSTIC
EXTERNAL
DIAGNOSTIC
EXTERNAL
DIAGNOSTIC
EXTERNAL
SUMMATIVE

18. Three sets of exam results:
1. Cambridge Primary Checkpoint P6
2. Cambridge Secondary 1Checkpoint M3
3. IGCSE/AS/A Levels

19. Increase the level of students’ performance
on Cambridge International Examinations
(CIE) to reflect relevant percentages of the
students in P6, M3 and S2 achieving
proficiency.
(i.e. Proficiency: Checkpoint 3-6; IGCSE A-C)
Indicator:

20. Source: Cambridge International Examinations Board
A sound understanding of most of
the curriculum content – 3.0
A basic understanding of curriculum
content and would benefit from more
focus on some areas of the
curriculum – 2.0
CAMBRIDGE CHECKPOINT SCALE
Ministry of Education
Expectation for 2015

21. *Excerpt taken from from Cambridge International Qualifications Information for UK Admissions Tutors Publication

22. CAMBRIDGE CHECKPOINT

23. ENGLISH: PAPER 1-
QUESTION: 6 (RU)

24. ENGLISH: PAPER 1-
QUESTION: 11 (W & U)

25. ENGLISH:PAPER2-QUESTION:
13(W&U)

26. MATH: PAPER 1- QUESTION:
30 A/B (GA)

27. MATHEMATICS: PAPER 2-
QUESTION: 18B (GP)

28. MATHEMATICS: PAPER 2-
QUESTION: 21A (GS)

29. MATHEMATICS: PAPER 2-
QUESTION: 21B (GS)

30. MATHEMATICS: PAPER 2-
QUESTION: 25A/B (GT)

31. MATHEMATICS: PAPER 2-
QUESTION: ()

33. Report Features:
• Overall result for the subject
• Results in each major strand
• Performance in each sub-strand based on
group performance:
• as expected
• worse than expected and
• better than expected
• Explanation of the Cambridge Checkpoint
Scale of 0.0 – 6.0

34. ITEM ANALYSIS

35. Science

37. • It is a test used to assess learning at the end of P6 and provides
evidence of readiness for the middle school level (M1) in the core
subjects English, Mathematics and Science.
• Tests skills, knowledge and understanding of the Cambridge
curriculum for stages 4-6 in English and Mathematics; and, stages 3-
6 in Science..
• Gives feedback reports and shows how a learner has performed in
relation to the curriculum, their learning group, the whole school and
against all learners who have taken tests in that series around the
world.
• Learners receive a statement of achievement and a diagnostic
feedback report.
• Designed for learners who are beginning courses that will ultimately
lead to Cambridge IGCSE at the senior level.

39. www.cie.org.uk
Primary
Middle
Senior

42. 4
Things that
squares
with your
beliefs

43. 3
Points that you
will remember
and share with
others

44. 2
Things that are
still running
around in your
mind

45. BPSS STUDENTS RUNNING THE RACE
FOR SUCCESS!

46. CHECK PERFORMANCE AND SHIFT
GEAR IF NECESSARY!

47. ALL STUDENTS DESERVE TO PASS THE
FINISH LINE!

48. LET’S CELEBRATE OUR SUCCESS!