Cambridge International Primary Programme (Year 1-6)

The Cambridge International Primary Programme offers schools all over the world the framework to develop Mathematics, English and Science proficiency and knowledge in young children. It provides guidance for curriculum development and classroom teaching and learning, and it permits teachers to access the children's learning as they progress.

The Cambridge International Primary Programme is also an excellent preparation for the next phase in a student's education. It supports identification of a student's strengths and weaknesses and can be used to support learning and development. The Cambridge International Primary Programme also progresses students seamlessly into middle years curricula, such as Cambridge Checkpoint and IGCSE.

The Primary Programme is appropriate and relevant internationally and can blend with other curricula. It has been designed to be culturally sensitive and includes top quality teaching and assessment resources involving appropriate contexts for teaching and learning in local and international schools.

English

The English Curriculum Framework is based on the primary National Curriculum and the National Literacy Strategy that have been implemented in England, but it has been designed specifically for teachers and students in the international context. This framework facilitates the development of courses that are stimulating both for the students and teachers. The knowledge and skills developed should ensure a smooth transition from primary to secondary schooling, particularly for those progressing to Cambridge Checkpoint scheme and then on to Cambridge qualifications such as GCE O level or IGCSE.

The English Curriculum Framework is organized into six stages (1 to 6): each stage reflects the teaching targets for a year group in the primary phase. The framework covers the first year of primary teaching, when students are approximately 5 years old (stage 1), to the final year of primary, when students are approximately 11 years of age (stage 6). However, in different educational contexts, it may be appropriate to introduce this framework at slightly different ages.

The curriculum framework is divided into four strands as shown below.

• Usage
  • Phonics, spelling and vocabulary
  • Grammar and punctuation
• Reading
• Writing
• Speaking and listening

Mathematics

The Mathematics Curriculum Framework is based on the primary National Curriculum and the National Numeracy Strategy that have been executed in England, but it has been designed for teachers and students in the international context. This framework facilitates the development of courses that are stimulating for the students and teachers. The knowledge and skills developed should ensure a smooth transition from primary to secondary schooling, particularly for those progressing to the Cambridge Checkpoint scheme and then on to Cambridge qualifications such as GCE O level or IGCSE.

The Mathematics Curriculum Framework is organised into six stages (1 to 6): each stage reflects the teaching targets for a year group in primary phase. The framework covers the first year of primary teaching, when students are approximately 5 years old (stage 1), to the final year of primary, when students are approximately 11 years of age (stage 6). However, in different educational contexts, it may be appropriate to introduce this framework at slightly different ages.

The Mathematics Curriculum Framework is divided into four strands, as shown below.

• Number
  • Numbers and the number system
  • Calculations
  • Mental Skills
• Problem Solving
• Organising and Using Data
• Shape, Space and Measures
  • Patterns and properties of shape
  • Properties of position and movement
  • Measures

Sciences

This framework is based on the primary National Curriculum and the elective standard schemes of work produced by the Department for Education and Skills (DfES) in England for upper primary (7 to 11 years).

This framework facilitates the development of courses that stimulates both students and teachers. The knowledge and skills developed ensures a smooth transition from primary to secondary schooling, mainly for those who will be progressing to Cambridge Checkpoint scheme and then on to Cambridge qualifications such as GCE O level or IGCSE.

The Science Curriculum Framework holds a range of teaching objectives divided into four stages (labeled 3-6). The age at which a stage is executed depends upon the educational context. For example, it might be suitable for stage 3 Science to be introduced later than the equivalent stage for English or Mathematics, in which case the later stages could be executed in the early years of secondary schooling.

The Science Curriculum Framework is divided into four strands, as shown below.

• Science Enquiry
  • Ideas and evidence in science
  • Planning experimental work
  • Obtaining and presenting evidence
  • Considering evidence and evaluating
• Biology
  • Life processes
  • Humans
  • Plants
  • Ecosystems / environment
• Chemistry
  • Materials, States of matter, Changes
• Physics
  • Light, Sound, Electricity and magnetism, Forces and motion

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Cambridge Checkpoint (Year 7-9)

Cambridge Checkpoint, an innovative new diagnostic testing service is intended to help students learn. An exclusive service and a helpful tool for schools, it facilitates access to standardized tests that give feedback on a student's strengths and weaknesses in key curriculum areas. Feedback of this kind is a very useful source of information as it allows schools to make strategic decisions, drawing upon a pool of information and specialist reporting tools built into Cambridge Checkpoint.

Students at International Schools will have a transferrable suggestion of their academic development. It is ideal for use at the end of the Cambridge Lower Secondary Programme.

Cambridge Checkpoint is available in English, Mathematics, and Science and it is offered at two sessions during the year. The service is intended at students of approximately 14 years of age studying mid-secondary curricula. The tests cover all major areas of learning required in the first years of an international secondary education. It is these topics/skills and sub-topics/skills that provide the framework for feedback on each student.

English

The teaching of English should extend students' abilities to use language efficiently, to communicate in speech and in writing and to respond with understanding and insight to a wide range of texts. Even though speaking and listening are not tested at this level, their significance in language development is such that they should play a main role in the curriculum alongside reading and writing. An incorporated curriculum is envisaged in which speaking and listening activities commonly support learning.

Mathematics

Mathematics should extend students' abilities to manipulate numbers and solve a range of numerical problems. It should allow students to understand charts and tables and to understand the notions of numbers and shapes. Even though mental arithmetic strategies are key skills in Mathematics, they will not be evaluated in Cambridge Checkpoint. It is however, assured that they will play a main role in developing students' proficiency in Mathematics and per se, is incorporated into the curriculum structure.

Science

Science should extend the skills and processes needed for the fundamental understanding of scientific hypothesis in the world around us. The framework of study describes the topics that will be assessed in the areas of Biology, Chemistry, and Physics. It is expected that these topics will be approached through practical and related to everyday experience.

Students are expected to express:-

• Knowledge with understanding
• Appliance in scientific knowledge to clarify daily incidences
• Knowledge of practical measures
• Ability of practical measures
• Ability to present and process data
• Ability to carry out simple calculations
• Accurate use of scientific vocabulary and terminology

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Cambridge IGCSE (Year 10-11)
(International General Certificate of Secondary Education)

The Cambridge IGCSE Programme

IGCSE is a suite of qualifications that provides a broad curriculum suitable for schools around the world. The IGCSE programme is designed to encourage high academic standards through a practical approach to teaching and learning. The aims of IGCSE are:

1. To deliver a modern curriculum
2. To promote international understanding
3. To encourage good teaching practice
4. To provide rewarding experiences for students
5. To set widely recognised standards

The Key Benefits of IGCSE Programme

Modern Syllabuses

IGCSE is a curriculum and examination system which continues to develop and evolve. Syllabuses are regularly reviewed and revised to ensure that they reflect current subject developments and the requirements of schools around the world. When syllabus reviews occur, Cambridge International Examinations (CIE) actively seeks the views of teachers to ensure that proposed changes are acceptable and appropriate. This is to make sure that the curriculum remains relevant and focused on schools' requirements.

Suitability for All Students

The IGCSE curriculum provides a solution to assessment needs at age 14 to 16. It is suitable for virtually the whole ability range. IGCSE is generally taught as a two-year course leading to examination in the year of the student's sixteenth birthday.

To take account of students' differing ability levels, in most subjects there is a choice between core and extended curriculum options. This allows teachers to decide the most suitable level of the course and the examination for the students. The core curriculum is suitable for a large majority of students, particularly those expected to achieve grades D to G. The extended curriculum is for the more academically able students – those expected to achieve grade A* to C – and provides a route to higher level study in the subject. The flexibility of the IGCSE curriculum is demonstrated by the fact that students may follow different levels of the curriculum in different subjects.

International Recognition

IGCSE has widespread international credibility as an educational qualification. The recognition is based on:

• Its high profile amongst English-medium international schools around the world
• Its reputation as a rigorous programme that encourages high academic standards
• Its acceptance by universities and colleges around the world – including all British universities – as a reliable record of students' attainment that can count towards entrance requirements
• Its comparability with the British GCSE and International GCE O Level examinations.

IGCSE English as a Second Language at grade C or above is recognised by almost all British universities – and many in the USA, Canada and Australia – as evidence of adequate competence in the English language for university entrance purposes.

IGCSE courses are accepted for progression directly on to US college degree courses.

Positive Achievement

The guiding principle of IGCSE is that students are rewarded for positive achievement – what they know, understand and can do – rather than penalised for an accumulation of errors. The curriculum encourages not just the acquisition of knowledge, but also:

• The development of oral and practical skills
• An investigative approach
• The use of initiative to solve problems
• Application of skills, knowledge and understanding
• The ability to understand individual projects and to work as part of a team.

Choice of Options

Some IGCSE syllabuses allow teachers the flexibility to choose content options of particular relevance and interest to their own students. For example, IGCSE History offers a wide range of regional options. In many subjects, coursework also offers the chance to tailor courses to specific local needs.

Assessment Experience

IGCSE provides experience of vigorous external assessment at the age of 16. This is particularly important for students who will be taking life-influencing examinations at the age 18 as it makes them better prepared for the experience.

IGCSE – Benefits for Students

• IGCSE is a high profile qualification with an excellent reputation
• IGCSE provides a foundation for higher level courses, such as GCE A and AS Levels, the International Baccalaureate Diploma, the Advance International certificate of Education (AICE) Diploma and the North American Advanced Placement programme
• Study and examination as IGCSE provide a broad knowledge base and learning skills that are excellent preparation for employment
• IGCSE is recognised as a reliable record of attainment which counts towards entry to universities and colleges around the world
• IGCSE offers a flexible course of study that gives teachers and candidates the potential to tailor the curriculum appropriately for them
• By studying a broad selection of IGCSE subjects, students can benefit from the additional award of the International Certificate of Education (ICE).

IGCSE Syllabus Groups

The IGCSE curriculum includes courses in the subjects listed below. Students may study and take examinations in any number of subjects, but the schools will offer a broad and balanced curriculum, ensuring that all students take courses from each of the IGCSE subjects group. Subjects in red are available at REAL International School for Academic Year 2008/2009.

Assessment

IGCSE examination sessions occur twice a year*, in May/June and November, with results issued in August and February respectively.

As a skills-based curriculum, IGCSE uses a wide range of assessment processes and techniques to complement formal written examinations – orals, practical, projects and coursework of various types are all used when they are the most effective and appropriate means of measuring attainment.

Oral assessment is optional in all first languages and compulsory in all foreign languages.

In most subjects, school-based coursework, set and marked by the teacher, may form part of the assessment. However, only teachers who have received training from CIE, or who possess suitable prior experience of marking coursework may carry out this assessment.

An eight-point scale of grades is used: A*, A, B, C, D, E, F and G. Grade A* is awarded for the highest level of achievement, and grade G indicates minimum satisfactory performance.

* Some subjects are only available in May/June or November.

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