Why Schools Need to Implement Curriculums to the Letter — Part 2b: Cambridge Curriculum Implementation
Part 2b of this discussion explains incomparable aspects of Cambridge curriculum design requiring intended implementation by school administrators. It provides convincing evidence for schools to implement unmatched Cambridge education research with the same rigor, catering to the needs of all learners, and nothing short of it. The article serves as a quick run-down for school administrators to understand whether the flexibility in implementation encouraged by curriculum designers preserved the integrity of key principles that define learner success.
Learner Centricity, Recognition of Achievement Emphasizes Self Worth
Cambridge education prepares students to have an “informed curiosity and passion for learning”. It prepares students for learning throughout life, develops higher order thinking skills, to beagle to solve problems and communicate research insights. It offers a wide range of subjects that learners can choose and acquire very specific skills. Learner aptitude assessments (such as baseline assessment) provide an objective snapshot of talents and areas that need further development, allowing educators to adapt the curriculum and assist learners in achieving their full potential. It accommodates learning at a convenient pace and style that suits the preferences of learners. Emphasis on home language learning, culture-sensitivity, and understanding problems in global context prepares learners for a lifelong learning. Learner choices are validated right from the early years program to the advanced level, preserving and enhancing their self-worth throughout the Cambridge pathway. Learners are sufficiently rewarded for their acumen and effort through recognition and certification in the programs they chose to pursue inside and outside the curriculum.
Internationally Renowned and Globally Relevant
Cambridge International curriculum is taught in 10,000 schools across 160 countries with an international approach that is tailored to local context. The curriculum is culturally sensitive and provides real-world readiness. Students build upon what they have learned across the five stages of the Cambridge pathway by adopting a spiral approach. The curriculum enables students to develop higher order thinking skills such as critical thinking, problem solving, collaboration, independent research, and presenting arguments towards a rewarding learning experience.
Culture Sensitive, Bilingual Education
Cambridge supports bilingual education for learners to be able to grasp subjects in more than one language. Learners may learn some subjects through their home language and others in the English language, or may learn the same subject in both languages. Cambridge International uses the concepts of Content and Language Integrated Learning (CLIL) and dual-language education to implement bilingual learning. Bilingual programs are available in certain countries such as Egypt, Argentina, Spain, and many more.
Cambridge Global Perspectives
Cambridge Global Perspectives helps to build transferable skills at every stage (from 5 to 19 years), such as research, collaboration, and critical thinking. It is a transformational program that builds skills in the real-world context. Critical thinking about global issues, pondering on its different perspectives is an integral part of the program. Students grow through research, analysis, reflection and collaboration.
Cambridge Global Perspectives is available for primary, lower secondary, IGCSE, AS and A level, and AICE diploma. It is supported by the Cambridge Personal Styles Questionnaire (CPSQ) — a non-cognitive (psychometric) assessment that provides information on learner attitudes and behaviors, and personal learning styles. CPSQ is designed for the 14+ years age group, and provides “fast, in-depth, and objective insight” allowing a “holistic approach to learners’ development”. The five competency areas tested by CPSQ include study, thinking, coping, communication, and collaboration. CPSQ-identified strengths and areas for improvement help educators organize classroom activities or support students, overcome barriers, motivate personal development, and initiate new conversations and mentoring.
Global Perspectives is supported by online learning to engage with other students across the globe in a “shared learning area”. The tools available in the online learning area are portfolios (organize project material), online courses (structured and multimedia resources, real world examples, and activities), and online communities.
Baseline Assessment, Student Ability, and Curriculum Adaptation
Cambridge Baseline Assessments by Cambridge CEM (Center for Evaluation and Monitoring — cem.org) support skills needed for development of vocabulary, mathematics, and non-verbal skills. CEM believes in the power of evidence to make informed decisions towards facilitating effective learning experiences. CEM uncovers the learning of each child to support educators and their teaching approaches, and assess the different abilities of every learner through “evidence-informed tools and guidance”.
Baseline assessments equip teachers with “high quality objectives measures” on the skills and aptitude of learners at a single time point. Baseline assessments enable teachers to get a snapshot of their student abilities. They help understand the challenges that learners will encounter and make resources available.
Baseline assessments can be adapted, customized to suit learner ability, and they offer a quick assessment. In early years, baseline assessments measure literacy and numeracy. All students are assessed on complex vocabulary and calculations. A common practice of taking the assessment is at the start of an academic year. Other instances when the assessment is useful is during a transition phase or a gap in learning.
Baseline assessments provide insights that show strengths and weaknesses of students, guiding adaptation of the curriculum, development of learning plans, tailored teaching, and empowering learners. Baseline assessments also help to identify additional learning needs or “highly able students” to inform teachers of the right level of support and challenge needed for each learner.
CEM baseline assessments are organized for every stage in the Cambridge Pathway:
- Cambridge Early Years — Cambridge Early Years Check Together
- Cambridge Primary — Cambridge Primary Insight
- Cambridge Lower Secondary — MidYIS
- Cambridge Upper Secondary — YELLIS
- Cambridge Advanced — ALIS and CEM IBE
Cambridge Professional Development Qualifications (PDQ)
Cambridge offers resources to support the professional development of teachers along the five stages in the Cambridge Pathway. Cambridge Professional Development Qualifications (PDQ) is designed for teachers and school leaders. PDQs are designed to meet individual and school priorities, support professional development, improve learning quality, and provide benchmarks for certification and progression to the next level. Enrichment professional development is also organized for teachers and school leaders. Teachers work with colleagues in their area and gain knowledge and understanding of best practices to reflect on their teaching methods.
Research Abilities — Analyze, Synthesize and Communicate
Cambridge education makes learners confident, members of teams, and engage in continuous learning. Analytical thinking, critical thinking, and communication skills are an integral part of the Cambridge curriculum. Cambridge coursework enables learners to analyze, synthesize, and communicate what they have learned. Learners experience intellectual challenge and rigor that is similar to college-level education. They become self-reliant and have a global understanding of the world and mature worldview.
Climate Change Education and Teaching Sustainability
The Cambridge University invests resources in tackling climate change. The climate is getting hotter every year leading to storms, wildfires, and floods. Strategies such as transitioning to renewable energy sources, reducing greenhouse gas emissions, and protecting biodiversity tackle the detrimental effects of climate change. However, education is a key tool to mitigate this crisis. Education can assist in appropriate policy and technology development and protect vulnerable communities. Cambridge University is committed to sustainability and reducing energy-related emissions to zero carbon globally by 2048. A 70% reduction is targeted by 2030.
Cambridge International recognizes the value of education in dealing successfully with the climate crisis. Dissemination of knowledge on climate change is part of Cambridge education, empowering young learners to solve problems from local and global perspectives. Climate change education can save lives, and adapting to climate change is crucial. A multi-disciplinary education can help learners respond to “local, national, and global climatic challenges’’. To understand climate change, learners need the knowledge of not just geography, but also quantitative skills, English, and creative arts. Climate change education integrates the elements of understanding local context, aligning curriculum, teaching and learning and assessment towards a multi-disciplinary response, and attaining a balance of “knowledge, attitudes, and skills” to respond to the climate crisis. Learners gain knowledge about the causes, effects, and possible responses for the climate change crisis. They become “confident, responsible, reflective, innovative, and engaged”
Curriculum backed by Research Rigor for Lifelong Learning
Cambridge Assessment International Education is a strong and rigorous curriculum that supports a diverse group of learners for their individual needs. It promotes thinking in foundational disciplines to promote learning for the rest of their lives. Cambridge learners are confident, talented, collaborative, and have a mature worldview. It equips students with the skills needed to succeed in their chosen subject area.
Cambridge researchers strive to make “teaching and learning more effective and engaging”, building language and life skills, and improving lives around the world. Researchers “assess, analyze, and observe”, listen, learn, test, share, and put their research into practice, helping learners grow.
Structured Mathematics Learning
Cambridge International offers mathematics in a comprehensive and structured manner to make students real-world ready in the occupation of their choice, and in life. Mathematics learning is guided by a syllabus, resources, and assessments. It offers a strong pathway to build the understanding of learners for every level. Cambridge Mathematics is equipped with the best classroom practice and learner outcomes. Cambridge Mathematics is fair and accessible.
Multiple departments participate in collaborative efforts for successful and high-quality mathematics teaching and learning. Cambridge aims to engage the national and international community to make quality mathematics education accessible, by building upon ideas of how children learn, the effective teaching methods, and making arrangements for learning independently or with a mentor. These insights feed into the development of a framework that serves mathematics learning across the globe.
Best in the World Cambridge Assessments
Cambridge education is recognized in more than 9000 schools, IGCSE being the most popular qualification for 14 to 16 year olds. Cambridge AS & A level qualifications are recognized in 125 countries. Cambridge Assessments are administered in partnership with the British Council, accredited by Ofqual (Office of Qualifications and Examinations Regulation). British Council oversees marketing and business development (recognition), teacher training, and managing exams and security.
Cambridge offers “fair, valid, and reliable” examinations through insights developed from 160 years of experience in the area. Digital examinations have several important aspects such as better control and engagement, accessibility, authenticity, inclusivity. Cambridge offers support for administering examinations in schools and the assessments are available in a variety of formats based on the different learning styles and focusing on practicalities of video and audio assessment.
Assessments are based on rigorous research, are evidence-based, and based on feedback from educators. Cambridge International produces seven timetables for the June and November exam series. Each country falls under one of the six administrative zones. Timetables are published for each of the administrative zones and one timetable is published for the UK. Time tables for each administrative zone are essential to promote the security and integrity of the examinations. Time tables are prepared in a period of nine months, with assistance and feedback from regional teams, schools, and assessment experts. While preparing timetables, major international and national holidays are taken into consideration. The number of students taking an exam in a room and the impact of the time tables on the schools, students, and schedules is considered. Exams are taken during key times and logistics ensure exam questions cannot be shared until all students have finished.
Homeschooling Support
Homeschooling allows caregivers to be more engaged with their child’s learning. While parents may not always ideally replace a skilled and experienced teacher, there may be situations when parents need to customize the curriculum to meet their unique requirements.
Although Cambridge does not directly offer homeschooling courses, learners who do not attend Cambridge schools can enter examinations as private candidates. Private candidates work with a Cambridge school in their area that supports such an arrangement.
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