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 & Research - 9239

  • Overview
  • Chapters

The syllabus aims to encourage learners to develop by:

• providing opportunities to acquire disciplined and scholarly research skills

• promoting a critical, questioning approach to information using the language of reasoning

• prompting self-reflection and independence of thought

• creating opportunities to understand and engage with key global issues wherever they live and work

• nurturing an awareness and understanding of, and respect for, the diversity of perspectives on global issues

• offering an interdisciplinary approach to global issues

• encouraging development of independent learning skills in preparation for study in higher education and lifelong learning

• promoting an understanding of appropriate research skills

• engaging in the research process on an academic topic of their own choice which reflects their interest

• providing opportunities for the exercise of the higher-order thinking skills of analysis, synthesis and evaluation

• providing opportunities to develop oral presentation and communication skills

  • 1: Global topics
    1.1: Global topics
    1.1.1: Analyse arguments to understand how they are structured & on what they are based
    1.1.2: Analyse perspectives & different claims, reasons, arguments, views & evidence
    1.1.3: Synthesise relevant and credible research in support of judgements
    1.1.4: Implications of reasoning in arguments and overall perspectives
    1.1.5: Critically evaluate the nature of different arguments and perspectives
    1.1.6: Use research to support judgements about arguments and perspectives
  • 2: Essay
    2.1: Essay
    2.1.1: Identify, synthesise, analyse and evaluate relevant sources
    2.1.2: Analyse at least two globally contrasting perspectives
    2.1.3: Identify and evaluate the evidence that supports the perspectives
    2.1.4: Explain how the research has affected their personal perspectives
    2.1.5: Present convincing and well-supported judgements that answer the question posed
    2.1.6: Suggest further relevant research
    2.1.7: Communicate effectively and concisely, using technical terms where appropriate
  • 3: Team Project
    3.1: Presentation
    3.1.1: Structure and communicate a coherent argument
    3.1.2: Research and identify with different perspectives (local and global)
    3.1.3: Develop a line of reasoning based on supporting evidence
    3.1.4: Differentiate their personal perspective from the work of the team as a whole
    3.1.5: Convincing conclusions which respond to the overall question posed by the team
    3.1.6: Present complex global concepts, perspectives and arguments
    3.2: Reflective Paper
    3.2.1: Evaluate the effectiveness of their work with others in a team
    3.2.2: Work with others in a team to consider a range of effective & workable solutions
    3.2.3: Personal standpoints may have affected by research & collaborative experience
    3.2.4: Identify the need for further research in light of the research findings
  • 4: Research Report
    4.1: Research Report
    4.1.1: Research Report

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

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