Over the past few days, a lot has been published about the Cambridge AS pass rate at some independent schools offering the Cambridge curriculum. While I am in no position to comment on the dynamics internal to those schools, I am concerned about the apparent misunderstandings around the nature of the Cambridge curriculum that may have been perpetuated in those articles.

As more and more parents are looking for alternatives for their children’s schooling, we have seen a surge in the popularity of the Cambridge curriculum. Many new, smaller, private institutions (and some bigger ones), are attempting to capitalise on this trend. Quite often, none of the parties involved will have a full understanding of the actual progression pathway to a University school exit with this qualification.

 

Is there a “matric equivalent” in the Cambridge curriculum? The short answer is, no. Here is why:

 

The Cambridge Curriculum is designed as a 13-year programme. At Secondary school level, there are three main exit examinations: IGCSE which is their version of a General Academic Literacy band, followed by AS and then A-levels. The confusion arises from the separation of AS and A-levels. 

Exiting school after doing AS (especially if that AS is offered over just one year), is very challenging. The difference between IGCSE and AS is significant. Remember that AS and A-levels are seen as University Preparation courses. The workload and difficulty levels do not increase in a linear fashion from IGCSE to AS. In our experience, (and this is borne out by international data), students who achieved a “B” for a subject at IGCSE, can expect to achieve a “C” or even a “D” at AS level. Students who then proceed to A-levels, tend to perform far better at the A-levels than they did with just AS.

Why is there the misconception that AS “equates” matric? It stems, in part, from the Universities South Africa  (USAF) entry requirements to University for students doing the Cambridge Curriculum. There are three different combinations of subjects for students to gain University entry, which stretches across IGCSE, AS and A-levels. This is why schools who offer the full Cambridge curriculum cannot report on a “Matric pass rate”. There isn’t a single pathway or a single year that counts as “matric”. Instead Cambridge offers students multiple pathways to tertiary studies from IGCSE through A-levels, and which they can change over the course of their studies to suit their evolving interests and marks. And this does not even include the pass requirements set by SAQA for a Diploma pass or simple exit pass.

 

As an illustration, I will only compare two:

 

A University pass can consist of passing four AS subjects with a minimum of a D symbol plus one (or two) IGCSE subjects with a C minimum. Or, it can also be three A-level (Year 13) subjects with an E minimum plus one IGCSE with a C. And so on.

The option to exit after Grade 12 with a one-year AS is by far the most challenging. We also had to learn this through hard experience. Students and parents who embark on the Cambridge journey should really see it as a 13-year pathway to full A-levels, with the option to exit after Grade 12 with AS being a possible bonus – which a number of students do achieve. This might not sit comfortably with many students who are used to the South African 12-year pathway, but the benefits are real. Students are far better prepared for success at University and they are much more competitive when applying to Universities both locally and abroad. However, students need to be guided by experts to make the best possible decisions about the appropriate pathways available to them.

 

A question that might also be asked is: Why is this trending right now? Cambridge has been around for a while?

 

Many of the schools that offered the Cambridge curriculum in the past, only offered it as an extension programme for their academically stronger pupils. Most of these schools only report on their final A-level results, not AS. The academic screening of students before being granted admission at these schools is very rigorous.

What is happening now is that there are more and more inclusive schools, offering the curriculum to a broader range of students. Offering this challenging programme to a broader range of abilities does present a challenge for which these schools must be well-prepared.

It is the duty of schools and parents to develop a deep understanding of what is really required by this demanding – but ultimately rewarding – curriculum. When taught, managed, and structured properly, it can provide wonderful opportunities to many more students than what was previously assumed.

 

We live in an ever-changing and demanding world and children will be presented with opportunities and challenges, many of which will be new to their parents. The Cambridge curriculum was adopted by Nova Pioneer with the aim to equip students with the skills required to not only cope in the 21st century but to thrive in it.

Nova Pioneer delivers the Cambridge curriculum using a unique blended and enquiry-based learning model. With this, we persistently challenge our students to aim high and achieve beyond the ordinary, to seek out opportunities and research solutions that enable them to shape the world they live in. This is another reason why parents should consider a Cambridge curriculum for their children.

 

Cambridge curriculum offers students flexibility

 

The four stages of the Cambridge curriculum leads seamlessly from primary to secondary and pre-university years. Each stage – Cambridge Primary, Cambridge Lower Secondary, Cambridge Upper Secondary and Cambridge Advanced – builds on the learners’ development from the previous one, but can also be offered separately.

The Cambridge progression pathway in Secondary School at Nova Pioneer begins with Lower Secondary in the first and second year of Secondary School. The focus in these years is mostly on laying a very strong base in mathematics, science, and literacy in order to facilitate the high expectations of the International General Certificate of Secondary Education (IGCSE) and Advanced Levels (A-Levels).

IGCSE in the third and fourth year of high school is in itself an exit phase that provides students with an internationally recognized certificate that allows them access to tertiary institutions and the workplace. Depending on their performance in the IGCSE, students have a choice to do their Advanced Subsidiary Level (AS-Level), which is a university preparation phase that is academically intensive. 

Students can also opt to do the A-Levels or Grade 13 over two years, which is the preferred option for stronger academic candidates as universities give higher Admission Point Scores (APS) for A-level study. This can make students more competitive for admission into highly selective institutions, courses, or admission into international universities.

 

Cambridge versus Curriculum and Assessment Policy Statement (CAPS)

 

When faced with the choice between CAPS and Cambridge, parents often have questions as to what are the fundamental differences between the two curricula. Firstly, CAPS, as with any state offered curriculum, is aimed at mass progression. The aim of state curricula is to support the bulk of the population through the curriculum and provide general literacy for as many students as possible, hence the lower pass requirement. Cambridge, especially after the IGSE’s, is primarily focused on tertiary preparedness and progression (at an international level), with significantly higher pass requirements.

With the CAPS curriculum, students have a wider range of subject choices, however, these are not covered in as much depth as those subjects offered as part of the Cambridge curriculum. Furthermore, given its aim of mass progression, CAPS offers a very set curriculum with prescribed resources and textbooks, which fully cover the content examined. Conversely, the Cambridge curriculum offers teachers more flexibility to bring their own interpretation to the material. Lastly, CAPS’ final exams focus on the assessment of the content, whereas with Cambridge, it’s the assessment of skill.

The Cambridge curriculum teaches students to develop an intentional interest and desire for learning, and it also equips them with the necessary skills required to succeed at major universities and corporate companies anywhere in the world. It provides students with an internationally recognized education that prepares them to compete globally in pursuit of their academic and career development.