Challenging and inspiring students worldwide

The Cambridge international curriculum sets a global standard for education, and is recognised by universities and employers worldwide. Our curriculum is flexible, challenging and inspiring, culturally sensitive yet international in approach. Cambridge students develop an informed curiosity and a lasting passion for learning. They also gain the essential skills they need for success at university and in their future careers. • Over 10,000 schools in over 160 countries follow the Cambridge international curriculum • The curriculum is international in philosophy and approach, but can be tailored to local contexts • Cambridge students study for Cambridge international qualifications which are accepted and recognised around the world • Schools can also combine the Cambridge International curriculum with national curricula • Cambridge students moving between Cambridge schools can continue their studies following the same curriculum • The Cambridge Pathway prepares students for life – helping them to develop an informed curiosity and lasting passion for learning. • Cambridge International helps students become confident, responsible, reflective, innovative and engaged. Ready to tackle the demands of tomorrow’s world, capable of shaping a better world for the future. • With the Cambridge Pathway, students build more than just a deep understanding of their subject. They also develop higher order thinking skills so that they can apply what they’ve learned. • Cambridge students get to play an active role in the classroom. They will be asked to think critically, to learn how to construct an argument and evaluate evidence. They will learn to work independently, and to collaborate with one another to bring a project to a successful outcome (and if it’s not successful, they’ll also learn lessons from reflecting on why that might be). And they’ll be encouraged to develop an international outlook, and become confident, global citizens. • When we design our programmes, we start by identifying what a student needs to learn. Students have to demonstrate understanding and the core knowledge of a subject, as well as think critically. Exams are there to recognise, reward and encourage learning. • So, for example, when we design a history course, we want students to really engage with the historical evidence and learn how to do research. So we make sure the exam assesses these skills, and this in turn impacts on the way the course is taught in the classroom. It’s not about simply recalling facts.