Cambridge Assessment International Education

We live in a fast-paced, ever-changing world. Every moment, technology is changing the way we work, the way we think and the way we live. It changes so quickly that we don’t know what challenges students will face in the future. How, then, do we create Cambridge programmes that will prepare the students of today for the world of tomorrow? We do this by embracing an innovative and progressive approach to learning. Our programmes emphasise the mastery of subjects in depth, and the development of valuable transferable skills. Deep subject knowledge, valued so highly by universities, develops students’ ability to solve problems and apply their understanding to new situations. Our syllabuses encourage students to develop their conceptual understanding – a grasp of the key concepts that enable students to make links between different aspects of a subject.


Considerations about Cambridge students’ futures were also at the heart of the development of the Cambridge learner attributes, introduced in 2011. These habits of learning – being confident, responsible, reflective, innovative and engaged – determine how students approach different situations and challenges. They nurture students who love learning, and who will continue to learn throughout their lives, whatever they are doing. It is this love of learning that is so valuable in a constantly changing world. That’s why the Cambridge learner attributes are an important part of our approach. They help us design Cambridge qualifications that are challenging and relevant, so that Cambridge students can continue to apply what they learnt at school to their lives. 

Ian Harris, Cambridge International’s Assistant Director, International Network.

95% of Cambridge International A Level students who apply to UK universities receive offers, according to new research by UCAS, the UK Universities and Colleges Admissions Service

From 2014-2017, research showed:

  • 95% of Cambridge International A Level students who applied to UK higher education institutions were offered places. This equates to over 67,700 offers.

  • Of the 95%, sixty-two percent (62%) of Cambridge International A Level applicants were accepted into ‘higher tariff’ universities, the 24 most sought-after and reputable universities in the UK (including the Universities of Oxford, Cambridge, Edinburgh, Durham and the London School of Economics, and all of the 'Russell Group' universities).

  • A further 25% were accepted at medium tariff universities, and 13% at lower tariff institutions.

This breakdown shows that students who have taken Cambridge International A Levels are better placed than most other students to get top places. 

When we look at the total figures of all students who applied to study at UK institutions, only 28% of all applicants get into the Russell Group universities – less than half the figure for Cambridge learners.

The figures also show that over the same three-year period 2014-2017, the number of Cambridge International A Level students applying to study in the UK almost doubled, as did the number of students who were offered places.

The data shows that engineering and business studies were the most popular subjects for applicants with Cambridge International A Levels. These were followed by social studies, biological sciences, law, medicine, maths, computer science and creative arts.

While this data is providing a rich resource for further research, it shows very positive trends for students with Cambridge International qualifications who wish to study at the UK’s top universities.

I was nervous about doing my first IGCSE exam, not only because of the exam itself, but also because I was going to a school I had never been to before. After entering ACE, my nerves were soon quelled by the warm and friendly reception. Not once while waiting for the exams to start, did I ever feel like an outsider. The friendly staff who were around and about made me feel most welcome and included. The ACE School made the potentially excruciating experience of several weeks of exams as comfortable as it could possibly be made to be. They did everything they could to help and made me feel at home. The school has played their part in enabling me to move on to the next chapter in my life. For this I would like to express my gratitude.



My experience sitting my exams at ACE Of Brussels was excellent, and it was the most pleasant experience I've had in attending examinations in exam centres as a private candidate. The school had a homely feeling to it, which had me feeling very relaxed and made the exam sessions much less stressful and taxing. Speaking with the teachers felt like chatting with a friend, which also helped in making the experience much more laid back and enjoyable.


I would like to thank you and ACE of Brussels for providing the means for our children to write exams last November.  At times it was challenging due to the crises, but thankfully everything went smooth in the end.  You created an atmosphere of calm and stress-free for them to do well.  Their results were very good as you perhaps know, and we are very proud of them seeing that it was their first exam of this kind.


Just a short note to let you know that I am delighted with my IGCSE results and ICE diploma. I was lucky to be able to come to Brussels and attend those exams.


I think I aced this  (sorry I could not resist the pun).


A family-centred, international, English-speaking school community in Brussels, Belgium.

We develop character as well as academics. 

Address:- Drève du Prieuré 19, Auderghem, Bruxelles 1160


Telephone:-  +32 (0)2 420 02 04

Address:- Priorijdreef 19, Oudergem, Brussel 1160


Telephone:-  +32 (0)2 420 02 04

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