The curriculum is an integral part of every school. It refers to both what’s taught and how it’s taught. British International School of the University of Lodz provides world-class education in English based on the Cambridge Programme established on the grounds of the English National Curriculum.
The English National Curriculum is administered by the Department of Education in the United Kingdom. It forms the basis of education from preschool until Year 13. It aims to promote high standards of language and literacy by equipping students with a strong command of spoken and written language.
Cambridge Pathway provides an international education for students aged 3-19. It has five levels: Foundation (3-5 years), Primary (5 to 11), Lower Secondary (11 to 15), Upper Secondary (14 to 16), and Advanced (16 to 19). It’s run by the University of Cambridge, which works closely with some of the most successful education systems in the world.
Cambridge Nursery and Reception:
3 to 5 years old
5 to 11 years old (year 1-6)
Checkpoint exam (year 6)
Cambridge Secondary 1:
11 to 14 years old (year 7-9)
Checkpoint exam (year 9)
Cambridge Secondary 2:
14 to 16 years old (year 10-11)
IGCSE exam (year 11)
IB Diploma Programme:
16 to 19 years old (year 12-13)
IB Diploma Programme Exams (Year 13)
Five elements lie at the heart of a Cambridge education: international curriculum, teaching and learning, assessment, international recognition, and global community.
Cambridge learner attributes
For Cambridge International, active learning fosters understanding, rather than rote learning facts. Students can apply this understanding to diverse contexts and problems. Active learning fosters students’ learning and their autonomy, giving them great involvement and control over their learning and giving them skills for lifelong learning.
Also, learners are better able to revise for examinations, because they Also, learners are better able to revise for examinations, because they already understand the ideas. Cambridge programs not only develop and assess retention of knowledge but ask learners to draw on their understanding so they can analyze, evaluate, and synthesize ideas. Active learning is also a key part of the professional development we offer, both via our Professional Development Qualifications and shorter courses.
Confident in working with information and ideas – their own and those of others
Cambridge students are confident, secure in their knowledge, unwilling to take things for granted, and ready to take intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical, and analytical way. They can communicate and defend views and opinions as well as respect those of others.
Responsible for themselves, responsive to and respectful of others
Cambridge students take ownership of their learning, set targets, and insist on intellectual integrity. They are collaborative and supportive. They understand that their actions have an impact on others and the environment. They appreciate the importance of culture, context, and community.
Reflective as learners, developing their ability to learn
Cambridge students understand themselves as learners. They are concerned with the processes as well as the products of their learning and develop the awareness and strategies to be lifelong learners.
Innovative and equipped for new and future challenges
Cambridge students welcome new challenges and meet them resourcefully, creatively, and imaginatively. They are capable of applying their knowledge and understanding to solve new and unfamiliar problems. They can adapt flexibly to new situations requiring new ways of thinking.
Engaged intellectually and socially, ready to make a difference
Cambridge students are alive with curiosity, embody a spirit of inquiry, and want to dig more deeply. They are keen to learn new skills and are receptive to new ideas. They work well independently but also with others. They are equipped to participate constructively in society and the economy – locally, nationally, and globally.