Why Schools Need to Implement Curriculums to the Letter — Part 2a: Cambridge Curriculum Implementation
Cambridge Assessment International Education is a benchmark in primary and higher education. Highly respected and comprehensive curriculums developed after decades of education research with diverse learning groups. Curriculums need to be implemented meticulously by schools, taking into consideration all aspects of the framework they were built upon.
There are significant reasons to implement the Cambridge curriculum “to the letter”.
The following discussion (Part 2a) summarizes foundations of the Cambridge curriculum, from Cambridge Early Years to Advanced stages. Part 2b provided convincing evidence for schools to implement unmatched Cambridge education research that caters to all learner needs.
Unmatched Cambridge Education Research Caters to all Learner and Educator Needs
Cambridge International Education, part of the University of Cambridge Press and Assessment, participates with schools globally to “shape knowledge, understanding, and skills” of learners. Cambridge education is backed by best-in-the-world research, evidence, experience, and feedback from educators worldwide, offering a flexible pathway for children in the age group 3 to 19 years. The International Education group at Cambridge enhances the impact of education on individuals and the society by working with the government, partners, and schools across the globe.
Cambridge Pathway for Success during 3 to 19 Years
Five stages of education are offered by the Cambridge Pathway. Schools are allowed the flexibility to choose stages and subjects and design a curriculum that is suitable for their learner groups. The five stages are Cambridge Early Years (3+), Primary (5+), Lower Secondary (11+), Upper Secondary (14+), and Advanced (16+).
The five stages along the Cambridge pathway offer suitable curriculums and assessments to meet the needs of every learner, realizing that every learner learns differently.
- Cambridge Early Years — holistic curriculum, teaching resources, and assessment.
- Cambridge Primary — broad and balanced curriculum and internal and external assessments.
- Cambridge Lower Secondary — broad and balanced curriculum and internal and external assessments.
- Cambridge Upper Secondary — broad subject choice in Cambridge IGCSE and Cambridge O level curriculums, followed by Cambridge ICE certificate.
- Cambridge Advanced — broad subject choice in the Cambridge International AS and A level curriculums, followed by the Cambridge AICE diploma and Cambridge IPQ.
The First Steps with Cambridge Early Years
Cambridge Early Years is play-based and child-centered encouraging learning to take place at the pace of the learner. It promotes independence among learners, encourages them to make their own choices, enabling them to “discover feelings of self-worth”. Cambridge Early Years is an exemplary framework entailing the following aspects:
- Balanced and holistic learning helps learners accomplish key early development milestones and connect with the world around them.
- Resources for classroom learning, professional development, and a range of assessment options to effectively implement the curriculum and measure learner progress.
- The framework places emphasis on English language learning alongside home language learning.
- Cambridge recommends using all parts of the program together, however school administrators may choose which parts work well for their specific setting.
- Cambridge curriculum is a trusted and respected curriculum built on the “latest educational thinking”.
Early Years program incorporates the following elements:
- Social and cultural factors in home, community, and early years settings.
- Learning consists of active engagement and well-planned experiences.
- Balanced approach to physical and cognitive development, social and emotional development, and language and communication development.
- Child-centered, age-appropriate, play-based learning experiences that include “child-initiated and adult-led practice”.
- Emphasis on developing the child’s awareness and control of their thinking, learning and emotions (self-regulation), supported by play and talk about learning that is initiated by the child.
- Literacy development is a fundamental learning tool (consisting of language and communication development) and influences long term success. This area is guided by high-quality oral interactions.
- Mathematics learning within the curriculum supports development of abstract mathematical language and thinking.
- Key aspects of development required for other areas of learning are acquired at a young age.
- Assessment (authentic and valid) of child’s learning is essential, and guided by systematic observation, to monitor further steps.
- Social learning (working in groups, maintaining friendships) assists in child development.
- Early years learning supports transition to primary school by developing foundational skills and gradually moving from play-based pedagogy to formal teaching.
- The elements of successful implementation of an early years program are focus, rigor, and coherence.
Cambridge Primary, Lower Secondary
Cambridge Primary is designed for 5 to 11 year olds in an age-appropriate manner. It defines a balanced education in ten subjects including English, mathematics, and science, art/design, digital literacy, computing, English as a second language, global perspectives, music, physical education, and well being, imbibing the elements of “context, culture, and ethos”. Subjects offered develop “creativity, expression, and well-being”. The curriculum is flexible and can be personalized. Assessments are conducted in the classroom, in the form of progression tests, and Cambridge Checkpoint.
Lower Secondary is offered to learners between 11 and 14 years, offers ten subjects, building on the primary years, and also offers classroom tests, assessments, and measurements for learner progress. Individual and group performance can be evaluated using Cambridge Checkpoint at the end of the Lower Secondary Program. In the Primary and Lower Secondary stages, Cambridge offers resource lists developed in partnership with third party publishers, and several tools in the form of classroom support (testing and analysis, teacher guide, schemes of work, curriculum framework, endorsed resources, and mapping documents), training and development, and case studies.
Cambridge Primary Insights is a primary baseline assessment tool from CEM. Insights is offered in a modular format to understand student ability and performance to the finest level. The five areas covered in the assessment include spelling, reading, mathematics, arithmetic, and developed ability. Administering “Insights” at the beginning of the school year helps align resources, planning, and interventions to support earners in their journey. It is digital, flexible and can be administered at different times during the year. Insights is adaptive and learns the ability of the child, and the assessment is meaningful to the right level of the child.
Cambridge Upper Secondary
Cambridge Upper Secondary is designed for learners in the 14 to 16 years age group and offers two routes — IGCSE and O Level. Learner-centered curriculums offer a wide range of subjects, using enquiry-based approaches. Cambridge offers full support for teachers in the form of teacher guides, training, and resources. At the end of the upper secondary stage, learners acquire the chosen qualification. The learning and teaching community is supported by training courses, seminars, and the sharing of ideas. IGCSE offers 70 subjects that can be taken in any combination. Classroom support tools include teaching materials, science competition, school support hub, teacher professional development, CPSQ, and Yellis (year Eleven Indicator System), an adaptive baseline assessment from Cambridge CEM. Yellis provides exam grade predictions based on baseline scores using data and statistical analysis. Yellis provides point predictions (starting point) and chances graphs (likely exam result outcomes), combined with professional judgment. It assists teachers, students, and parents set realistic targets, motivate learners, guard against complacency, and stay on track and achieve the best.
Cambridge O level is equivalent to UK GCSE and IGCSE. It offers a broad curriculum with 40 subjects for building skills in “creative thinking, enquiry, and problem solving”. O level curriculum provides knowledge and understanding to apply to new or familiar situations, respond to change, communicate in English, and become culturally aware.
Cambridge ICE is a group award bestowed on Cambridge IGCSE and on learners who complete assessments in at least seven Cambridge IGCSE subjects from five subject groups. ICE groups IGCSE subjects into five curriculum areas — languages, sciences, humanities and social sciences, mathematics, professional and creative. Learners select two languages from Group I and a single subject from the groups II, III, IV, and V.
The Science Competition is an extracurricular activity for science teams. A scientific investigation of practical relevance is carried out that is sustainable, and helps to connect science to finding solutions to real-world problems. The investigation is carried out for 20–25 hours, during which time learners formulate the research question, make a plan and implement practical work, analyze and interpret results, and evaluate outcomes. Solutions are intended to be practical and relevant to the community. Students may undertake laboratory work or other scientific investigation. They present findings to a wider audience (such as presentation or poster). They develop skills essential for education and employment success such as reflection, communication, collaborative working, critical thinking and problem solving, and innovative and creative thinking. Educators evaluate the competition and award Gold, Silver, and Bronze to participants of each team. Gold investigations are further scrutinized by an expert panel of judges for due consideration for Best in Region, Best in Country, and Sustainability award. Winners receive recognition for their achievement
Cambridge Advanced
Cambridge Advanced is intended for learners in the age group 16 to 19 years, in preparation for higher education and university. Cambridge Advanced offers Cambridge International AS & A level. Cambridge AS & A levels build deep understanding of subjects and independent thinking skills. Learners have the opportunity to choose from 55 subjects in a combination that suits their requirements. Students learn to make judgments, think independently and logically, present ordered and coherent arguments, evaluate different information sources, present reasoned explanations, understand implications, and communicate in a clear and logical way.
A Level spans two years and AS Level spans one year. Learners are offered a range of assessment options, and graded for each subject based on internationally recognized standards of achievement. Performance feedback is provided to schools to assist learners in understanding their strengths and weaknesses before completing the full Cambridge International A Level. Educators are supported through training courses and educational events.
The AICE diploma is popular among schools and is the “gold standard Cambridge International AS & A Level qualifications”. Students can customize their learning based on their abilities, interests, and future plans within the international curriculum framework. There are fifty AS & A level subjects across four subject groups in the Cambridge AICE diploma — science and math, languages, arts and humanities, interdisciplinary subjects. Learners are required to attain credits from each subject group. Learners work towards a group award, and those who meet requirements receive a Cambridge AICE diploma in one of the three levels — Pass, Merit or Distinction. Learners who do not meet requirements receive certificates for their individual subjects. Educators receive comprehensive classroom support and the AICE diploma is widely recognized.
Cambridge International Project Qualification (Cambridge IPQ) is a “project-based qualification”. It is designed for learners between the ages 16 and 19 years. It develops skills needed to succeed in university study for learners who want to extend learning beyond AS & A levels. Students carry out research on a topic of their choice, and learn important skills such as analysis, evaluation, and synthesis. It also develops research, reflection, and communication skills required for success at the university. Learners complete a 5000 word research project and assessment is carried out by Cambridge examiners.
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