The Evolution Of Cambridge Curriculum And Its Global Influence British Culture And Society.pdf

4 CHAPTER I: CAMBRIDGE CURRICULUM A GLOBAL STANDARD EDUCATION MODEL- .... 9 CHAPTER III: THE ROLE AND INFLUENCE OF THE CAMBRIDGE CURRICULUM ON GLOBAL EDUCATION .... At Cambridge Universi

VAN LANG UNIVERSITY

FACULTY OF FOREIGN LANGUAGE

-THE EVOLUTION OF CAMBRIDGE CURRICULUM

AND ITS GLOBAL INFLUENCE

BRITISH CULTURE AND SOCIETY

November 2024 Group 7 , Students’ name - code: Nguyễn Thanh Ngân - 2272202010225 Nguyễn Thị Hồng Nhung - 2272202010282 Mai Phúc Thiện - 2272202010384 Nguyễn Thị Huyền Trang - 2272202010432 Supervisor’s name: Đinh Huỳnh Mai Tú Adviser: Lect Đinh Huỳnh Mai Tú

VLU 2024

ACKNOWLEDGEMENT

We would like to extend our sincere gratitude to all those who helped us in the process of completing this essay successfully Without their active guidance, cooperation, help and encouragement, we would not have been able to complete the essay as planned

First of all, we would like to express our gratitude to Van Lang University has created favorable conditions in terms of facilities with a modern library system, a variety of books and documents, convenient for searching and researching information, and especially the lecturers

in the Faculty of Foreign Language have created favorable conditions and supported us in the process of writing this essay The dedicated instruction and encouragement from the teachers have helped us have more motivation to complete the work in the best way

We would also like to express our sincere gratitude to Ms Dinh Huynh Mai Tu who was our supervisor and adviser for taking the time and knowledge to guide and educate us throughout our time at school as well as this essay Her enthusiasm, extensive knowledge and dedication have contributed significantly to our development The knowledge we have acquired throughout the learning process will be the basis for the essay and will be valuable knowledge for us in our future work

Furthermore, we would like to give all our thanks to our family, relatives and friends for helping and encouraging us to complete this essay well

Due to limitations in knowledge, the essay will inevitably have some unfortunate shortcomings We look forward to receiving comments and contributions from teachers to improve the essay Sincerely thank you!

TABLE OF CONTENTS

ACKNOWLEDGEMENT 2

INTRODUCTION 4

CHAPTER I: CAMBRIDGE CURRICULUM A GLOBAL STANDARD EDUCATION MODEL- 5

CHAPTER II: THE DEVELOPMENT OF THE CAMBRIDGE CURRICULUM 7

2.1 The Early Development of the Cambridge Curriculum 7

2.2 The Renaissance and Expansion of Classical Studies 7

2.3 Advances in Science and Mathematics 8

2.4 The Impact of the Industrial Revolution on the Curriculum 8

2.5 Reform Movements in the 19 and 20 Centuries th th 9

CHAPTER III: THE ROLE AND INFLUENCE OF THE CAMBRIDGE CURRICULUM ON GLOBAL EDUCATION 10

3.1 Impact on the British Education System 10

3.2 The Role of the Cambridge Curriculum in a Global Context 10

3.3 Relevance and Adaptation in Modern Times 11

CONCLUSION 13

REFERENCES 14

EVALUATION FORM FOR GROUP WORK 16

INTRODUCTION

From the beginning until now, education has always played a very important role in the existence and development of each country as well as of all mankind With the strong development of science and technology and the process of globalization and international integration between countries in the world, it has strongly impacted all areas of social life, especially education Each country must constantly innovate and reform the education system effectively to meet the needs of developing high-quality human resources

At Cambridge University - the second oldest university in the world, located in England - one of the oldest countries in the world, a curriculum has been designed that is considered a standard model for global education - the Cambridge Curriculum This curriculum has gone through different periods, continuously improved to suit each era and reached the world level, playing an important role in domestic and foreign education This essay will show the evolution

of the Cambridge curriculum through different periods and its influence on global education

CHAPTER I: CAMBRIDGE CURRICULUM A GLOBAL STANDARD

-EDUCATION MODEL

The Cambridge curriculum is a worldwide education system created in 1858 by Cambridge Assessment International Education (CAIE), a division of the University of Cambridge in the United Kingdom, to deliver a high-quality, adaptable, and relevant curriculum to students in many nations across the world This curriculum stands out for its originality, which encourages students to develop critical thinking and problem-solving skills

The Cambridge curriculum distinguishes itself by requiring pupils to follow a four-level pathway: Primary, Lower Secondary, Upper Secondary and A-Level with a full range of subjects but the focus is on the three subjects of English, Mathematics and Science taught entirely in English

• Cambridge Primary: For students aged 5 to 11 The program develops research, analysis, evaluation, critical thinking, collaboration and communication skills for students

• Cambridge Lower Secondary: For students aged 11 to 14 The curriculum is developed

to guarantee the continuous development of research, analytical, critical thinking, teamwork, and communication skills

• Cambridge Upper Secondary (IGCSE): For students aged 14 to 16 Students who participate in this program have the capacity to think critically, conduct research, evaluate various viewpoints, and properly express their opinions

• Cambridge AS and A-Level: For students aged 16 to 18 Students are encouraged to think critically and analytically through this program, which uses a variety of research techniques to assess arguments and problems from several angles

The Cambridge curriculum is now used in over 160 countries such as the UK, Vietnam, Hong Kong, Singapore, etc The program is also taught in over 10,000 schools with over 8 million students worldwide

The Cambridge curriculum is intended to provide an internationally recognized method of assessment that allows schools throughout the world to examine their students' abilities and skills across a variety of aspects It is also often integrated with the national curriculum in

countries where it is adopted, so that students are not only exposed to an international education but also retain their existing national identity for comprehensive development

For these reasons, i has play an important and influential role in educational worldwide t ed

in standardizing education throughout the world and developing teaching, learning, and evaluation guidelines

CHAPTER II: THE DEVELOPMENT OF THE CAMBRIDGE

CURRICULUM

2.1 The Early Development of the Cambridge Curriculum

The University of Cambridge is known as the second oldest English-speaking university, Cambridge University was intended to be as a hub of learning developed within the Catholic Church The primary subjects that formed the curriculum during the early days included: theology philosophy as well as law These subjects were important as they catered for a medieval society in which the Church had a central role in the culture and politics of the time

In this time, the language of instruction was Latin, which served as the language in Europe for science and religion The two consisted of lectures and discussions which shaped the students to able to analyze, read and debate classic scholarship works Cambridge University’s traditional philosophy of education was directed towards nurturing trained people who were literate but also had decenter morals, logic as well as the ability to assist in building a nation Every individual member college in Cambridge is a relatively self-governing institution, which has its own traditions, history, badge, principal, vice principal, teachers, researchers and policy of operation

2.2 The Renaissance and Expansion of Classical Studies

The Renaissance (14 - 17 centuries) opened a new era in the history of education in th th

Europe and Cambridge was no different It actively stimulated Renaissance ideals of restoration of authentic Roman and Greek culture, hence Cambridge expanded and reformed its curriculum In this time Academical subjects, namely: Greek, Latin literature and philosophy, returned to the education system Nevertheless, the works of Aristotle, Cicero, Plato, and Homer were included in the syllabuses Moreover, methods oriented on grammar, rhetoric and text were much employed, enabling students to gain appreciation of philosophical-humanistic and thinking skills

The works of famous scholars, Desiderius Erasmus for instance, sparked the progression

of Cambridge teaching structures to a new standard He stressed the need for students to engage

in self-directed study as opposed to rote learning from lectures Not only did this period broaden the subjects offered but it also set up the framework for Cambridge’s academic greatness for the next centuries

2.3 Advances in Science and Mathematics

Scientific and mathematical achievements can both be considered the most important factors in establishing the curriculum at Cambridge University, especially in the 17 and 18th th

centuries Disruption fundamentally changes the intellectual landscape A notable person, who studied and worked at Cambridge University at this time, was Isaac Newton In 1687, he published his life's work, Philosophiæ Naturalis Principia Mathematica, which established the principles of classical mechanics and significantly shaped the fields of study and scholarship

at Cambridge This period marked the transition from a predominantly classical education to one that combined experimental science and mathematical rigor The curriculum began to integrate subjects such as calculus, physics, and natural philosophy, driven by the need to understand and exploit the laws of nature In this regard, Newton's footprints were felt in Cambridge, where he emphasized the role of science and, more importantly, evidence in education as forming the basis for educational reforms for the future

2.4 The Impact of the Industrial Revolution on the Curriculum

The Industrial Revolution that took place from the late 18 to the early 19 century brought th th

about significant changes in the curriculum, especially at the University of Cambridge The rapid advancement in technology and the economy necessitated changes in the educational system to accommodate the highly industrialized society New techniques as well as new subjects in engineering and mechanics were introduced to equip students for the rapidly growing industries and technologies Emphasis was placed on useful and applicable knowledge that could fuel the industrial growth of the economy The Cambridge curriculum was expanded

to include mechanical engineering as well as civil engineering and even applied chemistry, which were also in demand In this way, the impact of the Industrial Revolution prompted changes in higher education, bringing academic programs in line with the practical needs of the times

2.5 Reform Movements in the 19 and 20 Centuries

The 19 and 20 centuries saw strong movements for educational change and saw the th th

curriculum at Cambridge University being transformed This was due to the need and demand for a more holistic approach to education and training One of the most notable figures in this struggle was John Henry Newman, who advocated liberal education and emphasized intellectual development in its many fields In his book “The Idea of a University”, Newman proposed expanding the curriculum to include not only the classics and sciences but also the social sciences and humanities Thus, subjects such as history, literature, philosophy and political science found their place in the Cambridge curriculum The aim was to enhance critical thinking, develop creativity and active imagination to prepare students for responsible positions in various professions These shifts fit into a general trend around the world that values well-rounded education and open-minded people

CHAPTER III: THE ROLE AND INFLUENCE OF THE CAMBRIDGE CURRICULUM ON GLOBAL EDUCATION 3.1 Impact on the British Education System

The Cambridge curriculum has significantly shaped the British education system, influencing academic standards and educational policies Programs like the IGCSE and A-Level serve as benchmarks for academic rigor, adopted by leading schools such as Eton College and Westminster School These schools offer Cambridge A-Levels, enabling students

to specialize in subjects of their choice and strengthen their university prospects

The curriculum’s emphasis on critical thinking and inquiry-based learning has also influenced teaching methods in British schools For example, St Paul’s School integrates Cambridge’s active learning principles, helping students develop essential life skills alongside academic knowledge

Incorporated into both private and state schools, Cambridge programs enhance institutions’ reputations and broaden students’ opportunities At Harrow School, Cambridge qualifications attract international students, while state schools like Colchester County High School for Girls use IGCSE exams to maintain academic excellence Furthermore, Cambridge’s flexibility has inspired reforms in the British national curriculum, as seen in King Edward VI Grammar School, which blends Cambridge’s depth with national standards

By setting a globally competitive standard, Cambridge has encouraged British schools to adapt and remain relevant Institutions like Cheltenham Ladies' College adopt Cambridge programs to improve students’ international competitiveness, supporting the system’s alignment with global education trends

3.2 The Role of the Cambridge Curriculum in a Global Context

The Cambridge curriculum is a global standard for academic rigor, with programs implemented in 10,000 schools across 160 countries Schools such as Dhirubhai Ambani International School in India integrate Cambridge programs alongside national curricula,

preparing students for local and international opportunities In Singapore, the Cambridge-Singapore GCE A-Level partnership tailors’ programs to national needs while maintaining global standards

Cambridge qualifications, including the IGCSE and A-Level, are highly valued by over 2,200 universities worldwide, including Harvard and Oxford This recognition is bolstered by their versatility, allowing students to personalize their studies Schools like Dubai International Academy offer diverse subjects, enabling students to align their education with career goals High performance in Cambridge exams globally—such as in Malaysia and Sri Lanka—further reinforces its academic credibility

The curriculum also supports global mobility and equity by standardizing education and increasing accessibility In Bangladesh, Cambridge programs provide affordable options for diverse socioeconomic groups, while in Sub-Saharan Africa, teacher training and resource development initiatives improve outcomes By incorporating local languages and promoting

21st-century skills, the curriculum respects cultural contexts while preparing students for a globalized world

3.3 Relevance and Adaptation in Modern Times

The Cambridge curriculum remains relevant by integrating modern competencies like critical thinking, problem-solving, and creativity Courses like Cambridge Global Perspectives encourage students to tackle real-world issues such as climate change and technological advancements Additionally, digital tools and e-assessments ensure students gain technological skills for the digital era

Its flexibility allows personalized learning pathways, with options across arts, sciences, and vocational studies Schools like Garden International School in Malaysia leverage this adaptability to cater to diverse student needs Cambridge’s multilingual exams further enhance accessibility for students in regions like China and the Middle East

Addressing global educational disparities, Cambridge offers scalable programs like Primary Checkpoint and invests in teacher training, particularly in Africa and South Asia These efforts ensure quality education is accessible to underserved communities