MARA Cambridge School 201 seminar

Working in partnership with Cambridge KL, 31 October 2013

Isabel NisbetRegional Director of Education, SE Asia

Outline Cambridge an introduction Cambridge International ExaminationsThe context for dual certification programmes Cambridge learners and Cambridge teachersOur programmes and qualificationsDISCUSSION Conclusions

Cambridge who we are

The Cambridge Assessment Group

Cambridge International Examinations Excellence in education

Vision Our vision is to lead international standards in education.

MissionOur mission is to deliver world-class international education through the provision of high-quality curricula, assessments and services.

Cambridge worldwide9000 schools160 countries40 governments

Cambridge International Examinations Chief Executive: Michael OSullivanDivisions: Assessment Development OperationsEducation Leads on relations with Governments Communications and Customer RelationshipsIncludes school development teams SE Asia and Pacific Team

SE Asia and Pacific Team Head Office in Singapore, office in KL Ben Schmidt, Regional DirectorIsabel Nisbet, Regional Director of Education, SE AsiaNg Kim Huat, Senior Schools Development Manager, Malaysia

The context: 2 challenges To prepare our young people for the demands of life and work in the 21st century

(2) To strike the right balance between national and international education

Emphasis on preparation for uncertainty and change I believe the prime function of education in an uncertain world should be to provide young people with the competence and self-confidence to tackle uncertainty well: in other words to be good learners.the main concern [of teachers] is to equip their pupils with the ability to be intelligent in the face of change. Guy Claxton [1991]

The crucial resource in knowledge economies the ability for people to respond flexibly and creatively to demands for new knowledge , skills and dispositions in continually changing social and economic contexts. Mary James [2007]

Education for success in the modern worldAbility to study, work and communicate in EnglishSubject knowledge and understanding Flexibility and responsive to changeIntellectual rigourResearch and critical thinkingPresentation skillsCultural/international awarenessPersonal and social responsibility

ATC21S categories of 21st Century skills

CategorySkillsWays of thinking Creativity & innovationCritical thinking, problem-solving, decision-making Learning to learn, metacognition Ways of working 4. Communication5. Collaboration (teamwork)Tools for working 6. Information literacy 7. ICT literacyLiving in the world 8. Citizenship local & global9. Life & career10. Personal & social responsibility

Challenge (2) balancing international and national education From the Malaysia Education Blueprint 2013-2025In order to compete with the best in the world, our education system must develop young Malaysians who are knowledgeable, think critically and creatively, have leadership skills and are able to communicate with the rest of the world. Just as importantly, our students must be imbued with values, ethics and a sense of nationhood.

Dual certification programmes Working for two sets of qualificationsCambridge National Teaching/learning in two languages Problems: Language competency of teachers and studentsCurriculum overload Duplication between national and international content How to transfer thinking between subjects in the two programmes

Combining the best of international and national education Objectives should be compatible National governments want their best students to be competitive in a globalised worldBUT bringing the two worlds together at the level of the school is challenging

Cambridge learners and Cambridge teachers

Cambridge learnersCambridge teachersConfident in working with information and ideas their own and those of others.Confident in teaching their subject and engaging each student in learning.Responsible for themselves, responsive to and respectful of others.Responsible for themselves, responsive to and respectful of others.Reflective as learners, developing their ability to learn.Reflective as learners themselves, developing their practice.Innovative and equipped for new and future challenges.Innovative and equipped for new and future challenges.Engaged intellectually and socially, ready to make a difference.Engaged intellectually, professionally and socially, ready to make a difference.

Confident learnersConfident in working with information and ideas their own and those of others Cambridge learners are confident, secure in their knowledge, unwilling to take things for granted, and ready to take intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical and analytical way. And they are able to communicate and defend views and opinions, and to respect those of others.

Confident teachersConfident in teaching their subject and engaging each student in learning Cambridge teachers know their subject well and know how to teach it. They seek to understand their students and their educational needs. They strive to communicate a love of learning and to encourage students to engage actively in their own learning.

Responsible learnersResponsible for themselves, responsive to and respectful of others

Cambridge learners take ownership of their learning, set targets, and insist on intellectual integrity. They are collaborative and supportive. They understand that actions have impacts on others and on the environment, and they appreciate the importance of culture, context and community.

Responsible teachersResponsible for themselves, responsive to and respectful of others Cambridge teachers are highly professional in their approach to teaching and they are collaborative and supportive. They understand their actions will help shape future generations and they are concerned about the holistic development of every individual they teach.

Reflective learnersReflective as learners, developing their ability to learn

Cambridge learners understand themselves as learners. They are concerned with the processes as well as the products of their learning and develop the awareness and strategies to be lifelong learners.

Reflective teachersReflective as learners themselves, developing their practice Cambridge teachers are themselves learners, seeking to build on and develop their knowledge and skills through a virtuous circle of reflection on practice involving research, evaluation and adaptation. They support students to become independent and reflective learners.

Innovative learnersInnovative and equipped for new and future challenges Cambridge learners welcome new challenges, and meet them resourcefully, creatively and imaginatively. They are capable of applying their knowledge and understanding to solve new and unfamiliar problems, and they can adapt flexibly to new situations requiring new ways of thinking.

Innovative teachersInnovative and equipped for new and future challenges

Cambridge teachers are creative, experimenting with new ideas and pursuing an enquiring approach in their teaching. They are open to new challenges, being resourceful, imaginative, and flexible. They are always ready to learn and apply new skills and techniques.

Engaged learnersEngaged intellectually and socially, ready to make a difference

Cambridge learners are alive with curiosity, embody a spirit of enquiry, and want to dig more deeply. They are keen to learn new skills, and are receptive to new ideas. They work well independently but also with others. They are equipped to participate critically and constructively in society and economy locally, nationally and globally.

Engaged teachersEngaged intellectually, professionally and socially, ready to make a difference

Cambridge teachers are passionate about learning within and beyond the classroom, sharing their knowledge and skills with teachers in the wider educational community.

Cambridge programmesProgressive and flexible

*Age ranges are for guidance only

Cambridge Secondary 1*Age ranges are for guidance only

Cambridge Secondary 1Sets clear learning objectivesCurriculum Frameworks three stagesFocuses on learners development Provides a natural progression Compatible with other curricula Provides international benchmarksCurriculumClassroomCommunityAssessment

ClassroomCommunityAssessmentCambridge Secondary 1: English Designed to build competency in English Helps develop confident, creative, intellectually engaged and effective communicatorsDevelops the skills for learners to respond to a range of informationProvides an enquiry-based approach to learning

Curriculum

ClassroomCommunityAssessmentCambridge Secondary 1: MathematicsPresented in six content areasNumberAlgebraGeometryMeasureHandling dataProblem solvingFocuses on principles, patterns, systems, functions and relationshipsLearners develop a holistic understanding of the subjectCurriculum

ClassroomCommunityAssessmentCambridge Secondary 1: ScienceCovers four content areasScientific enquiry BiologyChemistryPhysics Includes environmental awareness and history of scienceCurriculum

Cambridge Secondary 1: AssessmentOptional testing structureCompare individual learner and class performanceReport progress to learners and parentsInternationally benchmarked Two assessment options:Cambridge Secondary 1 Progression TestsCambridge CheckpointCurriculumClassroomCommunityAssessment

Cambridge CheckpointAssesses learning at the end Available for English, Mathematics and ScienceEnglish Second Language test also available Marked by Cambridge provides an international benchmarkShows how a learner has performedProvides evidence of readiness for the next stageCurriculumClassroomCommunityAssessment

Cambridge CheckpointCurriculumClassroomCommunityAssessment

Cambridge CheckpointCurriculumClassroomCommunityAssessment

Coming soon! New Checkpoint tests in English as a second language Developed in response to feedback from countries whose students are English language learners MARA feedback very influential in decision to develop new testsCIE and Cambridge English working together Pilots in early 2014November 2014: Checkpoint English may be offered by some MARA schools in First Language form and some in extended pilot of 2nd Language form.

Cambridge Checkpoint exams, together with the progress checks, give schools, teachers, parents and pupils an educational diagnostic tool tomonitor the educational progress of our pupilsin multiple subjects. The statements of achievement are also a formal way to end the first three years.

Stedelijk College, The Netherlands

Cambridge Secondary 2

Cambridge IGCSEThe worlds most popular qualification for 14 to 16 year oldsEnables a variety of routes for all abilitiesDevelops learner knowledge, understanding and skillsInternational in outlook with local relevance

Designed for a wide range of abilitiesCore level: all students

Extended level: more able students and/or subsequent stage for less-prepared students

Coursework option: adapt for local context

Breadth of assessmentKnowledgeUnderstandingApplicationSkills Assessment Methodology:

Essays & Short AnswersProjects / InvestigationsLab Practicals / OralsMultiple Choice

The subject syllabus is where it begins

The subject syllabusAimsAssessment Objectives AOsDescription of assessment components FlexibilityCurriculum contentIncluding detailed summary of what candidates should know, understand and be able to doGrade descriptions Grade AResource list including texts and much more

Cambridge IGCSECambridge English as a Second LanguageSupporting better educational and employment prospectsBetter communicative ability in English Ability to understand a range of uses and styles (eg forms)

CurriculumClassroomCommunityQualifications

SubjectsEnglish First LanguageEnglish Second LanguageEnglish LiteratureWorld Literature

Cambridge IGCSECambridge mathematics

Encourages the development of mathematical knowledge as a key life skillForm a good basis for more advanced study

CurriculumClassroomCommunityQualifications

SubjectsMathematicsMathematics AdditionalMathematics (with coursework)International Mathematics

Cambridge IGCSECambridge sciences

Students learn how science is studied and practisedHelps learners become aware that the results of scientific research can have on individuals

CurriculumClassroomCommunityQualifications

SubjectsAgricultureBiologyChemistryEnvironmental ManagementPhysical SciencePhysicsScience CombinedScience Co-ordinated (Double award)

IGCSEAssessing knowledge, understanding, application and skillsCriterion-referenced gradesMostly external assessment, with flexibility to build in practical assessmentsDiscriminates through 8 pass grades (A* - G)

Assessment Objectives for IGCSE Biology

Knowledge with understanding (50% - not more than 25% recall)

Handling information and problem solving (30%)

Experimental skills and investigation (20%)

Question papers include

Questions thatRequire knowledgeGradually remove scaffoldingRequire the application of knowledge in unfamiliar contextsEncourage connections to be made between topic areas or concepts

Recalling knowledgeAbstracting appropriate knowledgeApplying knowledge in a novel context

Each subject is individually gradedPass grades range from A* to GIGCSE is internationally recognisedEach student receives a certificate showing a grade for each subject examinationExamination Certificate

Cambridge Professional DevelopmentCoursesStage 1: Introductory Stage 2: IntermediateOnlineSelf-studyTutor-ledAsk The ExaminerBespoke trainingProfessional development qualifications

Teacher trainingCourses

Stage 1: Introductory trainingOverview of syllabusIntroduction to resources IT and curriculum resourcesInteractive activities

Teacher trainingCoursesStage 2: Intermediate trainingTwo types availableTeaching methodologyAssessment

ContentTeacher assessment issuesOverview of teaching methods and strategiesTeaching strategies applied to the syllabusInteractive activities

Teacher trainingBespoke trainingTraining to meet your schools specific needsUsually subject specific, but can be more general in natureNon-subject specific training can focus on areas such asAssessment for learningLearner-centred education

Were continually developing and redeveloping our qualificationsWe have an ongoing programme of development:

Designing new qualificationsRedeveloping and improving existing qualifications

We update our Whats new section on the website every September and February to bring you the latest news. Go to www.cie.org.uk/new

For minor revisions to current syllabuses, including syllabus content and assessment and advance notice of qualification withdrawals, we publish the Syllabus Updates for Cambridge Schools document every February. You can download this from the website.

Continuous review

Why redevelop qualifications?We work closely with schools, universities and ministries to make sure our qualifications offer the best possible preparation for further study and employment.

We listen to your feedbackWe review and evaluate all qualifications on a regular basis to make sure they:have up-to-date syllabus contenthave an appropriate assessment structureremain highly regarded by universities and employers around the world

What practices support the development of students who areconfident, responsible, reflective, innovative and engaged?

Each school is a unique community with its own vision, culture and traditions. Making sense of the learner attributes must be done locally.

But Cambridge canDevelop and lead thinking about the curriculum Keep our portfolio of qualifications under review Make sure that our assessments are the best they can be and support the best teaching and learning Provide teacher support, including training and support materials (in person and online)Stimulate and support professional development communities across Cambridge schools Develop innovative curricula and new types of assessment Development projects using technology

For discussion: LearnersConsider the five attributes of Cambridge learners:Confident Responsible ReflectiveInnovative EngagedWhich of these is the most important for your learners?Which of them is the strongest in most of your learners?Which of them is the weakest in most of your learners?What can Cambridge and MARA schools do to develop these characteristics more?

For discussion: TeachersConsider the five attributes of Cambridge teachers:Confident Responsible ReflectiveInnovative EngagedWhich of these is the most important for your teachers?Which of them is the strongest in most teachers in your schools?Which of them is the weakest in most teachers in MARA schools?What can Cambridge and MARA schools do to develop these characteristics more?

Reflective learningCambridge learners:constantly monitor what they are doing and produce appropriate responses plan and manage their work and performance and evaluate their progressunderstand themselves as learners and the nature of their knowledge apply their understanding to performancethink critically and creatively to overcome barriers and engage with the subjectare emotionally resilient when confronted with setbacksare confident, but not arrogant, in working with others and sharing ideasrealise that learning is social and collectivetake calculated risks, understanding that we learn from mistakes.

We will always be committed to:Giving absolute priority to the quality and standards of our qualifications Respecting, listening and responding to YOUR needs and circumstancesSupporting research-based educational best practice. Constantly striving to improve our services and educational products by evaluating their effectiveness and investing in research and developmentDeveloping learners who are confident, responsible, innovative, reflective and engaged and good citizensSupporting teachers to develop as Cambridge teachers

Conclusions Cambridge: worldwide organisation, but with a strong commitment to SE Asia Cambridge believes in combining the best of international and national education We work in partnership with Ministries and with our schools We have reviewed the characteristics of Cambridge learners and teachers: there is more to be done to develop theseWe look forward to more successful work together.

Thank you nisbet.i@cie.org.ukVisit our website: www.cie.org.uk

Cambridge International Examinations is part of the Cambridge Assessment Group, a not-for profit department of the University of Cambridge. We are proud to be part of one of the oldest and greatest universities in the world - renowned worldwide for excellence in education.

The Cambridge Assessment Group operates and manages the Universitys three exam boards:Cambridge International Examinations - the worlds largest provider of international education programmes and qualifications for 5 to 19 year oldsOxford Cambridge and RSA Examinations (OCR for short) - a leading UK awarding body, committed to providing qualifications that engage learners of all ages at school, college, in work or through part-time learning programmes to achieve their full potentialCambridge English Language Assessment provider of the worlds leading range of certificates for learners of English.

*Our vision is to lead international standards in education.

And our mission is to deliver excellence in education through the provision of high-quality curricula, assessments and services.

At the heart of what we do is our mission to enable individual learners to achieve. We work to provide a structure that allows schools to realise their educational aims.

We have unrivalled experience in the area of international education, having built up expertise over 150 years in different educational contexts in a wide range of countries.

Our global community of Cambridge schools are spread all around the world the areas in green on the map.

Around half of our schools work directly with us. The other half work with us through governments and we work with governments in over 40 countries and more than 30 ministries of education.

So Cambridge is not only the worlds largest provider of international education programmes and qualifications for 5 to 19 year olds. We see Cambridge as a unique worldwide learning community.

British council presentation 21st century skills***

Cambridge programmes and qualifications are carefully designed to engage your learners and give them solid foundations to achieve high levels of academic and personal attainment.

The programmes are progressive, giving you and your learners a clearly defined path to success from 5 to 19 years. Our four stages lead seamlessly from primary to secondary and pre-university years, and each stage builds on the learners development from the previous one.

We offer flexibility, allowing you to shape Cambridge curricula to the needs and abilities of your learners. You can offer our programmes and qualifications for learners at every stage, or focus on specific ones.

Our programmes and qualifications are compatible with other curricula, so you are free to build a unique curriculum that suits your schools values. And you will have the expertise and support of Cambridge alongside you.

Cambridge Primary is taken by over 550 schools in almost 80 countries worldwide.

It is a learning programme with integrated assessment, typically for learners aged 5 to 11 years. Syllabuses develop learner skills and understanding through the primary years. It gives schools a flexible framework to develop a tailored curriculum, and successful teaching and learning.

Cambridge Primary gives schools tools to assess learning, monitor progress and report to parents. It provides excellent preparation for Cambridge Secondary 1 and for progression to other educational systems.

We offer support for Cambridge Primary in four areas: Curriculum, Classroom, Assessment and Community.

The Cambridge Secondary 1 curriculum provides a natural progression from primary education. It sets clear learning objectives for the first three years of secondary education in English, Mathematics and Science. An English as a Second Language curriculum is also available.

The curriculum engages learners in an active and creative learning journey. It is structured through Curriculum Frameworks for each subject, organised into three stages. The Curriculum Frameworks reflect the teaching targets for each year group and provide comprehensive learning objectives. There is also an option to incorporate ICT, depending on the level of ICT infrastructure within your school.

The Cambridge Secondary 1 curriculum focuses on learners development in each year and provides a natural progression through the first three years of secondary education. Its compatible with other curricula and gives schools choice to use the sections that best suit their situation by providing optional routes. The curriculum is internationally relevant, sensitive to different needs and designed to be successful in any culture. As such it is appropriate for learners whose first language is not English

The Cambridge Secondary 1 curriculum provides an international benchmark for schools.

The Cambridge Primary English curriculum is designed to build competency in English comparable to first language speakers.

It helps develop confident, creative and intellectually engaged learners who are effective communicators and develops the skills for learners to be able to respond to a range of information, media and texts with enjoyment and understanding.

It provides an enquiry-based approach to learning to develop thinking skills and encourages intellectual engagement.

The Cambridge Primary Mathematics curriculum is presented in six content areas number, algebra, geometry, measure, handling data and problem solving. The first five content areas are all underpinned by problem solving which provides a structure for the application of mathematical skills. Mental strategies are a key part of the Number content.

The curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject.

The Cambridge Primary Science curriculum covers four content areas Scientific enquiry, Biology, Chemistry and Physics

Scientific enquiry area is about considering ideas, evaluating evidence, planning investigative work and recording and analysing data. Biology, chemistry and physics areas focus on developing confidence and interest in scientific knowledge. Scientific enquiry objectives underpin Biology, Chemistry and Physics.

The curriculum also includes environmental awareness and some history of science.

Many schools choose to use the optional Cambridge Secondary 1 testing structure to assess learner development, compare individual learner and class performance, and report progress to learners and parents. Cambridge Secondary 1 assessment gives parents extra trust in feedback on their childs progress by using internationally benchmarked tests. Cambridge Secondary 1 assessments are refreshed every three years.

There are two assessment options: Cambridge Secondary 1 Progression Tests and Cambridge Checkpoint.

Cambridge Secondary 1 Progression Tests:enable learning to be assessed each year of Cambridge Secondary 1 stages 7, 8 and 9provide detailed information about the performance of each learnerenable teachers to give structured feedback to learners and parentsenable teachers to compare the strengths and weaknesses of individuals and groupsare marked by teachers in your schoolcome with clear guidance, standards and mark schemescan be used any time in the year, as many times as the teacher requiresare available on the Cambridge Teacher Support website.

Cambridge Checkpoint tests:are for learners at the end of the final year of Cambridge Secondary 1are marked by Cambridge so provide an international benchmark of learner performanceenable schools to give learners a certificate of achievement at the end of the Cambridge Secondary 1 stageenable learners to experience a test held under external examination conditions and gain early preparation for Cambridge IGCSE or Cambridge O Level examinations.

Schools can use Cambridge Checkpoint to assess learning at the end of the Cambridge Secondary 1 stage, or use it separately as a diagnostic test to advise learners and parents about the best progression route.

Cambridge Checkpoint tests assess learning at the end of the final year of Cambridge Secondary 1, at the end of stage 9. It provides comprehensive feedback on strengths and weaknesses in the key curriculum areas.

Cambridge Checkpoint is available for English, Mathematics and Science. An English as a Second Language option is available from our sister organisation Cambridge ESOL. The assessment tests skills, knowledge and understanding at stages 7 to 9.

Test are marked by Cambridge so provide an international benchmark of learner performance. They are offered twice a year.

Results show how a learner has performed and provides evidence of readiness to embark on the next stage.

Cambridge Checkpoint examinations provide learners with: a statement of achievement which gives the learners overall results a report which provides further detail on their performance.

In the report, results are given as Cambridge Checkpoint scores. These scores are between 0.0 and 6.0, from the weakest performance to the best performance. The report provides a Cambridge Checkpoint score for the subject as a whole and for the main strands within each subject (a strand relates to a particular topic or skill area). This helps teachers, parents and learners identify any strengths and weaknesses.

The report also shows the types of questions that best illustrate the learners strengths and weaknesses in comparison to other learners. The strengths highlight the questions the learner answered correctly, but which most other learners of similar ability answered incorrectly. The weaknesses highlight the questions that the learner answered incorrectly but which most other learners of similar ability answered correctly.

In addition to the reports which are provided for each learner, we also give feedback reports to each school. These reports give detailed information about the strengths and weaknesses of each class or teaching group in the tests and of the school as a whole. Teachers can then focus their teaching on the particular needs of each class and consider areas to concentrate on for future classes.

In addition, there is also a report for the school at the end of the test series. This gives the results of all learners from schools which took the Cambridge Checkpoint tests. These are broken down by age and whether English is a first language for the learner, so that schools may compare their own results with those of similar learners around the world. The report also gives the examiners comments on how learners performed in the tests.

Cambridge offers comprehensive support in four areas Curriculum, Classroom, Qualifications and Community. Our support is designed carefully around the needs of Cambridge learners and teachers.

Our curricula set clear goals for learners and teachers and our syllabuses develop learners knowledge, understanding and skills.

World-class teacher and learner resources are available for Cambridge schools. And we offer support and guidance to help teachers and learners perform to their maximum ability. Our qualifications provide learners with a global passport to success. We offer reliable, rigorous and flexible assessment, leading to internationally recognised qualifications.

And our community Cambridge schools help teachers and learners come closer together through the sharing of best practice and ideas.

Cambridge IGCSE is the worlds most popular qualification for 14 to 16 year olds. It celebrated its 25th anniversary on 2010.

The curriculum offers a variety of routes for learners with a wide range of abilities, including those whose first language is not English.

It develops learner knowledge, understanding and skills in: subject contentapplying knowledge and understanding to familiar and new situationsintellectual enquiryflexibility and responsiveness to changeworking and communicating in Englishinfluencing outcomescultural awareness.

The syllabuses are international in outlook, but retain a local relevance. They have been created specifically for an international student body with content to suit a wide variety of schools and avoid cultural bias.

Schools worldwide have been, and continue to be, involved in the development of Cambridge IGCSE, so we are confident it represents the best possible international education for 14 to 16 year olds. The content, the structure and the administrative support mean Cambridge IGCSE answers the needs of more and more schools worldwide.

*Project work and Practical options cater for:

Local context e.g. in history, science, literatureIndividual students learning style assignment portfolio or external examStudents (and teachers) particular interests

*Make into 2 slides and use graphic from syll to asst

Cambridge IGCSE English syllabuses are available for learners whose first language is English and for those with good English skills, but who are not native speakers.

The syllabuses develop the ability to communicate clearly, accurately and effectively in both speech and writing, for study and employment. The literature syllabuses encourage an appreciation for literature.

We offer the following subjects:English - First LanguageEnglish - Second LanguageEnglish LiteratureWorld Literature - available for first examination from 2014.

An essential subject for all learners, Cambridge IGCSE mathematics syllabuses encourage the development of mathematical knowledge as a key life skill.

The syllabuses help form a good basis for more advanced study.

We offer the following subjects:MathematicsMathematics AdditionalMathematics (with coursework)International Mathematics.

Students learn how science is studied and practised. The syllabuses helps learners become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment.

We offer the following subjects:AgricultureBiologyChemistryEnvironmental ManagementPhysical SciencePhysicsScience CombinedScience Co-ordinated (Double award).

Cambridge International Examinations has a well-established programme of professional training courses for teachers at Cambridge schools. Our training gives teachers the knowledge and skills they need to deliver our programmes and qualifications for 5 to 19 year olds and develop successful Cambridge learners.

Cambridge Professional Development includes:Face-to-face teacher training courses- Stage 1: Introductory training- Stage 2: Intermediate trainingOnline teacher training- Self-study- Tutor-led- Ask The Examiner

We can also arrange bespoke training workshops on request.

In addition, we offer Professional development qualifications for teachers.

Stage 1 introductory training is suitable for teachers who may have some experience of teaching but not specifically linked to Cambridge syllabuses, or for those who require a refresher course.

Courses provide an introduction to key documents and the standards required to assess learners taking Cambridge syllabuses. Courses also cover resources available from Cambridge and publishers.

The content varies for each syllabus, but typically includes: an overview of syllabus design and examination an introduction to Cambridge published and endorsed resources an outlined of IT and curriculum resourcesinteractive activities including practical marking activities relating to standards.

Stage 2 intermediate training I suitable for teachers who have been working with Cambridge for at least one year. It is preferable, although not essential, that the teacher has completed Stage 1 training.

There are currently two types of intermediate course available:Teaching methodology courses which review teaching strategies as applied to the delivery of the Cambridge syllabus, and are designed to improve student examination performanceAssessment courses which focus on teachers assessment issues, giving them practical marking experience and an update on the latest syllabus developments.

The content varies for each syllabus, but typically includes: a review of teachers' assessment issues an overview of different teaching methods and strategies an outline of how to apply teaching strategies to the syllabusinteractive activities including the creation of schemes of work and targeted lesson plans.

We also offer bespoke training to meet your schools specific needs.

This is usually subject specific but can be more generic in nature. Non-subject specific training can focus on areas such as assessment for learning or learner-centred learning.See pages 15 to 17 of the guide. The learner attributes are aspirational and represent attitudes, backed by skilled action, which become effective habits in learning. They describe the competencies learners need to demonstrate to be effective in the modern world. They are not intended to be exhaustive. Schools may want to supplement them with others derived from the schools vision. For the learner attributes to become meaningful, school leaders need to engage the community with them, helping people understand how they relate to the mission of the school and why they matter. They apply across the curriculum and need to be supported both through the schools curriculum and co-curricular programmes.

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