Earlier in February 2021, this International Education Council, which currently unites over 530 schools in India, became the first education council to develop an NEP-based early childhood education curriculum.
In addition to introducing new subjects, Cambridge International has also revised its core subjects – English, English as a Second Language, Mathematics, Science, Global Perspectives, and Information and Communication Technology (ICT).
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The new changes are in sync with NEP 2020 with a focus on skills. Speaking to TOI, Abigail Barnett, Deputy Director of Curriculum for Cambridge International, said: “We’ve made quite a few changes, especially in math and science, because these are subjects that can be out of date. Because there is always research and reflection on mathematics. When we returned to study these subjects, we realized we wanted to focus more on the skills you need in math and science. So now we have a new direction called thinking and working mathematically, and scientific thinking and working. And they both really focused heavily on skills. So it really helps the teacher understand math, it’s not just problem solving, you can break it down into more specific skills. And learners can understand what skills they need to use to solve specific problems. Therefore, we think that these items are now updated and relevant and in line with the worldview. For example, in India, with your new national education policy, this emphasis is on 21st century skills. So we think Cambridge can show how much we agree with that. ”
Key benefits of the revised curriculum include equipping young students with the knowledge and skills they need to transition smoothly to the next stage, Barnett said, and the revised curriculum can be used flexibly by schools – it can be used in conjunction with national curricula or curriculum. Used on a subject-by-subject basis, learners can begin to develop life skills such as resilience, assessment and problem solving, and is based on the latest academic research and world best practice in primary and secondary school teaching and learning.
Over the past five years, the number of Indian schools affiliated with Cambridge International has grown from 398 to 538. Barnett explained that through comparisons and comparisons, Cambridge International tries to understand areas of similarity and “any things in the Indian curriculum that do not match” t in the curriculum. the Cambridge program, and vice versa.
“Then the schools really have a good understanding of everything else they need to include in order to meet their local requirements. So there is enough flexibility for that. But since from what I have seen about the National Education Policy, I am confident that we will be very well aligned with any changes we see in the Indian curriculum, because there is so much emphasis on 21st century skills here. “- added Barnett.
Regarding the impact of Covid-19 on the curriculum, Barnett said that since most of the work was done before the 2019 pandemic, it did not affect her “concepts and skills that everyone needs.” However, during the pandemic, the Board supported teachers and schools with materials that helped them teach the curriculum during isolation. “We provide many more links to useful digital and online resources. But we also place great emphasis on well-being because we understand that the impact of young people who are incapable of communication can have very negative consequences. So we give schools and teachers a lot of advice on how you try to support your students when you can’t see them physically in the classroom. ”