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🇬🇧关于本年度牛剑面试

🚦发送面邀时间：剑桥面试将于11月开始发放面邀，12月开始面试；牛津整体面试时间区间为12月4日到12月14日（去年为12月5日至12月15日）。

🚦面试形式：除了在英国本土的学生，其余的都在线上进行！牛津面试官方使用的软件为Microsoft Teams，剑桥则通过Zoom或Whereby等平台进行，具体学院会在发放面邀时标明。

🚦面试的目的：
最终还是寻找自己未来的学生。牛剑面试官在面试中，做的更多的，是探讨、评估、观察。评定学生的学术潜力、观察学生对所申请的专业的热情、评估学生的独立思考能力以及交流合作能力。比起单纯的对知识的掌握情况，面试官往往会更注重学生建立在学科知识上的整体思维方式，更想看到学生的创造性和批判性思维。

🚥总的来说，牛剑面试中没有错误答案，主要看你如何思考，如何辩证以及得出的结论是什么。



AP 中国文化和中国文化 Chinese Language and Culture

AP Chinese Language and Culture

The AP Chinese Language and Culture course and exam are an important step in a commitment by the College Board to further multiculturalism and multilingualism in secondary school education.

“Through the world language programs, the College Board hopes to make a significant contribution to secondary school curricula,” College Board President
Gaston Caperton said. “World events make it ever more obvious that a broad knowledge and understanding of other languages and cultures is essential for our young people.”

The AP Chinese Language and Culture course is designed to be comparable to fourth semester (or the equivalent) college/university courses in Mandarin Chinese. These college courses, which deepen students’ immersion into the language and culture of the Chinese-speaking world, typically represent the point at which students complete approximately 250 hours of college-level classroom instruction. Course work provides students with opportunities to perform Intermediate- to Advanced-level tasks, and students are expected to achieve proficiencies throughout, and sometimes beyond, the Intermediate range, as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.

The AP course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes (Interpersonal, Interpretive, and
Presentational) and the five goal areas (Communication, Cultures, Connections, Comparisons, and Communities) as outlined in the Standards for Foreign Language Learning in the 21st Century. Its aim is to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills within a cultural frame of reference reflective of the richness of Chinese language and culture. AP Chinese Language and Culture teachers plan and implement a course that focuses on language proficiency while interweaving level- and ageappropriate cultural content throughout the course and providing for frequent formative assessment of students’ developing proficiencies within the context of their learning. Instructional materials and activities are carefully and strategically adapted from authentic sources to support the linguistic and cultural goals of the course.

IGCSE A & AS Level: 中文 Chinese

IGCSE: Chinese – First Language

The Cambridge IGCSE First Language Chinese is designed for learners whose first language is Chinese. It develops learners’ ability to communicate clearly, accurately and effectively. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed. Learners are also encouraged to read widely, both for their own enjoyment and in order to develop an appreciation of how writers achieve their effects. It also complements other areas of study by encouraging skills of more general application.

IGCSE: Chinese (Mandarin) – Foreign Language

The Cambridge IGCSE Foreign Language Chinese is designed for learners who are learning Mandarin Chinese as a foreign language. The aim is to develop an ability to use the language effectively for purposes of practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies. It also aims to offer insights into the culture and civilisation of countries where Mandarin Chinese is spoken, encouraging positive attitudes towards language learning and towards speakers of foreign languages.

A & AS Level: Chinese

Cambridge International A Level Chinese builds on the language skills gained at Cambridge IGCSE, Cambridge O Level or Cambridge International AS Level, and is the ideal foundation for university-level study, or to improve career prospects. Learners gain an understanding of how to use the language in a variety of situations. They will be expected to handle texts and other source materials, extracting information in order to respond to specific tasks. Through their studies, learners can expect to achieve greater fluency, accuracy and confidence in the language. They will also learn how to translate material from English into the Chinese.

A & AS Level: Chinese – Language (AS Level Only)

The Cambridge International AS Level Chinese enables learners to achieve greater fluency, accuracy and confidence in the written language, and improve their communication skills. They learn how to improve their use of Chinese in a variety of situations, understanding how to read texts and other source materials, and how to extract information, and respond to questions in writing.

AP英语文学 English Literature and Composition

AP English Literature and Composition

An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone.

IGCSE A & AS Level:艺术与设计 Art and Design

IGCSE: Art and Design

The Cambridge IGCSE Art and Design aims to encourage a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. Learners gain confidence and enthusiasm as they develop technical skills in two and three dimensional form and composition, and are able to identify and solve problems in visual and tactile forms. They also learn how to develop ideas from initial attempts to final solutions. An ideal foundation for further study, Cambridge IGCSE Art and Design also develops a greater awareness of the role played by the visual arts in society and in history, broadening cultural horizons and individual experience.

A & AS Level: Art and Design

The Cambridge International A Level Art and Design considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own. Most of the work is practical or studio based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems.

AP 艺术史 Art History

AP Art History

The AP Art History course should engage students at the same level as an introductory college art history survey. Such a course involves critical thinking and should develop an understanding and knowledge of diverse historical and cultural contexts of architecture, sculpture, painting and other media. It also provides an opportunity for schools to strengthen an area neglected in most curricula. In this course, students examine and critically analyze major forms of artistic expression from the past and the present from a variety of cultures. While visual analysis is a fundamental tool of the art historian, art history emphasizes understanding how and why works of art function in context, considering such issues as patronage, gender, and the functions and effects of works of art. Many colleges and universities offer advanced placement and/or credit to students who perform successfully on the AP Art History Exam.

AP 物理C 力学 Physics C Mechanics

AP Physics C: Mechanics

There are two AP Physics C courses — Physics C: Mechanics and Physics C: Electricity and Magnetism, each corresponding to approximately a semester of college work. Mechanics is typically taught first, and some AP teachers may choose to teach this course only. If both courses are taught over the course of a year, approximately equal time should be given to each. Both courses should utilize guided inquiry and student-centered learning to foster the development of critical thinking skills and should use introductory differential and integral calculus throughout the course.

Physics C: Mechanics should provide instruction in each of the following six content areas: kinematics; Newton’s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation.

Physics C: Electricity and Magnetism should provide instruction in each of the following five content areas: electrostatics; conductors, capacitors and dielectrics; electric circuits; magnetic fields; and electromagnetism.

Most colleges and universities include in similar courses additional topics such as wave motion, kinetic theory and thermodynamics, optics, alternating current circuits, or special relativity. Although wave motion, optics and kinetic theory and thermodynamics are usually the most commonly included, there is little uniformity among such offerings, and these topics are not included in the Physics C Exams. The Development Committee recommends that supplementary material be added to Physics C when it is possible to do so. Many teachers have found that a good time to do this is late in the year, after the AP Exams have been given.

Each Physics C course should also include a hands-on laboratory component comparable to a semester-long introductory college-level physics laboratory. Students should spend a minimum of 20 percent of instructional time engaged in hands-on laboratory work. Each student should complete a lab notebook or portfolio of lab reports.

The school should ensure that each student has a calculus-based college-level textbook (supplemented when necessary to meet the curricular requirements) for individual use inside and outside of the classroom. A link to lists of examples of acceptable textbooks can be found on the Physics C course home pages on the AP Central website.

AP 物理C 电与磁 Physics C Electricity and Magnetism

AP Physics C: Electricity and Magnetism

There are two AP Physics C courses — Physics C: Mechanics and Physics C: Electricity and Magnetism, each corresponding to approximately a semester of college work. Mechanics is typically taught first, and some AP teachers may choose to teach this course only. If both courses are taught over the course of a year, approximately equal time should be given to each. Both courses should utilize guided inquiry and student-centered learning to foster the development of critical thinking skills and should use introductory differential and integral calculus throughout the course.

Physics C: Mechanics should provide instruction in each of the following six content areas: kinematics; Newton’s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation.

Physics C: Electricity and Magnetism should provide instruction in each of the following five content areas: electrostatics; conductors, capacitors and dielectrics; electric circuits; magnetic fields; and electromagnetism.

Most colleges and universities include in similar courses additional topics such as wave motion, kinetic theory and thermodynamics, optics, alternating current circuits, or special relativity. Although wave motion, optics and kinetic theory and thermodynamics are usually the most commonly included, there is little uniformity among such offerings, and these topics are not included in the Physics C Exams. The Development Committee recommends that supplementary material be added to Physics C when it is possible to do so. Many teachers have found that a good time to do this is late in the year, after the AP Exams have been given.

Each Physics C course should also include a hands-on laboratory component comparable to a semester-long introductory college-level physics laboratory. Students should spend a minimum of 20 percent of instructional time engaged in hands-on laboratory work. Each student should complete a lab notebook or portfolio of lab reports.

The school should ensure that each student has a calculus-based college-level textbook (supplemented when necessary to meet the curricular requirements) for individual use inside and outside of the classroom. A link to lists of examples of acceptable textbooks can be found on the Physics C course home pages on the AP Central website.

AP 物理B Physics B

AP Physics B

The Physics B course includes topics in both classical and modern physics. A knowledge of algebra and basic trigonometry is required for the course; the basic ideas of calculus may be introduced in connection with physical concepts, such as acceleration and work. Understanding of the basic principles involved and the ability to apply these principles in the solution of problems should be the major goals of the course. Consequently, the course should utilize guided inquiry and student-centered learning to foster the development of critical thinking skills.

Physics B should provide instruction in each of the following five content areas: Newtonian mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics.

Many colleges and universities include additional topics in their survey courses. Some AP teachers may wish to add supplementary material to a Physics B course. Many teachers have found that a good time to do this is late in the year, after the AP Exams have been given.

The Physics B course should also include a hands-on laboratory component comparable to introductory college-level physics laboratories, with a minimum of 12 student-conducted laboratory investigations representing a variety of topics covered in the course. Each student should complete a lab notebook or portfolio of lab reports.

The school should ensure that each student has a copy of a college-level textbook (supplemented when necessary to meet the curricular requirements) for individual use inside and outside of the classroom. A link to a list of examples of acceptable textbooks can be found on the Physics B course home page on the AP Central Web site.

IGCSE A & AS Level物理 Physics

IGCSE: Physics

The Cambridge IGCSE Physics helps learners to understand the technological world in which they live, and take an informed interest in science and scientific developments. They learn about the basic principles of Physics through a mix of theoretical and practical studies. Learners also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, skills which are useful in everyday life. As they progress, learners gain an understanding of how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.

A & AS Level: Physics

Cambridge International AS and A Level Physics builds on the skills acquired at Cambridge IGCSE (or equivalent) level. It includes the main theoretical concepts which are fundamental to the subject, a section on some current applications of physics, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination. The emphasis throughout is on the understanding of concepts and the application of physics ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS and A Level Physics is ideal for learners who want to study physics or a wide variety of related subjects at university or to follow a career in science.

AP微积分BC Calculus BC

AP Calculus BC

AP courses in calculus consist of a full high school academic year of work and are comparable to calculus courses in colleges and universities. It is expected that students who take an AP course in calculus will seek college credit, college placement, or both from institutions of higher learning.

The AP Program includes specifications for two calculus courses and the exam for each course. The two courses and the two corresponding exams are designated as Calculus AB and Calculus BC.

Calculus AB can be offered as an AP course by any school that can organize a curriculum for students with mathematical ability. This curriculum should include all the prerequisites for a year’s course in calculus listed on page 6. Calculus AB is designed to be taught over a full high school academic year. It is possible to spend some time on elementary functions and still teach the Calculus AB curriculum within a year. However, if students are to be adequately prepared for the Calculus AB Exam, most of the year must be devoted to the topics in differential and integral calculus describedon pages 6 to 9. These topics are the focus of the AP Exam questions.

Calculus BC can be offered by schools where students are able to complete all the prerequisites listed on page 6 before taking the course. Calculus BC is a full-year course in the calculus of functions of a single variable. It includes all topics taught in Calculus AB plus additional topics, but both courses are intended to be challenging and demanding; they require a similar depth of understanding of common topics. The topics for Calculus BC are describedon
pages 9 to 12. A Calculus AB subscore is reported based on performance on the portion of the Calculus BC Exam devoted to Calculus AB topics.

Both courses described here represent college-level mathematics for which most colleges grant advanced placement and/or credit. Most colleges and universities offer a sequence of several courses in calculus, and entering students are placed within this sequence according to the extent of their preparation, as measured by the results of an AP Exam or other criteria. Appropriate credit and placement are granted by each institution in accordance with local policies. The content of Calculus BC is designed to qualify the student for placement and credit in a course that is one course beyond that granted for Calculus AB. Many colleges provide statements regarding their AP policies in their catalogs and on their websites.

Secondary schools have a choice of several possible actions regarding AP Calculus. The option that is most appropriate for a particular school depends on local conditions and resources: school size, curriculum, the preparation of teachers, and the interest of students, teachers, and administrators.

Success in AP Calculus is closely tied to the preparation students have had in courses leading up to their AP courses. Students should have demonstrated mastery of material from courses that are the equivalent of four full years of high school mathematics before attempting calculus. These courses should include the study of algebra, geometry, coordinate geometry, and trigonometry, with the fourth year of study including advanced topics in algebra, trigonometry, analytic geometry, and elementary functions. Even though schools may choose from a variety of ways to accomplish these studies — including beginning the study of high school mathematics in grade 8; encouraging the election of more than one mathematics course in grade 9, 10, or 11; or instituting a program of summer study or guided independent study — it should be emphasized that eliminating preparatory course work in order to take an AP course is not appropriate.

The AP Calculus Development Committee recommends that calculus should be taught as a college-level course. With a solid foundation in courses taken before AP, students will be prepared to handle the rigor of a course at this level. Students who take an AP Calculus course should do so with the intention of placing out of a comparable college calculus course. This may be done through the AP Exam, a college placement exam, or any other method employed by the college.

AP微积分AB Calculus AB

AP Calculus AB

AP courses in calculus consist of a full high school academic year of work and are comparable to calculus courses in colleges and universities. It is expected that students who take an AP course in calculus will seek college credit, college placement, or both from institutions of higher learning.

The AP Program includes specifications for two calculus courses and the exam for each course. The two courses and the two corresponding exams are designated as Calculus AB and Calculus BC.

Calculus AB can be offered as an AP course by any school that can organize a curriculum for students with mathematical ability. This curriculum should include all the prerequisites for a year’s course in calculus listed on page 6. Calculus AB is designed to be taught over a full high school academic year. It is possible to spend some time on elementary functions and still teach the Calculus AB curriculum within a year. However, if students are to be adequately prepared for the Calculus AB Exam, most of the year must be devoted to the topics in differential and integral calculus describedon pages 6 to 9. These topics are the focus of the AP Exam questions.

Calculus BC can be offered by schools where students are able to complete all the prerequisites listed on page 6 before taking the course. Calculus BC is a full-year course in the calculus of functions of a single variable. It includes all topics taught in Calculus AB plus additional topics, but both courses are intended to be challenging and demanding; they require a similar depth of understanding of common topics. The topics for Calculus BC are describedon
pages 9 to 12. A Calculus AB subscore is reported based on performance on the portion of the Calculus BC Exam devoted to Calculus AB topics.

Both courses described here represent college-level mathematics for which most colleges grant advanced placement and/or credit. Most colleges and universities offer a sequence of several courses in calculus, and entering students are placed within this sequence according to the extent of their preparation, as measured by the results of an AP Exam or other criteria. Appropriate credit and placement are granted by each institution in accordance with local policies. The content of Calculus BC is designed to qualify the student for placement and credit in a course that is one course beyond that granted for Calculus AB. Many colleges provide statements regarding their AP policies in their catalogs and on their websites.

Secondary schools have a choice of several possible actions regarding AP Calculus. The option that is most appropriate for a particular school depends on local conditions and resources: school size, curriculum, the preparation of teachers, and the interest of students, teachers, and administrators.

Success in AP Calculus is closely tied to the preparation students have had in courses leading up to their AP courses. Students should have demonstrated mastery of material from courses that are the equivalent of four full years of high school mathematics before attempting calculus. These courses should include the study of algebra, geometry, coordinate geometry, and trigonometry, with the fourth year of study including advanced topics in algebra, trigonometry, analytic geometry, and elementary functions. Even though schools may choose from a variety of ways to accomplish these studies — including beginning the study of high school mathematics in grade 8; encouraging the election of more than one mathematics course in grade 9, 10, or 11; or instituting a program of summer study or guided independent study — it should be emphasized that eliminating preparatory course work in order to take an AP course is not appropriate.

The AP Calculus Development Committee recommends that calculus should be taught as a college-level course. With a solid foundation in courses taken before AP, students will be prepared to handle the rigor of a course at this level. Students who take an AP Calculus course should do so with the intention of placing out of a comparable college calculus course. This may be done through the AP Exam, a college placement exam, or any other method employed by the college.

AP微观经济学 Microeconomics

AP Microeconomics

The purpose of the AP course in microeconomics is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. The following is a brief discussion of these topics and some aspects of them that a teacher may choose to explore.

AP统计学 Statistics

AP Statistics

The Advanced Placement Program offers a course description and exam in statistics to secondary school students who wish to complete studies equivalent to a onesemester, introductory, non-calculus-based, college course in statistics.

Statistics and mathematics educators who serve as members of the AP Statistics Development Committee have prepared the Course Description and exam to reflect the content of a typical introductory college course in statistics. The exam is representative of such a course and therefore is considered appropriate for the measurement of skills and knowledge in the field of introductory statistics.

In colleges and universities, the number of students who take a statistics course is almost as large as the number of students who take a calculus course. A July 2002 article in the Chronicle of Higher Education reports that the enrollment in statistics courses from 1990 to 2000 increased by 45 percent — one testament to the growth of statistics in those institutions. An introductory statistics course, similar to the AP Statistics course, is typically required for majors such as social sciences, health sciences and business. Every semester about 236,000 college and university students enroll in an introductory statistics course offered by a mathematics or statistics department. In addition, a large number of students enroll in an introductory statistics course offered by other departments. Science, engineering and mathematics majors usually take an upper-level calculus-based course in statistics, for which the AP Statistics course is effective preparation.

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes:

1. Exploring Data: Describing patterns and departures from patterns
   2. Sampling and Experimentation: Planning and conducting a study
   3. Anticipating Patterns: Exploring random phenomena using probability and simulation
   4. Statistical Inference: Estimating population parameters and testing hypotheses

Students who successfully complete the course and exam may receive credit, advanced placement or both for a one-semester introductory college statistics course. This does not necessarily imply that the high school course should be one semester long. Each high school needs to determine the length of its AP Statistics course to best serve the needs of its students. Statistics, like some other AP courses, could be effectively studied in a one-semester, a two-trimester or a one-year course. Most schools, however, offer it as a one-year course.

IGCSE A & AS Level 通信技术 ICT

IGCSE: ICT

By following the ICT, learners develop an interest in, enjoyment of, and confidence in the use of computing. They develop an appreciation of the range and power of computer applications and solve problems using computing; their studies include systems analysis, algorithm design and programming concepts. Cambridge IGCSE ICT learners consider a broad range of computer applications, to develop an understanding of the power and versatility of the computer and the benefits of its use, but also its limitations and potential disadvantages. Cambridge IGCSE ICT is an ideal foundation for further study at Cambridge International AS and A Level, and the skills learnt can also be used in other areas of study and in everyday life.

A & AS Level: ICT

The aim of the Cambridge International AS and A Level ICT is to develop an understanding of how computers are used to solve a wide range of problems. Learners investigate a variety of different computers, and also look at the ways that computers are organised in terms of software, data, hardware, communications and people. Learners develop the skills necessary to apply their understanding to the development of computer-based solutions. As they progress, they learn about the main principles of systems analysis and design, looking at different methods of problem formulation, and the planning of solutions. They also consider systematic methods of solution implementation, testing and documentation.

思维技巧 Thinking Skills

A & AS Level: Thinking Skills

Thinking Skills develops a specific set of intellectual skills, independent of subject content, reflecting the need voiced by universities and employers for more mature and sophisticated ways of thinking. It also enables students to approach their other subjects with an improved ability to understand, analyse and resolve problems. As a result, students will find the course of great benefit when preparing for higher education and for a wide range of careers, including law, scientific research, social science, journalism, medicine, business, accounting and engineering. It encourages free and open debate, critical and investigative thinking, and informed and disciplined reasoning.

AP 世界历史 World History

AP World History

The breadth of world history has always posed challenges for AP teachers to create opportunities for deep conceptual understanding for students while addressing a syllabus largely driven by sheer scope. The AP World History course outlined in this course and exam description addresses these challenges by providing a clear framework of six chronological periods viewed through the lens of related key concepts and course themes, accompanied by a set of skills that clearly define what it means to think historically.

The course’s organization around a limited number of key concepts instead of a perceived list of facts, events, and dates makes teaching each historical period more manageable. The three to four key concepts per period define what is most essential to know about each period based upon the most current historical research in world history. This approach enables students to spend less time on factual recall, more time on learning essential concepts, and helps them develop historical thinking skills necessary to explore the broad trends and global processes involved in their study of AP World History.

To foster a deeper level of learning, the framework distinguishes content that is essential to support the understanding of key concepts from content examples that are not required. Throughout the framework, possible examples of historical content are provided in the right-hand column as an illustration of the key concept, but these illustrative examples are not required features of the course or required knowledge for the exam. Instead, the illustrative examples are provided to offer teachers a variety of optional instructional contexts that will help their students achieve deeper understanding. In this way the framework provides teachers freedom to tailor instruction to the needs of their students and offers flexibility in building upon their own strengths as teachers.

The themes and key concepts are intended to provide foundational knowledge for future college-level course work in history. Command of these course themes and key concepts requires sufficient knowledge of detailed and specific relevant historical developments and processes — including names, chronology, facts, and events — to exemplify the themes and key concepts. However, the specific historical developments and processes taught in an AP World History course will vary by teacher according to the instructional choices each teacher makes to provide opportunities for student investigation and learning for each key concept and theme.

AP 生物学 Biology

AP Biology

Given the speed with which scientific discoveries and research continuously expand scientific knowledge, many educators are faced with the challenge of balancing breadth of content coverage with depth of understanding.

The revised AP® Biology course addresses this challenge by shifting from a traditional “content coverage” model of instruction to one that focuses on enduring, conceptual understandings and the content that supports them. This approach will enable students to spend less time on factual recall and more time on inquiry-based learning of essential concepts, and will help them develop the reasoning skills necessary to engage in the science practices used throughout their study of AP Biology.

To foster this deeper level of learning, the breadth of content coverage in AP Biology is defined in a way that distinguishes content essential to support the enduring understandings from the many examples or applications that can overburden the course. Illustrative examples are provided that offer teachers a variety of optional instructional contexts to help their students achieve deeper understanding. Additionally, content that is outside the scope of the course and exam is also identified.

Students who take an AP Biology course designed using this curriculum framework as its foundation will also develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. The result will be readiness for the study of advanced topics in subsequent college courses — a goal of every AP course.

The revised AP Biology course is equivalent to a two-semester college introductory biology course and has been endorsed enthusiastically by higher education officials.

IGCSE A & AS Level 生物 Biology

IGCSE: Biology

With an emphasis on human biology, the Cambridge IGCSE Biology helps learners to understand the technological world in which they live, and take an informed interest in science and scientific developments. Learners gain an understanding of the basic principles of biology through a mix of theoretical and practical studies. They also develop an understanding of the scientific skills essential for further study at Cambridge International A Level, which are useful in everyday life. As they progress, learners understand how science is studied and practised, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.

A & AS Level: Biology

Cambridge International AS and A Level Biology builds on the skills acquired at Cambridge IGCSE (or equivalent) level. It includes the main theoretical concepts which are fundamental to the subject, a section on some current applications of biology, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination. The emphasis throughout is on the understanding of concepts and the application of biology ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS and A Level Biology is ideal for learners who want to study biology or a wide variety of related subjects at university or to follow a career in science.