Student results

Student Results for Year Ending July 2016

In order to maintain Model School Status Standard, we set the following targets for student progress: Grade Point Average: 95% for the school and 65 PACEs per student per year.

As a staff team we have studied the data and each child’s progress and have put into place the following steps to support learning this year.
Long term targets set at the start of the academic year with regular reviews of progress by the supervisors, head teacher and parents.
Fresh learning centre strategies will be in place to ensure students are using their time effectively.
Supervisors will ensure students achieve 90% before handing in their PACE for testing
Extra learning support will be available for Maths and English for students working on their ICCE.
The emphasis this year is for students to proactively own their learning and take responsibility for their progress.
An accountability process will be in place through an agreement between the student, supervisor and parents

ICCE Comparability Study

The ICCE academic qualification was benchmarked in 2008 and 2011 by the National Recognition Information Centre for the United Kingdom, UK NARIC. UK NARIC was commissioned in 2008 and 2011 to undertake these assessments, which on both occasions used the widely recognized and highly regarded Cambridge O and A Levels as the basis for the benchmark assessment of the two, senior secondary ICCE Certificate levels.

The outcome of the UK NARIC studies, in both instances, reported that the ICCE Advanced (Academic) Certificate is comparable to Cambridge International Examinations (CIE) Advanced Level (A Level) standard and that the General Certificate is comparable to CIE Ordinary Level (O Level) standard.

The UK NARIC study undertook a comparative analysis of the CIE and the ICCE qualifications in terms of content and learning outcomes, programme delivery and the relative effectiveness of the quality assurance processes. This UK NARIC study demonstrated that:

  • Despite some differences in mode of learning and assessment method, the then ICCE qualifications compared closely to the CIE O and A Levels with regard to their learning outcomes and content.
  • The ICCE programme delivery was found to be effective in developing students’ abilities across a wide range of subjects and preparing them for taking the ICCE qualifications.
  • The quality assurance mechanisms which underpin the ICCE delivery and assessment can be considered to be rigorous and robust.