1. Cambridge Curriculum Framework 2018-2019
ROSARY SCHOOL, HALWAN
Cambridge Curriculum Framework

2. INTRODUCTION
National Agenda Vision 2021 – one of the goals is for UAE to be in top 15 countries in education. Therefore, ministry has made it compulsory for all schools to participate in external benchmark exams such as TIMSS, UAE NAP, etc.

3. INTRODUCTION
Students’ internal attainment was found to be higher than external attainment. Schools are judged more based on students’ external results as they are standardised. We are challenged by the MoE to have both the internal and external attainment aligned.
Our future plan is to include the Cambridge assessment for all level grades after being affiliated.

4. INTRODUCTION
Most important recommendation of the accreditation is to raise students’ external level of attainment in standardised assessments.

5. INTRODUCTION
Therefore, our school’s operational plan prioritizes raising the level of achievement of students in core subjects, and to improve students’ achievement in international and national tests. This will prepare them for a successful international life.

6. Why Cambridge Curriculum?
Cambridge Primary is an international education programme, typically for young learners aged 5 to 11 years and is used in primary schools around the world. It develops young learners who are confident, responsible, reflective, innovative and engaged.

7. Why Cambridge Curriculum?
Cambridge Primary develops skills in English, mathematics, science. The curriculum is flexible with clear learning objectives.

8. Why Cambridge Curriculum?
Cambridge focuses more on developing skills rather than knowledge, which are required for jobs of the future generations. 70% of today’s jobs will be non-existent and replaced by new jobs requiring 21st century skills.

9. Cambridge Primary Curriculum outline
The curriculum frameworks for each subject for Cambridge Primary are organised into six stages.
They reflect the teaching target for each year group and provide comprehensive learning objectives.

10. Cambridge Primary Curriculum Resources
Collin’s International Primary Student Book
Collin’s International Primary Workbook
Collin’s International Primary Teacher’s Guide
Collin’s Connect (Online learning platform)
Library
Internet resources
Note: Text books are just one of the resources. We need to focus on skills rather than subject contents.

11. Assessments INTERNAL ASSESSMENTS EXTERNAL ASSESSMENTS
Diagnostic / Baseline Test
Formative assessment (30%)
Summative assessment (70%)
EXTERNAL ASSESSMENTS
TIMSS
CAT4
PTE, PTM, PTS (Progress Tests)
UAE NAP

12. Department of English
Cambridge Primary English curriculum is presented in five content areas or strands.
These are further subdivided into sub strands.
The framework promotes an enquiry – based approach to learning to develop thinking skills and encourage intellectual engagement.

13. Strands and sub-strands are:
1. Phonics, spelling and vocabulary
Grammar and Punctuation
2. Reading
Fiction, poetry, non-fiction
3. Writing
Fiction, presentation and non-fiction
4. Speaking
5. Listening

14. Department of Mathematics
For Cambridge Primary Mathematics, the curriculum is presented in five content areas or ‘strands’. These are further subdivided into ‘sub strands’.

15. Strands and sub strands are:
1) Number
Numbers and the number system .
Calculation – Mental strategies, Addition and subtraction, Multiplication and division.
2) Geometry
Shapes and geometric reasoning
Position and movement

16. 3) Measure
Money (until stage 3)
Length, mass and capacity
Time
Area and perimeter (from stage 4)

17. 4) Handling data
Organising, categorising and representing data .
Probability (from stage 5) Problem solving .
Using techniques and skills in solving mathematical problems .
Using understanding and strategies in solving problems (from stage 4) .

18. The first four content areas are all underpinned by Problem solving, which describes using techniques and skills and the application of understanding and strategies in solving problems. Mental strategies are also a key part of the Number content. This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject.

19. Department of Science
For Cambridge Primary Science, the curriculum is presented in four content areas or ‘strands’.
These are further subdivided into ‘sub strands’. The four strands and sub strands are:

20. The four strands are: 1- Scientific enquiry 2- Biology 3- Chemistry
4- Physics

21. The strands and sub-strands are:
1- SCIENTIFIC INQUIRY
Ideas and evidence
Plan investigative work
Obtain and present evidence
Consider evidence and approach

22. 2- BIOLOGY 3- CHEMISTRY Plants Humans and animals
Living things in their environment
(from stage 2)
3- CHEMISTRY
Material properties
Material changes (from stage 2)
States of matter (from stage 4)

23. 4- PHYSICS Forces (forces and motion from stage 3)
Light and dark (from stage 2)
Electricity (from stage 2, Electricity and magnetism from stage 4)
The Earth and beyond (from stage 2)
Sound

24. Assessment Importance of Rubrics
Rubrics is a scoring guide to evaluate student’s work fairly!
All subjects follow rubrics for assessing activities, projects, classwork and homework.
It’s not enough that students just do their work, but more importantly it’s the quality that matters which includes many areas such as...

25. Rubrics for Group Activity
AREAS ASSESSED
GREAT WORK!!
GOOD JOB!
GETTING THERE
NEEDS IMPROVEMENT
MATERIALS &
ORGANISATION
*Makes excellent contribution to activity material.
*All materials are neat and information is easy to understand.
*Makes good contribution to activity material.
*Most materials are neat and most information is easy to understand.
*Makes acceptable contribution to activity material.
*Some materials are neat and some information is easy to understand
*Makes little/ no contribution to activity material.
*Materials are not neat and information is difficult to understand
ACCURACY &
COMPLETION
Content is accurate. All work is complete.
Most of the work is accurate and complete.
Some of the work is accurate and complete.
Most of the work is inaccurate and incomplete.
DISCIPLINE &
COLLABORATION
Group member makes excellent contribution to all areas of activity listens, helps others, and is well disciplined.
Group member makes good contribution to many areas of the activity, listens, helps and is disciplined most of the time
Group member makes contribution to some areas of the activity, listens, helps others and is disciplined some times.
Group member makes minimal contribution to few areas of the activity and does not maintain discipline
CONTENT &
COMPREHENSION
Subject area mastery is demonstrated with excellent comprehension
Subject area is demonstrated with good comprehension
Basic understanding of subject area is demonstrated
Demonstrates lack of understanding of subject area
CREATIVITY & PRESENTATION
Information is well presented with knowledge and creativity
Information is presented with acceptable knowledge and creativity
Information is presented with limited knowledge and minimal creativity
Information is unclear or lacking and presented with little creativity

26. Rubrics for Classwork NEATNESS COMPLETION ACCURACY DISCIPLINE
AREAS ASSESSED
GREAT WORK!!
GOOD JOB!
GETTING THERE
NEEDS IMPROVEMENT
NEATNESS
All materials are neat and information is easy to understand.
Most materials are neat and most of the information is easy to understand.
Some materials are neat and some information is easy to understand.
Materials are not neat and information is difficult to understand.
COMPLETION
All work is complete.
Most of the work is complete.
Some of the work is complete.
Most of the work is incomplete.
ACCURACY
Content is accurate.
Most of the work is accurate.
Some of the work is accurate.
Most of the work is inaccurate.
DISCIPLINE
Is well disciplined and always listens to teacher’s instructions
Is disciplined and tries to follow teacher’s instructions most of the time.
Is disciplined and tries to follow teacher’s instructions sometimes.
Does not follow teacher’s instructions and does not maintain discipline most of the time.
COMPREHEN-SION
Subject area mastery is demonstrated with excellent comprehension.
Subject area is demonstrated with good comprehension
Basic understanding of subject area is demonstrated
Demonstrates lack of understanding of subject area

27. Rubrics for Homework NEATNESS COMPLETION ACCURACY TIMELINESS LABELLING
AREAS ASSESSED
GREAT WORK!!
GOOD JOB!
GETTING THERE
NEEDS IMPROVEMENT
NEATNESS
All materials are neat and information is easy to understand.
Most materials are neat and most information is easy to understand.
Some materials are neat and some information is easy to understand
Materials are not neat and information is difficult to understand
COMPLETION
All work is complete.
Most of the work is complete.
Some of the work is accurate and complete.
Most of the work is incomplete.
ACCURACY
Content is accurate.
Most of the work is accurate.
Some of the work is accurate
Most of the work is inaccurate
TIMELINESS
Homework is submitted on time.
Homework is submitted a day later.
Homework is submitted late.
Homework is submitted very late.
LABELLING
All labeling (date, heading, titles, etc.) are done.
Most of the labeling is done.
Some of the labeling is done.
Most of the labeling is not done.