British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Cambridge - Global Perspectives - 0457

  • Overview
  • Chapters

The syllabus aims are set out below and describe the educational purposes of a course in Cambridge IGCSE Global Perspectives. They are not listed in order of priority.

The aims are to enable learners to:

· become independent and empowered to take their place in an ever-changing, information-heavy, interconnected world

· develop an analytical, evaluative grasp of global issues and their causes, consequences and possible courses of action

· enquire into, and reflect on, issues independently and in collaboration with others from different cultural perspectives

· work independently as well as part of a team, directing much of their own learning with the teacher as an active facilitator

· consider important issues from personal, local and/or national and global perspectives and understand the links between these

· critically assess the information available to them and support judgements with lines of reasoning

· communicate and empathise with the needs and rights of others.

  • 1: Written Examination
    1.1: Written Examination
    1.1.1: Demographic change
    1.1.2: Education for all
    1.1.3: Employment
    1.1.4: Fuel and energy
    1.1.5: Globalisation
    1.1.6: Law and criminality
    1.1.7: Migration
    1.1.8: Transport systems
  • 2: Individual Report
    2.1: Individual Report
    2.1.1: Belief systems
    2.1.2: Biodiversity and ecosystem loss
    2.1.3: Changing communities
    2.1.4: Digital world
    2.1.5: Family
    2.1.6: Humans and other species
    2.1.7: Sustainable living
    2.1.8: Trade and aid
  • 3: Team Project
    3.1: Team Project
    3.1.1: Conflict and peace
    3.1.2: Disease and health
    3.1.3: Human rights
    3.1.4: Language and communication
    3.1.5: Poverty and inequality
    3.1.6: Sport and recreation
    3.1.7: Tradition, culture and identity
    3.1.8: Water, food and agriculture

As education evolves, mydrasa is at the forefront, shaping tomorrow's schooling experience.

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