Wednesday 22 July 2015

10 FAQs on IGCSE Board

It is an age of an education revolution with every parent aspiring for a unique set of skill sets and creativity for one’s child, with aspirations that are truly unconventional.  It is always a challenge to choose the right board or school to fulfil these aspirations and empowering oneself with information on the different curricula offered is definitely a starting point. 

The Cambridge Curriculum is one such where the creativity and the versatility of a student can be explored, supported and encouraged to achieve those aspirations.

1. What is IGCSE/GCSE board?

IGCSE or GCSE as it is called in UK are international exams developed by University of Cambridge, encouraging and preparing a student to develop creativity, curiosity and a lasting passion for learning. 

2. What are the qualifications or certificates one achieves?

The qualifications are Cambridge IGCSE, Cambridge O Level, Cambridge International AS and A Level, and Cambridge Pre-U. Several universities and employers around the world recognize these qualifications. 

3. What are the different programs offered under the Cambridge curriculum

Cambridge Primary (5-11 years)

Is a world class curriculum that develops cognitive skills in English, mathematics and science. The children’s learning is assessed as they progress with two optional assessments: Cambridge Primary Progression Tests and Cambridge Primary Checkpoint.

Cambridge Secondary 1 (11-14 years)

Cognitive skills in  are developed in English, mathematics and science for the first three years of secondary education. Its unique features are a combination of world-class curriculum, high-quality support for teachers and integrated assessment. Cambridge Secondary 1 Checkpoint

Cambridge Secondary 2 (14 – 16 years)

Offers two levels Cambridge IGCSE and Cambridge O Level

Cambridge Advanced ((16 – 19 years)

Cambridge Advanced is typically for learners who need advanced study to prepare for university and higher education. It offers learners two routes: Cambridge International AS and A Level, and Cambridge Pre-U.

4. How well is it recognized in India ?

AS, A levels are well recognized by many universities in India , please find the recognition statements in this link http://www.cie.org.uk/images/122860-india-recognition-statements.pdf

5. What are the subjects or groups offered in IGCSE ?

The subject groups are English, Humanities, Mathematics, Science, Social Science Technology and Arts.

6. How is grading done in IGCSE?

Grading is done in percentage uniform marks. A system of grading is followed which is not dependent on the marks obtained in the marksheet but a combination of the mark obtained in the answer sheet and the position of the grade thresholds. The grades range from A* to G.

7. What options can one opt for after IGCSE?

Passing IGCSE entitles the student for any +2 qualification in India or abroad.  One can opt for the Cambride A level exams conducted by CIE or opt for IB diplomat. 

8. What are A level exams?

This is an equivalent of 12th standard and is completed over 2 years with AS (Advanced Subsidiary Level) in the first year and A2 in the second year.

9. How are the Cambridge A level exams recognized in the US?

Cambridge International AS and A Levels are recognized by more than 485 universities in the USA. This includes Ivy League and Ivy Plus universities. CIE has formed a US Higher Education Advisory Council, membership of the Council includes representatives from universities such as MIT, Duke, Columbia, Penn State, Washington and Yale.

10. What is unique about IGCSE?

The beauty of IGCSE is the creativity , flexibility and the unique innovative methods that can be used to meet the needs of students with differing abilities. The curriculum boasts of a combination of over 70 subjects, 40 in the case of Edexcel. 

The IGCSE curriculum helps in developing creative thinking, enquiry and problem solving skills and could prove beneficial to those aspiring to go abroad for higher studies.

Wednesday 15 July 2015

Personalized Learning and the “flipped class room”

As an educationist and a passionate teacher, I have often tried to circumvent the problem of “one size fits all.” In a classroom of diverse nature, individualization and educator driven curricula does not cater to unique needs of the learner.

The hallmark of personalized learning involves tailored curriculum and pedagogy according to the learner’s interests and addresses lacunae in learning, meeting their different learning needs and aspirations. Typically technology is used to facilitate personalized learning environments and the tutor has a key role to play.

At this point it is important to understand the difference between individualization and personalization the two are sometimes synonymously used, but in reality have different pedagogical meanings. Individualization is typically found in a class room setting where all students master the same learning objectives lead by the teacher. In personalization the student has a very important role to play and often drives the learning process.  Personalization aims at addressing the unique needs of the student considering cognitive abilities, aptitudes, talents and competencies. The learner is an active participant and a co-creator of the learning pathway and environment.

Traditional learning environments like schools and colleges do sometimes support personalized learning. Personalized learning can happen in small groups in partnership with other learners. However, advancements in technology leading to disappearance of geographical barriers especially in an online or “flipped” learning environment influence and  support personalized learning powerfully.

ICT allows learners access to information, provides a medium for communication and debate and also recording and playback of these interactive sessions. Complex concepts can be explained in a simple and easy to comprehend way leading to bridging of cognitive lacunae.  “Custom made” tutorial solutions can make a big difference to enhance the personalized learning experience online.

Personalized learning addresses the cognitive, emotive and social dimensions of a student, empowering awareness of the learning process, increasing self-regulation and self-evaluation, both critical attributes for any successful student.

Co-designing and participation can be a teaching and a learning experience for both the learner and the teacher. The ever growing and ever evolving needs of the learner, makes the individualization process an “old class room” approach and personalization as a “neo-age” pedagogy.