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Designing the school curriculum  \nThis chapter provides guidance to those who are responsible for designing the school curriculum using Cambridge programmesand qualifications. The chapter describes the Cambridge pathway, giving an overview of the structure of Cambridge programmes from Primary to Advanced. It discusses the practical implications of introducing a curriculum, including timetabling and adapting to different local requirements for the formal years of schooling. Finally, this chapter shows how Cambridge programmes can be used to support the development of bilingualism.  \nFlexibility is a key feature of Cambridge programmes. Educational needs are not the same everywhere. Cambridge offers a rich menu from which to select, not a total package which schools have to adopt. Schools can use Cambridge alongside local educational programmes and qualifications to meet their needs and requirements.  \n2.1 The Cambridge Pathway  \nThe Cambridge Pathway is made up of four stages and is characterised as follows:  \n• Each subject programme builds on the previous stage, providing a coherent curriculum progression. This staged approach helps learners develop knowledge, conceptual understanding, skills and attitudes.  \n• It is important to distinguish between the written Cambridge programmes, as defined in the documentation and syllabuses, and the taught curriculum in the school, representing the local expression of the programmes. Each subject programme is intended to be adapted to the local context and teachers are able to create a programme of study that includes local content and case studies. This enhances the quality of teaching and learning, and ensures the curriculum reflects national culture and heritage.  \n• Cambridge’s international qualifications are pitched at three levels. The end of upper secondary (IGCSE or O Level) provides an international standard that allows students to access Cambridge AS and A Levels or alternative university preparation courses. In some contexts, students can enter  \nuniversity foundation programmes directly with IGCSE qualifications. At advanced level, the AS standard represents the entrance standard for universities in many countries, with A Level offering advanced placementor credit. In other countries, A Level is preferred or required for direct university entry.  \n4  \n2  \n3  \n1  \n5  \n\n| Contents |\n| --- |\n| Introduction |\n| Curriculum\u003Cbr>planning: An overview |\n| Designing\u003Cbr>the school\u003Cbr>curriculum |\n| Approaches to\u003Cbr>teaching and learning |\n| Leadership, curriculum evaluation and\u003Cbr>building school capacity |\n| Cambridge International Resources and Support Services |\n| References |\n| Annotated bibliography and other resources |\n| Glossary |\n| Appendices |\n\nImplementing the curriculum with Cambridge: A guide for school leaders  \n14  \n2. Designing the school curriculum  \nTable 2: An overview of the Cambridge Pathway and Cambridge Programmes  \n\n| Cambridge programme | Subjects | Assessment |\n| --- | --- | --- |\n| Cambridge Primary |  |  |\n| Typically for 5–11 year olds. The curriculum frameworks provide comprehensive learning objectives. These provide a structure for teaching and learning and a reference against which learners’ progress and understanding can be checked.\u003Cbr>No part of the curriculum is compulsory, so schools can select the elements that are right for their learners.\u003Cbr>Develops the skills, knowledge and understanding that will prepare learners for a smooth transition to Cambridge Lower Secondary. | A six-stage programme that provides curriculum frameworks and support materials for each of the following subjects:\u003Cbr>• Art & Design\u003Cbr>• Digital literacy\u003Cbr>• English\u003Cbr>• English as a second language\u003Cbr>• Cambridge Global Perspectives\u003Cbr>• Computing\u003Cbr>• Mathematics\u003Cbr>• Music\u003Cbr>• Physical education\u003Cbr>• Science\u003Cbr>Each stage reflects the teaching targets for a school year.\u003Cbr>The curriculum frameworks are divided into content areas called ‘strands’. For English, for exampl","cbCaihxYs9FyKtGI","https://ap.wps.com/l/cbCaihxYs9FyKtGI","pdf",2955662,26,"English","# Designing the school curriculum\n## The Cambridge Pathway\n## Curriculum planning and flexibility\n## Implementing Cambridge programmes\n## Cambridge Primary overview","[{\"question\":\"What is the Cambridge Pathway and how is it structured?\",\"answer\":\"The Cambridge Pathway consists of four stages. Each subject programme builds on the previous stage to provide a coherent curriculum progression.\"},{\"question\":\"How do schools adapt Cambridge programmes to local teaching?\",\"answer\":\"Schools distinguish between written Cambridge programmes and the taught local curriculum. Teachers adapt subject programmes to the local context by including local content and case studies.\"},{\"question\":\"How are Cambridge programmes assessed in the Primary phase?\",\"answer\":\"Cambridge Primary uses an optional testing structure and includes progression and checkpoint assessments. Learners’ achievement statements and diagnostic feedback support teaching based on strengths and weaknesses.\"}]","Designing the School Curriculum - 2 - The Cambridge Pathway | PDF",1792721551,66]