Measuring Progress through the Cambridge curriculum.
Rigorous assessment is a vital part of a good education because it supports the goal of developing, in all students, deep subject knowledge, conceptual understanding and higher-level thinking skills and it enables teachers and parents to measure students' progress and compare it with that of other students at BISC and at similar schools internationally. The Cambridge curriculum allows for rigorous formative and summative assessment at key points along students' educational journeys.
Primary and Lower Secondary
At the end of Year 6 (age 10/11) and at the end of Year 9 (age 13/14) students take Checkpoint Examinations in English, Mathematics and Science. The Cambridge ICT Starters Course is continuously assessed through these phases of education. To include the assessment of deep learning skills the Cambridge curriculum externally assesses Global Perspectives project work. All this, combined with the school’s own programme of internal assessment from the beginning of primary education to the end of lower secondary education, ensures that students are well supported in their academic growth and personal development and are well able to begin the next stage of the Cambridge programme.
Upper Secondary and Advanced Level
After completing lower secondary, students start their IGCSE courses which are externally assessed at the end of a two-year programme of study. The highest grade for these is A* grade and the lowest is G; a “pass” grade is usually viewed as a C.
After IGCSE students study A levels, which are two-year programmes; students usually study 4 A level subjects in the first year of study and then focus on three in the second year. At the end of the course students take examinations set by Cambridge and externally marked; the highest grade is A* and the lowest pass grade is an E.