search.noResults

search.searching

dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
Cambridge Pre-U EXPLAINED


The Cambridge Pre-U has been designed by Cambridge Assessment International Examinations, a department of the University of Cambridge, to provide students with the knowledge, skills and in-depth understanding needed for university entrance. Although it is a relatively new qualification, the Pre-U is already


recognised by universities, education providers and employers across the world. We provide an overview of this challenging academic programme.


The Pre-U is a relatively new qualification, having been introduced in 2008. As with the International GCSE (IGCSE), the University of Cambridge International Examinations (CIE) is the main awarding body. Now a decade old, the CIE reported a 46 per cent increase in exam entries for the Principal Subjects in 2017. The Pre-U is linear, which means that it does not have any modular exams during the course. This allows teachers to decide on the order, pace and depth of teaching most appropriate to their students. There are 25 Principal Subjects available to study. Each subject is only examined at the end of the two-year course. This is intended to give teachers the flexibility to prepare students without the pressure of continuous assessment. According to the CIE, students start to see the subject as a whole, instead of studying isolated modules and missing the links between them.


Principal Subjects are the equivalent of A Levels. Students can take up to four Principal Subjects, or they can take them in combination with A Levels.


The CIE also offers a one-year Short Course. Nine


such courses are available, mainly in modern languages and maths. Designed to allow students to continue with their studies in the first year of sixth form, they offer an advanced qualification for application to university.


GLOBAL PERSPECTIVES AND RESEARCH The Pre-U Global Perspectives and Research (GPR) prepares students for the independent thinking they will need at university. Students choose from five broad themes: ethics, economics, environment, technology, and politics and culture.


The GPR is taught as two successive one-year courses. Global Perspectives develops research and thinking skills during the first year, preparing students for an extended writing project in the second year.


The GPR can be taken alongside three Principal Subjects or as a standalone qualification alongside A Levels. According to the CIE, the Pre-U is underpinned by a clear set of educational aims:


• Encouraging the development of well-informed, open and independent-minded individuals


• Promoting deep understanding through subject specialisation, with a depth and rigour appropriate to progression to higher education


• Helping learners to acquire specific skills of problem-


96


| relocateglobal.com | Keep Informed


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148