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About us

• What we do
  • Facts and figures
• Our management team
  • Rod Smith
  • David Bosworth
  • Elizabeth Cater
  • Philip Parker
  • Ben Schmidt
  • Juliet Wilson
• Our regional teams
  • North America
  • Latin America
  • Europe
  • Sub-Saharan Africa
  • Middle East & North Africa
  • South Asia
  • Pakistan
  • East Asia
  • Southeast Asia & Pacific
• Our standards
  • Feedback and complaints
  • Safeguarding
    • Child protection
  • Reporting suspected malpractice
• Careers
  • Trainers
• Examiners
  • Assistant examiner
  • Team Leader
  • Principal examiner
  • Setter
  • Item writer
  • Reviser
  • Vetter
  • Moderator
  • Frequently asked questions
• Our history
• Cambridge CEM
• The 2018 Cambridge International Global Education Census

Why choose us

• Benefits of a Cambridge education
  • International curriculum
  • Teaching and learning
  • Assessment
  • International recognition
  • Global community
• Where do Cambridge qualifications take you?
• Support for schools
• Parents and students
  • In class
    • The Cambridge learner attributes
    • Study resources
• Find a Cambridge school
  • Recognise a Cambridge school
• Online education
  • How do we work with online schools?
  • Information for parents
• Join Cambridge
  • Our registration quality standards
  • Registration quality standards for online schools
  • Our fees
  • Express your interest
  • Application form
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  • Become a Cambridge School
• Cambridge Associates
  • Become a Cambridge Associate
    • Who are our Cambridge Associates?
    • Why become a Cambridge Associate?
  • Support for Cambridge Associates
    • Registering new schools
    • Administering Cambridge exams
• The Duke of Edinburgh's International Award
  • Promotional toolkit
  • Case study - Indonesia
  • Case study - New Zealand
  • The President's Award for Youth Empowerment (TPA)
    • Case study - St Andrew's College

Programmes and qualifications

• Cambridge Primary
  • Curriculum
    • Cambridge Primary Art & Design (0067)
    • Cambridge Primary Computing (0059)
    • Cambridge Primary Digital Literacy (0072)
    • Cambridge Primary English (0844/0058)
    • Cambridge Primary English as a Second Language (0837/0057)
    • Cambridge Primary Global Perspectives (0838)
    • Cambridge ICT Starters (8984)
      • Support material
    • Cambridge Primary Mathematics (0845/0096)
    • Cambridge Primary Music (0068)
    • Cambridge Primary Physical Education (0069)
    • Cambridge Primary Science (0846/0097)
  • Assessment
  • Classroom support
  • Resource list
    • Cambridge Primary Computing (0059)
    • Cambridge Primary English (0058)
    • Cambridge Primary English as a Second Language (0057)
    • Cambridge Primary Mathematics (0096)
    • Cambridge Primary Science (0097)
    • Cambridge Primary Global Perspectives (0838)
  • Case studies
    • Wycherley School, Sri Lanka
    • Sancta Maria International School, India
• Cambridge Lower Secondary
  • Curriculum
    • Cambridge Lower Secondary Art & Design (0073)
    • Cambridge Lower Secondary Computing (0860)
    • Cambridge Lower Secondary Digital Literacy (0082)
    • Cambridge Lower Secondary English (1111/0861)
    • Cambridge Lower Secondary English as a Second Language (1110/0876)
    • Cambridge Lower Secondary Global Perspectives (1129)
    • Cambridge ICT Starters (8984)
      • Support material
    • Cambridge Lower Secondary Mathematics (1112/0862)
    • Cambridge Lower Secondary Music (0078)
    • Cambridge Lower Secondary Physical Education (0081)
    • Cambridge Lower Secondary Science (1113/0893)
  • Assessment
    • Cambridge Lower Secondary Checkpoint
      • Support material
  • Classroom support
  • Resource list
    • Cambridge Lower Secondary Computing (0860)
    • Cambridge Lower Secondary English (0861)
      • Cambridge Lower Secondary English (Second edition) (Collins)
    • Cambridge Lower Secondary English as a Second Language (0876)
    • Cambridge Lower Secondary Mathematics (0862)
    • Cambridge Lower Secondary Science (0893)
    • Cambridge Lower Secondary Global Perspectives (1129)
  • Case studies
    • Skipper Clement International School, Denmark
    • Istituto Santa Giuliana Falconieri, Rome, Italy
• Cambridge Upper Secondary
  • Cambridge IGCSE
    • Curriculum
    • Subjects
    • Qualification
    • Classroom support
    • Training and events
    • Case studies
      • Lyceum Alpinum Zuoz School
    • Results statistics
    • Grade threshold tables
      • March 2022
      • November 2021
      • June 2021
      • March 2021
      • November 2020
      • March 2020
      • November 2019
      • June 2019
      • March 2019
    • Cambridge IGCSE grading choice
      • How 9-1 grading will work
      • Support for A*–G grading
    • UK schools
  • Cambridge O Level
    • Curriculum
    • Subjects
    • Qualification
    • Classroom support
    • Training and events
    • Results statistics
    • Grade threshold tables
      • June 2022
      • November 2021
      • June 2021
      • November 2020
      • November 2019
      • June 2019
      • November 2018
      • June 2018
      • November 2017
      • June 2017
  • Cambridge ICE
  • The Cambridge Upper Secondary Science Competition
    • Science competition judging panel
• Cambridge Advanced
  • Cambridge International AS & A Levels
    • Curriculum
    • Subjects
    • Classroom support
    • Training and events
    • Qualification
    • Results statistics
    • Grade threshold tables
      • June 2022
      • March 2022
      • November 2021
      • June 2021
      • March 2021
      • November 2020
      • March 2020
      • November 2019
      • June 2019
  • Cambridge Pre-U
    • June 2023
    • Curriculum
    • Subjects
    • Qualification
    • Classroom support
    • Case studies
      • Edward Tranter
      • Sasha Arridge
    • Results statistics
    • Grade threshold tables
      • June 2022
      • November 2020
      • November 2019
      • June 2019
      • November 2018
      • June 2018
      • November 2017
      • June 2017
  • Cambridge AICE Diploma
    • Curriculum
    • Qualification
    • Classroom support
  • Cambridge IPQ
    • Results statistics
• Recognition and acceptance
  • Guidance for universities
    • Statement of support for Global Perspectives & Research A Level
    • Statement of support for Cambridge IPQ
    • Results service for universities
  • Guidance for schools and students
    • A school profile
    • School profile template instructions
  • Recognition in specific destination countries
    • Australia
    • Canada
    • Germany
      • Applying to universities in Germany
      • Resources for study in Germany
    • India
    • Indonesia
    • Malaysia
    • New Zealand
    • Pakistan
    • Republic of Ireland
    • Singapore
    • South Africa
    • Thailand
    • The Netherlands
    • UK
    • USA
    • Viet Nam
  • Recognition search
  • Register your institution's admissions policy
  • Higher education research and insights
  • Cambridge International Alumni
    • Tell us your story
    • Argentina
      • Dafne Willans
      • Iñaki Bengolea
      • Victoria Canessa
    • Canada
      • Nensi Shkurti
      • Ismael Barzani
      • Tom Stubbs
      • Madhumita Varma
    • Germany
    • India
      • Parikshit Sen
      • Vaidehi Rane
    • Japan
      • Andrea Mialdea Molina
    • Malaysia
      • Akriti Sethi
    • Pakistan
      • Azka Jawed
      • Laaibah Ejaz
    • South Africa
      • Coba Kellerman
      • Daniel Johnson
    • United Kingdom
      • Dukula De Alwis Jayasinghe
      • Eric Jou
    • United States of America
      • Erika Anderson
      • Hassaan Idrees
      • Jenna Everard
      • Maggie Jiang
  • University showcase
    • Aberystwyth University, UK
  • Cambridge International Spotlight - eNewsletter
• Bilingual education
  • Support for principals
  • Support for teachers
  • Case studies
  • Resources
    • Excellence in bilingual education
• Cambridge Global Perspectives
  • Benefits for students
  • Benefits for teachers and schools
  • Case studies
    • CHIREC International school, India
    • Chisipite Senior School, Zimbabwe
    • Mayfair Academy, Spain
    • Southland Girls' High School, New Zealand
    • Showcase of student projects
      • Exploring ideas of beauty
      • Building toilets for girls
      • Tackling food waste
      • Gender stereotypes in advertising
      • Exploring issues of consent
    • Teacher and student stories
      • Danish Malik and Muhammad Bin Amjad
      • Ian Mills
      • Isabella Moreno
      • Mason Arnold
      • Zhiqin Chen
      • Oksana Melendez
      • Sakina Bharmal
      • Wilson Woltersdorf
      • Spandan Mehta
      • Talha Gul Khan
  • Online Learning
  • Cambridge Global Perspectives survey results

Exam administration

• Cambridge Exams Officers’ Guide
  • Changes for the 2022 Cambridge Handbook
  • Changes for the 2021 Cambridge Handbook
  • Phase 1 - Preparation
    • Key dates and activities
    • Timetabling exams
      • Administrative zone
      • Key Times
      • Exam timetables
    • Access arrangements
    • UK leaving the EU – EORI number information
  • Phase 2 – Entries
    • Estimated entries
    • Final entries
    • Transfer candidates
    • Carry forward entry rules
    • Understanding retake entries
    • Alternative venues
    • Declaration of interest
  • Phase 3 – Coursework & Moderation
    • Samples database
    • Submit for Assessment
      • Adding users to Submit for Assessment
      • Frequently asked questions
      • Preparing and uploading files and documents
    • My Cambridge
    • Withdrawal of Outline Proposal Forms
  • Phase 4 – Before the exams
    • Packing and despatching your confidential materials
  • Phase 5 - Exam day
    • Running exams
    • Security inspections
    • Malpractice
    • Special consideration
    • Despatching scripts
      • Despatching scripts for Cambridge Pre-U in the UK
    • Changes to question paper front covers
    • Multiple-choice answer sheets for foreign languages
    • Right-to-left answer booklets for foreign languages
  • Phase 6 – Results and certificates
    • Preparing for results day
    • Managing results day
    • Enquiries about results
    • Certificates, certifying statements, verification of results
    • Standards and grading
    • Guidance for students and families
  • Administrative forms and guidance documents
  • Support and training
  • eNewsletter
• What to expect on exam day
  • Understanding command words
• Results
  • Marking and grading
  • Electronic statements of results
  • Certificates
  • Verification of students' results
  • Results Analysis
• Private candidates

Support and training for schools

• Teaching and learning during Covid-19
  • Teaching resources
    • Past papers
    • Test Maker
    • Resource Plus
    • Progression tests
    • Cambridge CEM
    • Tools to support remote teaching and learning
    • Confidence checkers
    • Syllabus quizzes
    • Cambridge Primary and Lower Secondary
    • Cambridge Upper Secondary and Advanced
  • Guidance and support
    • Guides
      • Multiple-choice questions
    • Webinars
    • Blogs
  • Resources to support mental health and wellbeing
  • Special educational needs
• Support for teachers
  • Teaching and assessment
    • Approaches to learning and teaching
    • Resource Plus
    • Preventing plagiarism
    • Internal moderation
  • Understanding results
  • Outstanding Cambridge Learner Awards
    • Outstanding Cambridge learners - MENA
    • US District of the Year Award
  • School Support Hub
    • A guide for Cambridge Associate coordinators
    • A guide for Cambridge International School coordinators
  • Test Maker
  • Everyday Science
  • Cambridge Personal Styles Questionnaire
    • CPSQ for teachers
    • CPSQ for schools
• Professional development
  • Cambridge Professional Development Qualifications
    • Cambridge school leader and teacher standards
    • Curriculum
      • Teaching and Learning
      • Educational Leadership
      • Teaching Bilingual Learners
      • Teaching with Digital Technologies
    • Programme
      • Programme leader
      • Programme design
      • Mentors
      • School leaders
      • Candidates
    • Become a Centre
    • Support from Cambridge
    • Find a Cambridge PDQ Programme
    • Cambridge International Award in Teaching and Learning
    • Teacher development journey with ARU
      • Anglia Ruskin University Bridging Modules
  • Working with training providers
• Support for new schools
• Cambridge schools conference
  • Cambridge schools conference blog
  • Previous conferences
    • Supporting learners' emotional health and wellbeing
    • Education learning in a changing world: Remote teaching and learning
    • Assessment for learning
    • Evaluating impact: how effective is our school and classroom practice
    • Creating the conditions for success
    • Learning and achievement for all
    • Thinking about thinking
    • Thinking about thinking: A Cambridge International perspective
• Teaching Cambridge at your school
  • Implementing the curriculum with Cambridge
  • Developing your school with Cambridge
  • Developing the Cambridge learner attributes
  • Education briefs
  • Great teaching toolkit: Evidence review
  • Getting started with...
  • Cambridge principles into practice - languages guide for schools
• School Self-Evaluation
  • School consultancy
• Endorsed resources
• Communications toolkit
  • Social media
  • Event banners
  • Display items

News

• Latest news
• Blog
• Newsletters
• Sign up to our eNewsletters
• Media contacts
• What's new
  • Cambridge Primary
    • Changes to Cambridge Primary Progression Test and Checkpoint performance bands
    • Updated Cambridge Primary Global Perspectives curricula
  • Cambridge Lower Secondary
    • Changes to Cambridge Lower Secondary Progression Test and Checkpoint performance bands
    • Updated Cambridge Lower Secondary Global Perspectives curricula
  • Cambridge IGCSE
  • Cambridge O Level
    • Cambridge O Level English
  • Cambridge International AS & A Level
  • Syllabus changes
  • Syllabus updates

Social Media

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Information for schools about Covid-19

• November 2023
  • Running exams
    • Component adjustments and guidance for components
    • Component exemptions
    • Calculating assessed marks
• June 2023
  • Running exams
    • Guidance for components
    • Component adjustments
    • Component exemptions
    • Special consideration
    • Calculating assessed marks
• November 2022
  • Running exams
    • Guidance for components
    • Component adjustments
    • Component exemptions
      • Acceptable reasons for applying for component exemptions
      • What exemptions were available?
      • Component exemptions FAQs
    • Calculating assessed marks
    • Special consideration
    • Withdrawals
    • Interactive guide: Understanding your routes to grades options
  • Portfolio of evidence
    • Submitting the portfolio
    • Marking the portfolio
    • Secure Exchange
    • Special consideration and malpractice
    • FAQs
  • November 2022 carry forward entry options
    • Carrying forward AS Level portfolio of evidence marks into the November 2022 series
• June 2022
  • Running exams
    • Interactive guide: Understanding your routes to grades options
    • Guidance for components
    • Component adjustments
    • Component exemptions
      • What exemptions are available?
      • Component exemptions FAQs
    • Calculating assessed marks
    • Special consideration
    • Withdrawals
  • Portfolio of evidence June 2022
    • Submitting the portfolio
    • Marking the portfolio
      • FAQs
    • Secure Exchange
    • Special consideration and malpractice
    • Results and enquiries about results
    • Information for students and their families
    • FAQs
  • June 2022 carry forward entry options
• Carrying forward marks to a future series
• Carrying forward AS Level to A Level
  • Carry forward rules
  • The 13-month carry-forward rule
  • Linear assessment
  • Staged assessment
  • A2-only route
  • ‘Best of both’ route to A Level
  • Examples of carry forward entry options
• Carrying forward AS & A Level coursework
  • Carrying forward an AS Level which includes a coursework component
  • Carrying forward only the AS and/or A Level coursework component

Cambridge International in the USA

• Cambridge International is growing in the US
• About Cambridge International in the USA
  • The Cambridge Pathway
  • How to become a Cambridge school
  • News and updates
  • Case studies
    • Customizing PD for school leaders in Tennessee
    • Expanding opportunities in Florida
    • Increasing equity in North Carolina
    • Preventing learning loss in Arizona
    • US student voices
  • UK to US translation
• Students & families
  • Get and send exam grades
  • Getting started
  • Benefits for students
  • Dates and deadlines
  • Practice
• For US schools & districts
  • Exam grades and transcripts
  • Exams officers
  • Teacher resources
  • Coordinator resources
  • Professional development
  • State policies and benefits
  • Demonstration Centers
• Higher education
  • Receiving exam grades
  • Guide to Cambridge
  • Create a policy
  • State and system policies
  • Training videos
  • Contact our team
• Use Federal ESSER funds for US Cambridge International programs
• Data, research and apps

New Zealand

• About us
  • Cambridge International in New Zealand
  • The Cambridge Pathway
  • Find a Cambridge school in New Zealand
• Pathways to university
  • Applying to university with Cambridge qualifications
  • Applying to university in Australia
• Syllabus updates and developments
• News from New Zealand

Privacy and legal

• Terms and conditions
• Data protection
  • Candidate privacy policy
  • Assessment Specialists privacy policy
  • Applicant privacy policy
  • Employee privacy policy
  • Cookie policy
• ISO 9001 Certificate
• Accessibility
• Copyright Acknowledgement Booklets

Recognition and credit policy search – Cambridge International

• Recognition and credit policy search results - Cambridge International
  • Organisation details - Recognition and credit policy search – Cambridge International