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The Cambridge Pathway

The Cambridge Pathway gives RWISP students a clear path through education from age 5 to 18. It has four stages: Cambridge Primary (5 to 11 years old), Cambridge Lower Secondary (11 to 14 years old), Cambridge Upper Secondary (14 to 16 years old) and Cambridge Advanced (16 to 19 years old) at High School level. A Cambridge education prepares students for Life, helping them develop an informed curiosity and a lasting passion for learning.

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The University of Cambridge formed the ‘Local Examinations Syndicate’ over 160 years ago. Its aim was to raise standards in education. For the first time in 1858, 370 school candidates in 7 English cities sat exams set by the University of Cambridge. Today this has risen to more than 8 million candidates a year in 160 countries.

In 1998 the Syndicate created a new structure, leading to the establishment of the exam board: Cambridge Assessment International Education – the world’s largest provider of international education programmes and qualifications for 5 to 18 year olds.

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.

That’s why success with Cambridge International opens doors to the world’s best universities – It’s what you’d expect from an organisation that is part of the world-leading University of Cambridge – which was founded in 1209 - the University of Cambridge is the fourth-oldest university in the world.

What’s it like in a RWIS classroom?

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.

Our 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.

 We design all our curriculum and assessments with the Cambridge learner attributes in mind. The five attributes are our way of recognising that students need to develop attitudes and life skills throughout their education, as well as academic skills, in order to be successful at university and in employment. 

Through our programmes, we help schools to develop students who are: 

Confident in working with information and ideas – their own and those of others

RWIS students will be confident, secure in their knowledge, unwilling to take things for granted and ready to take intellectual risks. They will be keen to explore and evaluate ideas and arguments in a structured, critical and analytical way. They will be able to communicate and defend views and opinions as well as respect those of others.

Responsible for themselves, responsive to and respectful of others

RWIS students will take ownership of their learning, set targets and insist on intellectual integrity. They will be collaborative and supportive. They will understand that their actions have impacts on others and on the environment. They will appreciate the importance of culture, context and community.

Reflective as learners, developing their ability to learn

Cambridge students will understand themselves as learners. They will be concerned with the processes as well as the products of their learning and develop the awareness and strategies to be lifelong learners.

Innovative and equipped for new and future challenges

RWIS students will welcome new challenges and meet them resourcefully, creatively and imaginatively. They will be capable of applying their knowledge and understanding to solve new and unfamiliar problems. They will adapt flexibly to new situations requiring new ways of thinking.

Engaged intellectually and socially, ready to make a difference

RWIS students are alive with curiosity, embody a spirit of enquiry and want to dig more deeply. They are keen to learn new skills and are receptive to new ideas. They work well independently but also with others. They are equipped to participate constructively in society and the economy – locally, nationally and globally.

 

At RWIS provide comprehensive classroom support and resources. We also offer training and professional development opportunities to our staff, so that teachers and school leaders constantly improve their practice and share expertise with other Cambridge schools worldwide and with other schools in the Raoul Wallenberg School organization.

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