Brosur SMP Kurikulum Cambridge
Brosur SMP Kurikulum Cambridge
Brosur SMP Kurikulum Cambridge
Lower
Secondary
Ready for
the world
Cambridge International
The world’s
We work with schools worldwide to leading provider
build an education that shapes
of international education
knowledge, understanding and skills.
Together, we give learners the from age 3 to 19
confidence they need to thrive and make
a positive impact in a changing world. A community of over
As part of the University of Cambridge, we offer
a globally trusted and flexible framework 10 000
for education from age 3 to 19, informed by
research, experience, and listening to educators schools
like you. in 160 countries
With recognised qualifications, high-quality
resources, comprehensive support and valuable
insights, we help schools prepare every student Established
for the opportunities and challenges ahead.
Over 250
titles to
support
the Cambridge Primary and
Lower Secondary curricula
Used by schools in
over 126
countries
The world’s oldest publisher
founded in 1534
11–14
years
Welcome to Cambridge
Lower Secondary
Cambridge Lower Secondary is typically for
learners aged 11 to 14 years. It helps you prepare
students for the next step of their education,
helping them to become confident, responsible,
reflective, innovative and engaged.
We work with
creativity, expression and personal wellbeing in a
variety of ways.
You can shape the curriculum around how you want your
students to learn. Because Cambridge Lower Secondary
is flexible, you can adapt the content to suit your
over 4000
context, culture and ethos. Cambridge Lower
Our lower secondary programme is part of the Secondary schools
Cambridge Pathway. The five stages lead seamlessly
from early years to primary to secondary and pre- in nearly 140 countries
university years. Each stage builds on learners’
development from the previous one or from other
educational systems:
Cambridge Early Years Cambridge Primary Cambridge Lower Secondary Cambridge Upper Secondary Cambridge Advanced
Age 3+ Age 5+ Age 11+ Age 14+ Age 16+
An integrated programme, including: Curriculum and assessment for Curriculum and assessment for A wide choice of subjects at: A wide choice of subjects at:
• A holistic curriculum 10 subjects (including English, 10 subjects (including English, Maths • Cambridge IGCSETM (70+ subjects) Cambridge International
Maths and Science) and Science) AS & A Level (55+ subjects)
• Engaging classroom resources • Cambridge O Level (40+ subjects)
Cambridge AICE Diploma
• An assessment framework Cambridge ICE Certificate
Cambridge IPQ
2
11–14
years
An integrated
programme Curriculum
The required knowledge,
understanding and skills
Cambridge
International is a
well-respected and
rigorous exam board.
We like that we can
see progression from
Cambridge Primary
through to Lower
and Upper Secondary
using the curriculum
and Cambridge
Checkpoint tests.
Chris Terry, Head of Secondary,
Straits International School,
Malaysia
3
Curriculum
Cambridge Lower Secondary is designed to
stretch, challenge and inspire all students,
whatever their cultural context.
Choose from
11 subjects
in any combination
4
11–14
years
Benefits Benefits
• Understand students’ potential and what they • Feedback on ‘what went well’ with students,
are learning. and how they can improve further.
• Helps to predict grades in qualifications such • Students can reflect on and improve
as Cambridge IGCSE, O Level and International their performance.
AS & A Level.
• Plan your interventions to help students
improve on areas of weakness and reach their
potential in strength areas.
6
11–14
years
Cambridge International
has helped us to develop Progression examples
students’ soft skills, broaden We have designed this curriculum so that learners are able
their knowledge and help to continually develop their artistic skills and thought
processes. Therefore the same set of learning objectives
them understand the value applies across all stages of the lower secondary curriculum.
of collaboration. How learners then progress within those learning objectives
is illustrated within example progression guidance, such as
Rutdiana Anggodo, Curriculum Coordinator, that provided in the table to the right.
Saint Peter’s Catholic School, Jakarta, Indonesia
11–14
years
Making Tools, technologies and processes are explored, both The selection of materials and processes becomes the
independently and collaboratively, and peer learners’ own choice and demonstrates innovation.
assessment is used to identify and discuss outcomes
throughout the making process.
Reflecting Contextual links are identified between Learners appreciate how other artists take inspiration
different artworks. from their surroundings, experiences and their peers.
Thinking and The work of artists and other learners is used both Learners access art and design independently, to suit
Working to stimulate creative ideas and to inform problem their own interests. They are more aware of the art,
solving. Learners are increasingly responsible for the and the sources of art, that are available to them
Artistically
selection of the artists they research to inspire their and they demonstrate awareness of how art and
creativity and their experimentation with new design affects their own lives and the lives of those
technical skills. around them.
Schemes of work
Online training
Assessment guidance
Perspectives™
example, the environment, education and keeping healthy.
In doing so, they will:
• develop the skills needed for further education and
the workplace
• understand their place in an interconnected world
Cambridge Global Perspectives is a unique,
• make informed decisions about the information they read,
transformational programme that helps hear and see
students at every stage of school education • understand how causes and consequences are connected
develop outstanding transferable skills. • conduct their own independent research on a global issue.
This subject develops the skills of research,
analysis, evaluation, reflection, collaboration
and communication. It also provides valuable
opportunities to reinforce links with other
Cambridge Lower Secondary subjects.
The programme taps into the way today’s students
enjoy learning, including group work, seminars,
projects and working with other learners around
the world. The emphasis is on developing students’
ability to think critically about a range of global
issues where there is always more than one point
of view.
Cambridge Global
Perspectives is engaging, fun
and encourages learners to
develop the skills that will help The curriculum and progression
them succeed in life. I believe We have divided the learning objectives into six main areas
it’s something that all students called ‘strands’ that run through every stage. Each strand
corresponds to one of the skills: Research, Analysis,
should do in all schools, Evaluation, Reflection, Collaboration and Communication.
everywhere.
We have designed the learning objectives in Cambridge
Emma-Maria Robertson, Chief Executive and Lower Secondary Global Perspectives to promote
Director, Mayfair Academy, Málaga, Spain progression along the Cambridge Pathway.
12
11–14
years
Developing perspectives
By the end of the lower secondary phase, learners will be
able to identify information from different perspectives in a
source. In Stages 7 and 8 learners will analyse perspectives
through the ideas and evidence supporting them and will be
working with a range of sources. By Stage 9, they will be able
to synthesise arguments from different perspectives.
This will prepare learners for Cambridge Lower Secondary
Checkpoint, where they will analyse different perspectives
on an issue in order to answer a research question.
14
11–14
years
Learning objective examples
Strand Stage 7 Stage 8 Stage 9
Computational Follow, understand, edit and correct Follow and understand algorithms Follow, understand, edit and correct
Thinking algorithms that are presented as that are presented as pseudocode. algorithms that are presented as
flowcharts. pseudocode.
Programming Know how to apply test plans. Know how to develop and apply Know how to develop and apply test
test plans. plans that include normal, extreme
and invalid data.
Managing Know that there are many systems Identify key features of models Evaluate the use of models that
Data that can be used to model real-life such as simulators, including their represent real-life systems.
scenarios, such as simulators. data requirements.
Networks Know the differences between Describe the advantages and Explain the scalability factors that
and Digital Bluetooth®, wi-fi and cellular disadvantages of wired and wireless should be considered when
networks, including the different networks, including performance designing networks.
Communication
generations of cellular networks and security aspects.
(4G, 5G).
Computer Explain the use of automation in at Describe how autonomous Describe the benefits and risks of
Systems least two industries, such as health, programming and AI is used in the computerisation of traditional
manufacturing or advertising. robotics. manufacturing and industrial
practices, for example Industry 4.0.
Students develop the digital skills that will help with many
aspects of their future learning and development. Schools
looking to develop learners’ understanding of how
computers work, including coding skills, might consider
using our Cambridge Lower Secondary Computing course
(see page 14) in addition to this subject.
Tools and
Safety and The Digital
Content
Wellbeing World
creation
The digitally
literate learner
11–14
years
Safety and Understand that all online activity Understand that metadata can be Explain how search engines
Wellbeing can be collated and added to a user’s sold as a product. provide personalised search results
digital footprint, which can have based on metadata, including
positive and negative consequences. targeted advertising.
The Digital Discuss and make predictions about Describe the benefits and risks of Describe the benefits and risks
World future technologies. the Internet of Things. of Artificial Intelligence.
Cambridge Digital
Literacy helps
learners to
embrace the digital
world responsibly
Reading
Cambridge
Lower Secondary Writing
English
Speaking and Listening
18
11–14
years
Writing Use a range of planning methods to Use the most appropriate approach Make an informed choice about
generate, organise and shape ideas. to planning writing in order to whether to plan before writing.
generate, organise and shape ideas.
Speaking and Show insight into texts and issues Demonstrate empathy and Explore complex ideas and issues
Listening through choice of speech, gesture understanding of a range of in drama, establishing roles and
and movement, within drama. characters through flexible choice applying dramatic approaches
of speech, gesture and movement with confidence.
in a dramatic scene.
Speaking
20
11–14
years
Writing Punctuate extended texts with Punctuate extended texts with Punctuate extended texts with
some accuracy when writing reasonable accuracy when reasonable accuracy when writing
independently. writing independently. independently and frequently correct
their own errors.
Use of Use an increasing range of Use a range of connectives to Use a range of connectives.
English connectives to explain reasons indicate purpose (e.g. so that
(e.g. therefore, as) and to give [in order to]) and to contrast
explanations (e.g. so that, such as). (e.g. although, while, however).
Listening Understand, with support, the Understand, with little or no support, Understand the detail of an argument
detail of an argument in short the detail of an argument in short in short and extended talk.
and extended talk. and extended talk.
Speaking Express, with support, opinions Express, with little or no support, Express opinions, justify their point
and reactions and begin to develop opinions and reactions and justify of view and evaluate the opinions
arguments, supported when necessary points of view. of others.
by reasons, examples and evidence.
Curriculum framework
Teacher guide
Schemes of work
Online training
Face-to-face training
22
years
Working with
schools around
the world for
160 years
23
Mathematics The curriculum and progression
Cambridge Lower Secondary Mathematics Divided into three stages, this curriculum covers knowledge,
encourages lifelong enthusiasm for skills and understanding in four main areas called ‘strands’
that can be taught separately or together. We have
analytical and rational thinking. Learners
embedded Thinking and Working Mathematically within
develop a holistic understanding of the and across the curriculum strands:
subject, focusing on principles, patterns,
systems, functions and relationships.
They will become mathematically
Algebra Number
competent and fluent in computation that
they can apply to everyday situations.
Thinking
and Working
Mathematically
24
11–14
years
Learning objective examples
Strand Stage 7 Stage 8 Stage 9
Number Understand the relationship Recognise squares of negative Use knowledge of square and cube
between squares and corresponding and positive numbers, and roots to estimate surds.
square roots, and cubes and corresponding square roots.
corresponding cube roots.
Understand and describe 𝑛th term Understand and describe 𝑛th term Understand and describe 𝑛th term
rules algebraically (in the form 𝑛 ± rules algebraically (in the form 𝑛 ± rules algebraically (in the form 𝑎𝑛 ±
Algebra
𝑎, 𝑎 × 𝑛 where 𝑎 is a whole number). 𝑎, 𝑎 × 𝑛, or 𝑎𝑛 ± 𝑏, where 𝑎 and 𝑏 𝑏, where 𝑎 and 𝑏 are positive or
where 𝑎 is
fractions).
a whole number).
Geometry and Derive and use a formula for the Use knowledge of area and volume Use knowledge of area and volume
Measure volume of a cube or cuboid. Use the to derive the formula for the volume to derive the formula for the volume
formula to calculate the volume of of a triangular prism. Use the of prisms and cylinders. Use the
compound shapes made from formula to calculate the volume of formula to calculate the volume of
cuboids, in cubic metres (m3), cubic triangular prisms. prisms and cylinders.
centimetres (cm3) and cubic
millimetres (mm3).
Statistics and Understand and explain that Understand that complementary Understand that the probability of
Probability probabilities range from 0 to 1, events are two events that have a multiple mutually exclusive events
and can be represented as proper total probability of 1. can be found by summation and all
fractions, decimals and percentages. mutually exclusive events have a
total probability of 1.
25
Music
What will students learn?
Cambridge Lower Secondary Music learners:
• cultivate a joy of music through participating in
meaningful and enjoyable experiences
Music fosters creativity and builds • develop the knowledge, skills and attitudes necessary
confidence. It helps learners to develop a to contribute as musicians
deeper understanding of self-expression • collaborate with others in purposeful and expressive
and shows them the importance of ways through singing and playing instruments
communication as they learn to connect • nurture their individual and collective creativity
• use their growing knowledge to explore and generate music.
with other musicians and with audiences.
Cambridge Lower Secondary Music
broadens learners’ experience as they
explore music as performers, composers
and informed listeners. They will make,
understand and appreciate music from
different cultures, times and places.
Students develop the creative skills that will help with many
aspects of their future learning and development.
11–14
years
Making Sense Beginning to explore and recognise specific Identifying, explaining and demonstrating how
of Music features of particular styles, genres and traditions specific features of music relate to its context.
in music, relating it to context.
Moving Well
Understanding Movement
Moving Creatively
Physical
Education
Taking Part
Taking Responsibility
Healthy Bodies
Curriculum framework
Teacher guide
Schemes of work
Online training
How is this subject taught?
Assessment guidance
Cambridge Lower Secondary Physical Education is taught
Community online forum through a broad range of tasks, challenges and physical
activities. It includes cooperative, competitive, athletic,
adventurous and health-based contexts that are
appropriate for each learning stage. Learners will move
for as much of each lesson as possible, with activities
designed to promote their confidence, self-esteem,
cognitive abilities and social skills.
Online training
Face-to-face training
30
11–14
years
Biology Understand that all organisms (No relevant learning objective in Know that chromosomes
are made of cells and the progression sequence) contain genes, made of DNA,
microorganisms are typically and that genes contribute to the
single celled. determination of an organism’s
characteristics.
Chemistry Use the particle model to Use word equations to Use word equations and symbol
describe chemical reactions. describe reactions. equations to describe reactions
(balancing symbol equations is
not required).
Physics Describe changes in energy (No relevant learning objective Know that energy is conserved,
that are a result of an event in the progression sequence) meaning it cannot be created
or process. or destroyed.
Earth and Space Describe the model of plate (No relevant learning objective in Explain the movement of
tectonics, in which a solid outer the progression sequence) tectonic plates in terms of
layer (made up of the crust and convection currents.
uppermost mantle) moves because
of flow lower in the mantle.
Science in Context Discuss how the uses of science can have a global environmental impact.
32
11–14
years
Strand Stages 7 to 9
Understanding myself Understand what secondary emotions are and how they can affect the understanding of their
own and others’ behaviour.
My relationships Recognise different types of bullying and the impact these have on themselves and others.
Navigating my world Explore what ‘justice’ means and what they can do to address inequalities and discrimination.
Curriculum framework
Teacher guide
Schemes of work
Online training
Assessment guidance
Community online forum How is Wellbeing assessed?
There are no Cambridge Lower Secondary Progression
Tests or Cambridge Lower Secondary Checkpoint Tests for
How is this subject taught? this subject.
The programme is designed to be flexible to suit your Find out more about our Wellbeing teaching resources.
context. You can: See page 9 for more information.
• teach the learning objectives as a standalone subject
• integrate the learning objectives into the teaching and
learning of the rest of your curriculum
The Cambridge Wellbeing Check
• do both. The Cambridge Wellbeing Check is a 20-minute digital
assessment that gives you unprecedented insight into
Each learning objective can be taught independently of your students’ feelings. It helps you to:
the others. However, Lower Secondary Wellbeing has been
• assess students’ day-to-day wellbeing
designed as a holistic programme where learning objectives
from all three strands can be taught together to provide a • monitor the times when they might be feeling low,
richer teaching and learning experience. For example, you stressed, pressured by tests, or coping with change
can evaluate the impact of words and behaviour on others • teach, explore and evaluate your students’ wellbeing
(Understanding myself) while navigating peer pressure • improve your teaching with actionable reports
(My relationships) to identify and mitigate against risky
• help students feel good and do better.
behaviours (Navigating my world).
Learn more at:
We acknowledge that intervention for specific wellbeing
cem.org/wellbeing
needs should be timely for learners in order to have the
greatest impact. Therefore, our schemes of work also
provide examples of spontaneous teachable moments in
addition to the more structured suggested teaching ideas.
Book a place
Go to: www.cambridgeinternational.org/events
34
11–14
years
Become a
Cambridge
International
School
If you would like to register your school with us,
you will need to follow four simple steps. We will
guide you through the whole process:
Learn more
Getting in touch with Cambridge is easy.
Email info@cambridgeinternational.org
Call +44 1223 553554
Visit www.cambridgeinternational.org
*7842679983*