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Cambridge Lower Secondary Programme

Cambridge Lower Secondary Programme (CLSP)
The Cambridge Curriculum is founded on the values of the University of Cambridge and the best practice in schools.
 We at SVKMIS believe that the curriculum is crucial to develop learners who are inquisitive, responsible, innovative and engaged.

The Cambridge Lower Secondary Programme is a framework for educational success for students from grades VI to VIII. It builds on the primary stage, and develops children’s knowledge and skills of the three key subject areas, Mathematics, English and Science.

This Curriculum Framework identifies a set of learning objectives for English, Mathematics and Science for each year of lower secondary education. It forms the core of the Cambridge Lower Secondary Programme and:

  • Provides natural progression from primary education through the three years of lower secondary education
  • Provides a structure that focuses on what students should be able to do at the end of each stage
  • Covers all learning objectives assessed in Cambridge Checkpoint - providing the option of using Cambridge Checkpoint tests, which are externally set and marked
  • Provides excellent preparation for candidates progressing to IGCSE.

Assessment & Teaching Methodology at SVKM J. V. Parekh International School :
At SVKMIS, Students are expected to participate actively in class, to ask questions, to make presentations, to carry out independent research and also to work collaboratively in teams. Our teachers help the students to develop the skills that will enable them to succeed in this dynamic teaching environment.

Along with active learning approach, our students are also taught in the traditional formal and time honoured way. The range of strategies that teachers use within a timescale of several lessons ensures that learning is both challenging and enjoyable. In Science, for example, scientific inquiry is the routine accompaniment to teaching –learning process and in Global Perspectives, students develop research and thinking skills and work together with others collaboratively .They also understand that questioning and evaluation of sources and the acceptance of many perspectives can lead to better interpretation.

Assessment at SVKM J. V. Parekh International School is set within a multipurpose and flexible framework , it is a combination of formative and summative assessment.

We provide the students, an opportunity to be assessed holistically. Hence, we implement multiple modes of assessments strategies to consider the overall achievements of the child.

Formative Assessment:
This type of assessment supports learning during the learning process and is at the heart of our school’s teaching-learning framework. Our Teachers are constantly assessing the child’s understanding through a range of formative assessments targeting various skills. This helps us to check for understanding along the way and also provide feedback to students so they can improve their performance.

Summative Assessment:
At SVKM J. V. Parekh International School, We believe that periodically it is essential to evaluate the student’s assimilation of knowledge and understanding based on pedagogic philosophy. A comprehensive progress report is sent to parents at the end of every term. These reports detail academic accomplishment, personal development, participation in activities and general conduct.

 Cambridge Checkpoint:
At the end of Lower Secondary (grade VIII), students take the Cambridge Checkpoint tests. They are standardised, set and marked by CIE to provide schools with an external international benchmark for student performance. It provides detailed feedback on students’ strengths and weaknesses in key curriculum areas before they move into IGCSE Level stage.

Feedback of this kind is an invaluable source of information. Schools and colleges will be able to make strategic decisions, drawing upon a pool of information and specialist reporting tools built into Cambridge Checkpoint. Learners at international schools will have a transferable indication of their academic progress.