Cambridge
THE MAGAZINE FOR CAMBRIDGE SCHOOLS WORLDWIDE
ISSUE 25, MAY 2017
Inside
Could you help train colleagues? How becoming a Cambridge trainer can improve your practice
Top 10 tips ... on talking to parents
Regional viewpoint Cambridge in Spain
In Focus Sparking creativity How Cambridge helps students develop a creative mindset and apply that to learning
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Cambridge International Examinations prepares school students for life, helping them develop an informed curiosity and a lasting passion for learning. We are part of Cambridge Assessment, a department of the University of Cambridge.
Our programmes and qualifications
Cambridge Primary Cambridge Secondary 1 Cambridge Secondary 2 Cambridge Advanced 5 to 11 years old* 11 to 14 years old* 14 to 16 years old* 16 to 19 years old*
Cambridge Primary Cambridge Secondary 1 Cambridge IGCSE® Cambridge International AS & A Level Cambridge Cambridge Secondary 1 Cambridge O Level Primary Checkpoint Checkpoint Cambridge Pre-U Cambridge ICE Cambridge ICT Starters Cambridge ICT Starters Cambridge AICE
*Age ranges are for guidance only
Cambridge Primary Cambridge Secondary 2 Cambridge Primary develops learners’ skills and Cambridge Secondary 2 develops skills in enquiry, understanding through the primary years in creative thinking and problem solving, giving learners English, mathematics and science. Many schools excellent preparation for the next stage of education. use Cambridge Primary Checkpoint tests to There are two assessment options: Cambridge measure learners’ performance at the end of IGCSE or Cambridge O Level. Both are globally primary education. recognised qualifications.
Cambridge Secondary 1 Cambridge Advanced Cambridge Secondary 1 builds skills, knowledge Cambridge Advanced is for learners who need and understanding in English, mathematics and advanced study to prepare for university and higher science. Cambridge Secondary 1 Checkpoint tests education. This stage includes Cambridge can be used at the end of this stage to identify International AS & A Level and Cambridge Pre-U learners’ strengths and weaknesses in key qualifications, providing learners with a passport to curriculum areas. success at university and in employment.
We also offer a suite of Cambridge Professional Development Qualifications for teachers. These qualifications develop thinking and practice, and are taken by Cambridge teachers around the world.
Learn more! For more details about Cambridge programmes and qualifications at every stage of education, go to www.cie.org.uk/education
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f your school has been delivering Cambridge programmes for a while, 13 I you’ll know we believe passionately that well-designed exams are just one aspect of the support we provide to education. As well as developing deep subject knowledge, Contents 13 Innovation in our schools our curriculum also helps students develop the News Different approaches from skills they will need for university, employment 4 Update The latest news from our schools and students and life. It’s with this purpose in mind that we Cambridge and the world have chosen to focus on creativity in this issue of 17 Assessing creativity Cambridge Outlook. Being ‘innovative’ is one of In focus: Sparking Applying creativity to the fi ve Cambridge learner attributes, and it’s an creativity digital media and design 6 Introduction attribute that’s prized by universities and 18 Leadership Helping students develop a employers when considering applicants (page 10). How school leaders foster creative mindset We are delighted that entrepreneur, investor innovation and creativity and member of our governing board Sherry 6 Expert interview Top 10 tips Coutu CBE has shared her expert view on the Entrepreneur, investor and 20 Parent orientation sessions importance of unlocking innovation in students advisor Sherry Coutu CBE Ensuring they run smoothly (page 6). I hope you enjoy reading her interview on the role of innovation in and our other features that give insight into how shaping young people’s lives Case study you can help students develop a creative 21 Our approach to science mindset. Thank you to all the Cambridge schools 8 Classroom questions 10 ways to get students to subjects that have contributed to this issue. If you have think more creatively Why a school in Sri Lanka any questions, email [email protected] switched to Cambridge 10 Admissions and recruitment How a creative mindset can Resources round-up affect the route to higher 22 Support for schools education and beyond The latest resources, guides and syllabuses Michael O’Sullivan Professional Chief Executive, 18 Cambridge International development Examinations 24 Training and events Recruiting trainers Behind the scenes 25 Recognition where it’s due About Cambridge International Examinations Working with universities Cambridge International Examinations prepares school students for life, helping them develop an A view from... informed curiosity and a lasting passion for learning. 26 Spain We are part of Cambridge Assessment, a department of the University of Cambridge. Follow our code Look out for these colours throughout this magazine – they will help you to easily identify the Cambridge education Any feedback on this issue? Anything you would like to read stages that you want to read about. about in the next issue? Contact us at: Cambridge Outlook magazine, Cambridge International Examinations, 1 Hills Road, Cambridge CB1 2EU, UK t: +44 1223 553261 f: +44 1223 553558 e: [email protected]
Cambridge Outlook is published on behalf of Cambridge International Examinations by John Brown. www.johnbrownmedia.com [email protected] For John Brown: Sarah Campbell, Editor Cover illustration: Michael Kirkham
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Keeping you up to date with news from Cambridge and our schools around the world N ews @CIE_Education www.facebook.com/cie.org.uk www.cie.org.uk/linkedin www.cie.org.uk/googleplus 200th school registered in Indonesia “Good assessment is at the Landmark opening coincides with ceremony, with the aim of giving teachers heart of a good education” announcement of new partnership in Indonesia an opportunity both to Exploring the art of questioning at the improve their skills in delivering English- Education World Forum We celebrated the opening of the 200th medium international education, and to Cambridge school in Indonesia in February become accredited as Cambridge teacher – Sampoerna Academy L’Avenue Campus trainers themselves. – which will offer Cambridge IGCSE and Ben said about the opening of the Cambridge International AS & A Level 200th school: “We are proud to be examinations to its students. Our Regional the premier curriculum and assessment Director, Southeast Asia & Pacific, Ben provider for schools in Indonesia that Schmidt, presented a certificate to the wish to offer international education school’s director Dr Mustafa Guvercin at programmes to their students. the Outstanding Cambridge Learner “Our upcoming training collaboration Awards ceremony in Jakarta. also marks the first time that we are A new collaboration with Putera recruiting and certifying Indonesian At the Education World Forum in London, Sampoerna Foundation – a social business teachers as trainers to deliver professional Cambridge Chief Executive Michael – was also announced at the awards development for teachers in Indonesia and O’Sullivan delivered a speech arguing that abroad. This is part of our good assessment shouldn’t just be about long-term plan to develop measuring what students know.
local capacity in Cambridge www.iscresearch.com/information/isc-news.aspx The annual gathering of education and 2 teacher training.” skills ministers from around the world focused on the theme of ‘teaching, testing, talent and technology’. “For assessment to work well, Left Ben Schmidt (centre) the questions used to test students’ presents an award to Dr understanding need to have been designed Mustafa Guvercin (second from right), Director of Sampoerna well,” said Michael, who ended his speech Academy, marking the 200th by concluding that educators should always school to open in Indonesia ask themselves: “How do I know that the Above right Michael O’Sullivan (right) at the Education questions my students are being asked are World Forum helping them learn?” English for Specific English for University, and successes of international undergraduates at a U.S. Needs, challenges, “Step Out of the Cycle”: : dx.doi.org/10.1016/j.esp.2016.11.003 : dx.doi.org/10.1016/j.esp.2016.11.003 Purposes 1 UNESCO praises Cambridge’s work Report says Cambridge has advanced “Undoubtedly, the support and efforts educational reform in Mongolia provided by Cambridge have had an invaluable positive influence in The work of Cambridge has been directly advancing the quality of education cited in a report by UNESCO, specifically reform in Mongolia, and in providing highlighting the positive impact of the more efficient and successful Mongolia–Cambridge Education Initiative. methodologies for teaching We have been working with the practice, implementation of Mongolian Ministry of Education, Culture the new curriculum, and very and Science since 2011 to support wide- good quality formative ranging education reforms to achieve a assessment practice.” world-class education system by 2018. The UNESCO report states:
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NEWS
In brief
Global roundup Recognitions team grows globally What’s happening in the world of international education Over the last year, we have significantly expanded our university recognitions team – with dedicated staff in China, the USA, Contrasting priorities between abroad?, found that over two thirds India, Singapore and South Africa, in US academics and international (67 per cent) of its 5255 respondents addition to the team in Cambridge – building students placed a higher value on cultural a group of recognition experts worldwide. A survey1 has found that international experiences over academic We focus our efforts on extending students have very different priorities advancement; with the English- university recognition of Cambridge and expectations from US faculty speaking destinations of the USA, UK qualifications in top destination countries, depending on their cultural background and Australia in particular holding the and by appointing more regional staff we and education experience. The aim of highest attraction. The research also can help smooth local progression, too. the survey was to give students more found that attitudes in developing We are also looking for ways to support support and align academic goals. regions towards further studies is schools and counsellors. One of these is by Co-author Nigel Caplain, Assistant getting closer to those of their peers in expanding our range of Destination Professor at the University of more developed countries – 57 per cent brochures that give advice to students Delaware English Language Institute, of Latin Americans and 58 per cent of applying to universities in specific said that faculty might have a different Southeast Asians stated that exploring countries. Our current range includes assumption to what good participation different cultures was their main Australia, India, Pakistan, the UK and in the classroom is compared to an motivation for studying abroad, drawing USA. Look out for South Africa and international student who has come closer to North Americans (72 per cent) Canada versions later this year at from an entirely different educational and Europeans (75 per cent). www.cie.org.uk/recognition system; with critical thinking and Find out more about the work of the problem-solving potentially new Digital resources needed to help Recognitions team in our interview with to some. “It’s not that students are raise quality standards in English- Kevin Ebenezer, Recognitions Manager,
www.iscresearch.com/information/isc-news.aspx incapable of it; they’re smart,” he added. medium international schools 2 UK and Ireland on page 25. “They’re just not used to approaching A study2 carried out by the International academic material in that way.” Education Research Panel found that there are still challenges for English- Customer support available 24/6 Generation Z prioritises new cultures medium international schools looking Don’t forget our Customer Services team over academic advancement when to adopt and use digital content – most is now available 24 hours a day, six days a choosing to study abroad prominently time and adequate training week. You can call us on +44 1223 553554 The main driving force for 13–18 year – despite 59 per cent believing it could from Sunday 00.01 UTC to Friday 23.59 old students to study abroad is the help raise quality standards. The study UTC (closed Saturday). You can also email desire to explore other cultures, found that one in three institutions us at [email protected] or search our FAQs according to new research from AFS feel that better training is needed for at www.cie.org.uk/help Intercultural Programs. The report, their teachers to be able to optimise English for Specific English for University, and successes of international undergraduates at a U.S. Needs, challenges, “Step Out of the Cycle”: : dx.doi.org/10.1016/j.esp.2016.11.003 : dx.doi.org/10.1016/j.esp.2016.11.003 Purposes 1 What drives Generation Z to study their use of digital content. Cambridge Pakistan Schools Conference 2017: Reflective learning We hosted a conference in Pakistan’s Changes to GCSE grading for schools in England largest city, Karachi, in March, bringing Back in 2015, the UK Cambridge schools have told us they want to together over 200 educators from around government announced that keep A*–G grades, so we are continuing to 180 Cambridge schools in Pakistan. there would be a new grading use them. Universities have given us a very Exploring the theme ‘Reflective learning’, structure for GCSEs in schools clear message that it does not matter the conference enabled principals to share in England. Instead of using A*–G grades, whether students apply with A*–G or 9–1 ideas on how to encourage reflective future UK GCSE exams would be graded grades. They recognise both types of grade practice among students and teachers. 9 to 1, with 9 the top grade. The new grading and will treat all students equally. Speakers included Mark Winterbottom, structure will apply to English and Maths More information about the change, as Senior Lecturer at the University of first, with students getting their results in well as reassurance from universities that Cambridge and Dr Charles Wall, Principal, August 2017. Despite the change to GCSE in Cambridge IGCSE students will not be Karachi Grammar School. Over 590 England, there will be no impact on schools disadvantaged, can be found at schools offer Cambridge programmes
GETTY IMAGES offering Cambridge IGCSE outside the UK. www.cie.org.uk/igcserecognition and qualifications in Pakistan.
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IN FOCUS Sparking creativity Tristian Stobie, Director of Education, introduces our special section exploring ways to help students develop a creative mindset and why it’s important
his ‘In Focus’ illustrates why creativity is Entrepreneur T fundamental to all academic disciplines and Sherry Coutu educational activities, and suggests creativity inspires our workforce of is a learning habit or mindset as much as an ability. the future People behave creatively and this can be encouraged through creating the right climate in schools. Effective practice starts with small changes, in particular considering what questions are asked and how they are asked. So, for example, teachers can relate students’ thinking to larger questions that help them make connections and explore more complex ideas creatively before they have to master them. All of the Cambridge learner attributes (highlighted in bold below) are relevant when considering creativity. Universities and employers are looking for candidates who are confident and reflective as well as intelligent – students who are capable of answering challenging questions in interviews by applying their knowledge to unfamiliar contexts and demonstrating creative thought UNLOCKING processes. Being creative requires motivation and emotional engagement. It also needs to be innovation responsible, based on wisdom and concern about the applications of knowledge. Entrepreneur, investor and advisor Sherry Innovative ideas and products represent the Coutu CBE, who is an external member of the outcome of creative processes and also require University of Cambridge’s Finance Committee resilience. As entrepreneur Sherry Coutu says in the and a non-executive member of Cambridge following article, if you are prepared to do something Assessment, Cambridge University Press, innovative and improve on the status quo, there are Zoopla and Raspberry Pi, offers her insights rewards waiting for you. into the role of innovation and creativity in shaping young people’s adult lives
In this section Q: Is creativity something you can learn? 6 Sherry Coutu: Unlocking innovation (see right) Everyone has the potential to be creative, in different 8 Ideas to help students become more creative ways. I’m not sure you can or need to learn to be 10 The value of creativity beyond the classroom creative, but you need to develop confidence that 13 What innovation means to Cambridge schools allows creativity to thrive. 17 Assessing creativity in the digital space 18 Leadership lessons in creativity Q: How do you unlock creativity in young people? We need to give them the freedom to identify what
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EXPERT INTERVIEW
their natural skills are and what they enjoy doing, Q: What’s the relationship between as they are most likely to unlock their creativity innovation and failure? in activities where they are most comfortable and I’m a scientist – without failure, we don’t happiest. We also need to give them the chance to try learn. Every day we test hypotheses lots of di erent things, so that they fi nd their niche. and, as a result of learning from our assumptions that have not been proven Q: What are the greatest barriers to people being out, we move forward. As an investor innovative in their professional lives? or an entrepreneur you have to try It often depends on people’s attitude towards taking lots of things and learn from all of risks. Being innovative means doing something them. I’ve tried lots of things, and di erently – and given that most things can be I have learned many things. It’s improved, it is imperative that we listen to new ideas helpful to take time to refl ect in order to improve. Accepting the status quo is a why things don’t go the way near death experience as far as I’m concerned. you thought they would, Rewards are waiting for people who are prepared and also to be thoughtful to take the steps to do about the ‘theory of change’, something innovative that i.e. why you thought your improves the outcomes over actions would bring and above ‘current’. about change. We have to innovate or we Q: Why do role models “For me, role fail to overcome the barriers work so well? models made me that prevent progress. While many young people see that others are very ambitious, and had ‘started from Q: Hypothetical scenario: I have perhaps have family nothing’ and got to what I think is a brilliant, unique idea for members who are successful places they hadn’t a business. What are my fi rst steps in in their careers, not all are imagined” bringing this to fruition? so fortunate. Role models Share your plans with people you provide opportunities for young people to see what’s think might wish to buy your possible for their future. They might be adults who product or service and get their Further reading share a similar background to the students, and views and ideas. Next refi ne your and viewing therefore can show the students that if they work for thoughts based on that feedback it, there aren’t any limits to what can be achieved. For until they all say yes; then fi gure out Sherry’s TEDx talk: ‘Why we should all go back to school’ me, role models made me see that others had ‘started what skills you need to produce it. www.youtube.com/ from nothing’ and got to places they hadn’t imagined Once you have a prototype, trial it, watch?v=6SDsugrE2jc – that kind of gave me permission to dream. and if it’s successful, build lots of Founders4Schools and the them. If you have customer demand Workfi nder service: Q: What’s the connection between motivation, and a method of production, www.founders4schools.org.uk excitement and creativity? fi nance is easy. Ideas aren’t worth If you are mission driven, and you are clear about much – customer demand is. what destination you have in mind, then it is an exciting journey – there are no setbacks, just is founder and chair of UK service learning opportunities, and it is exciting overcoming Sherry Coutu CBE Founders4Schools and of the ScaleUp Institute. Free for barriers. Sometimes you have to be creative in schools to use, Founders4Schools fi nds top business leaders to order to get around barriers, but if you are focused share their insights with students to inspire and prepare them on achieving the goal, you’ll come up with the for the rapidly changing world of work. Earlier this year, Founders4Schools means by which you get there. Tenacity is launched the pilot of Workfi nder, a phone-based service guiding students everything. If you set out to ‘solve a problem in fi nding local work experience opportunities. Sherry is a non-executive worth solving’, you will be excited to make that director of the London Stock Exchange plc and Zoopla plc and has worked on the advisory board of Linkedin.com. She also serves on the Harvard impact and others will be happy to help you fi gure Business School European Advisory Council and on the Science, Industry out how to do so. It’s best to choose ‘big bad and Translation Committee of the Royal Society. problems’. They are the best ones to solve.
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IN FOCUS SPARKING CREATIVITY
10to use questions toWAYS help your learners become more creative
Asking questions is a good way of sparking creativity. Try some of these techniques.
1. Ask your learners questions that 3. Encourage learners to use have more than one possible answer empathy to think about what Explore different In science: “How many ways can you a character might be thinking perspectives fi nd to empty a glass of water without In English: “Imagine you are touching it?” Edmund Bertram from Jane In maths: “How many ways can you fi nd to Austen’s Mansfi eld Park. How make 24 using any mathematical operation?” would you be feeling in this scene from the novel?” In any subject: Learners could write a “What else would you like monologue, create a video of to know?” Recognise themselves talking as their “How do you know alternative character, or write a diary extract. possibilities that’s true?” “Is there another way of An activity like this would follow a careful analysis of the doing this?” literature or facts, so that learners are basing their imaginative work on a fi rm understanding. Connect 2. Encourage your learners to invent their seemingly own questions unrelated ideas, You can do this for a topic students are very familiar with or be with words, processes for an object, image or piece of music related to that topic other things or pictures early on in their study. Start with a discussion of what makes – a musical a good question then try this question-storming technique: instrument, plant, toy or city. The activity Generate questions: “Think of and write down as many 4. Creative comparisons requires learners to have a questions as you can.” In science: “If the element good understanding of the Improve: carbon were a person, object, process or idea being “Group your questions into di erent what qualities do you think studied, so that they can types – open, closed, one that challenges they would have and why?” connect it with other things the imagination.” Clarify The comparison could also they know about. “Change the questions from one type to another using question stems such as: and redefi ne • What would it be like if…? the question • What happens if you change…? • Suppose that…?” Prioritise: “Select the three most interesting 1941 5. What was the question? Think of as and stimulating questions – why did you choose these?” In any subject: Give learners a word or many unusual Students could go on to research the answers to the questions number that could be the answer16 to many and interesting in class, or use them as the basis for creative writing. wooldi erent questions in your subject. ideas as possible 8 CAMBRIDGE OUTLOOK ISSUE 25, 2017
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CLASSROOM QUESTIONS
8. Creative connections This game helps learners write essays in exam conditions where the facts that they know may not link directly with the question. In any subject: “Choose an essay title and a fact from separate piles. A B 6. Restate the question using antonyms/opposites Work out a way of connecting the fact to the essay topic even if it This technique can help learners to answer longer essay-type may not seem to have an obvious C questions. Di erent words with slightly di erent meanings connection.” can spark o new ideas and ways of approaching Mind mapping the fact may help to break it an answer. down and uncover themes and events that Connect In geography: “Why do people move to Explore might be relevant to the essay title. seemingly the city?” could be reworded as: different unrelated ideas, “Why do people leave the countryside?” perspectives words, processes “Why do people abandon villages?” 9. See/Wonder/Connect* or pictures “What drives people out of rural areas?” See Show learners an artwork, photograph or object that relates to your subject. Wonder Brainstorm a list of three to fi ve questions about it, using these question stems as starters: “I wonder…” Notice “Why…” Connect what other “What are the reasons...” Tell learners to compare it to “How would it be di erent if…” Connect people don’t other artwork/ photographs/ “ If I could interview the seemingly notice objects they’ve seen. “How unrelated ideas, artist/maker, I’d ask…” are they similar? How are words, processes *Harvard Project Zero, Artful Thinking they di erent?” or pictures 7. The creative hunt It’s very important to notice the creativity all around us. This 10. Build on existing inventions can help learners to understand things better, be inspired by or systems past inventions and get used to observing and questioning the world around them. “In all a airs, it’s a healthy thing now and Choose an object, system, idea or organisation that has then to hang a question mark on the things been the result of human creativity and links to your subject you have long taken for granted.” – for example: the United Nations (pictured), a test tube, or Bertrand Russell a ballpoint pen. It should be something your learners are Creative people question established familiar with. systems, and are not afraid to improve They should also know the function of it, how it works and on their own ideas or those of others. who uses it. Then ask your learners the following questions: Use questions about systems, traditions In any subject: and ideas in your own subject area, “What is the goal/function or purpose of this object/idea?” for example: Elaborate “How does it work? What are key elements or parts of it?” In science: or improve “ Can you rate how inventive these di erent parts are?” “How would you improve on on existing “Who is the audience for this thing?” the design of a light bulb?” ideas Summarise by collecting learners’ ideas, and ask them how Start by asking: “What are well they think the object or idea meets its aims. its weaknesses?”
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IN FOCUS SPARKING CREATIVITY
Beyond the classroom What makes creativity more than a ‘nice-to-have’ quality and crucial to a student’s future? We spoke to universities and an employer about how a creative mindset affects a student’s chances of success in higher education and beyond
When we look at students’ applications, going beyond grades is important for us,” says Mary Tipton Woolley, Senior Associate“ Director in the O ce of Undergraduate Admission at Georgia Institute of Technology (Georgia Tech), a leading technological university in Atlanta, USA. “Obviously performance in their chosen course is important, but it’s equally important for us to understand the courses that schools now o er specialised a student has chosen to take, too. Have they programmes, for example in challenged themselves in the di erent types of STEM [science, technology, curriculum available in their school?” engineering and mathematics], At Georgia Tech, the admissions process is “People think of creativity in social justice or leadership. When done via an application form. Mary Tipton says terms of the arts. They forget you see pupils doing things like that even the programmes a school leaver has about the intersection of that or taking advantage of a chosen can tell her a lot about the student. She arts and technology, which is special course on an interesting looks for a creative, inquiring mind in their areas of growing every day” topic, you start to understand study. “If they’re just taking basic core curriculum them a bit better.” – maths, science, English – that makes it hard to Course choice isn’t the only factor in the decipher where their passions lie. But so many admissions process. “We’re also very interested in understanding a student’s contribution to the community, and we use that term ‘community’ broadly. We don’t just mean clubs they’re a part of in school. It can be far beyond that: work, research, family responsibilities. We see creativity in the activities that a student has been a part of,” she says. Creativity is central to life at Georgia Tech. The university is known for its strength in technology, research and innovation, and 60 per cent of its students graduate with a degree in engineering. The university has a rich arts and music scene, plus a selective interdisciplinary programme called Grand Challenges, where fi rst-year students spend a year deciding on and tackling a challenge the world is facing (in the past, groups have taken on tasks such as increasing recycling among students).
GETTY IMAGES “People tend to think of creativity in terms of
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ADMISSIONS AND RECRUITMENT
Left In an have focused on grades and ‘getting things right in a interview situation, the particular way’. She also understands that schools ability to think are obliged to focus on getting the best grades creatively in the face of new for their students. But she does see more lateral information can thinking from students who have been to schools be key that also nurture a creative mindset. Below left “Confi dence is really signifi cant here,” she says. Students must “Sometimes they just need not to be thrown by the demonstrate they are creative in fact that they don’t know something.” different ways Rosanna thinks that a linear course structure when applying to universities via an where exams are taken at the end of the course, online form as with Cambridge International A Levels, can give students a bit of time for exploring areas they are naturally curious about without the pressure of regular examinations. But what creative skills do employers want to see in new recruits? The Raspberry Pi Foundation, the Cambridge-based “We see creativity in the organisation behind the credit activities that a student has card-size computers designed been a part of” to teach young people how to program, has grown from a small the arts,” says Mary Tipton. “Sometimes they forget team of founders to more than 100 people in just about the intersection of arts and technology, which seven years. Recruiting the right people is crucial. is growing more and more each day. We’ve just Liz Upton, Director of Communications and one added a new major this year in music technology, of the founders, is responsible for hiring video which illustrates exactly that intersection. Any kind specialists, designers, editors and writers. of research at university is a very creative process.” “In some parts of our organisation it’s important At Georgia Tech, prospective students aren’t Below Liz Upton, to have a relevant degree,” she says, “but even then, interviewed, so they must get across as much of Director of it’s actually not as important as experience in the Communications, their personality and creative mindset as they Raspberry Pi: workplace and also experience that people have can in their application form. At the University of giving people built in their spare time. Although we’re no longer autonomy to Cambridge, however, the interview is a key part of be creative a start-up, we do still have that culture of giving the admissions process. Dr Rosanna Omitowoju people as much autonomy as we can, because we is Senior Language Teaching O cer, Fellow in think that makes happy employees. But you need Classics and Tutor at King’s College. One of the a certain sort of person to work well in that important things that she looks for in a student environment.” Liz points out that di erent is their ability to think creatively in the face personalities are needed in di erent work of new information: “When I throw an contexts, and cultural fi t is important. interviewee new facts, I want them to be Raspberry Pi is an innovative, able to think ‘I don’t know anything about fast growing employer: exactly the that, but I do know about something kind of organisation so many future which is parallel and the kinds of STEM graduates will aspire to work for. assumptions and questions I have “In interviews, I ask questions that about that. Would those work in dig into how somebody will react and this situation that is being thrown perform in the job role,” Liz says. at me?’,” she says. “So I’ll ask them if there was a Rosanna acknowledges that particularly stressful situation this kind of quick, lateral thinking in their old job, how they isn’t always easy for students coming di used it for themselves and straight out of a system where they for their colleagues.”
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Unlocking the toolbox of life An unbeatable choice of resources for English as a Second Language
New publishing for the revised syllabus for first examination in 2019
Cambridge IGCSE® English as a Success International English Second Language Fifth Edition Skills for Cambridge IGCSE® Peter Lucantoni Fourth Edition The latest edition of this popular series with Marian Barry new video content, more listening material New edition includes a wider range of text types, and improved language focus. more audio and more exam style questions.
Discover more at education.cambridge.org/ESL/IGCSE
EDU_35350_ESL_Outlook_Advert_260x195_AW.indd 1 17/03/2017 15:31 INNOVATION IN OUR SCHOOLS An INNOVATIVE approach
Two groups of Cambridge schools in different parts of the world tell us about their approach to innovation in and outside the classroom, while a Cambridge student describes what creativity means to him
Stephen Perse Foundation, UK questions about numbers and relating maths to Above The junior school library At the Stephen Perse Foundation group of schools, music and sport. at the Stephen creativity is so central to the educational ethos As fun and thought-provoking as these Perse Foundation – challenging that one of the group’s core values is ‘excellence activities are, Tricia acknowledges that they educational and creativity in teaching and learning’. must be balanced with a focus on academic assumptions But the Foundation’s principal, Tricia Kelleher, excellence and good results. But for her, the two about what it’s for thinks it’s all too easy to apply this solely to the arts are complementary, not exclusive. and more obviously creative subjects. “Creativity “One of our core values is creativity, but is not just about that,” she says. “It’s actually about another is developing thinking skills,” she having a mindset where you see beyond exams says. “We use the framework of and perceived barriers to creativity; where you the examination structure to make connections between subjects; where you encourage that thinking. understand there’s a di erent way of thinking.” “We have taken all the In practice, this means the schools do a lot of subjects we o er and distilled cross-curricular activities. For example, around them into six broad areas – “Creativity is about having Chinese New Year, the younger students took the language and communication; a mindset where you see beyond rooster as a theme and explored di erent aspects social understanding; scientifi c exams and perceived barriers of it in all their lessons. Junior school students understanding; mathematical – understanding there’s recently embarked on a Maths Week, asking understanding; creative and a di erent way of thinking”
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IN FOCUS SPARKING CREATIVITY
performing arts; physical education and wellbeing. In each area, an understanding of ‘how we know’ is a common theme to our teaching. Alongside this we have a programme of non-examined teaching, driven by the interests of our teaching sta , which aims to instil a love of learning independent of the reward of a certifi cate at the end of the process.” The environment is also crucial, she says. This is particularly evident in the junior school library. “When we were creating it, we refl ected on what a library actually is and got input from colleagues and children. And we decided that there’s something about a space called a library: it represents imagination and storytelling. So “A library represents we celebrate what it represents, imagination and storytelling. Generation Schools, South Africa rather than it being just a means We celebrate this, rather “In our schools, we believe that education is to store books. It also signals to than it being just a means enlightenment, a process of understanding,” says the children that this part of their to store books” Jevron Epstein, founder of Generation Schools – a life really matters. And it’s very small group of private schools in South Africa. “So popular with them.” we’ve gone right back to the beginning and tried to Where possible, Tricia likes to challenge understand what the purpose of a school is. We’ve educational assumptions, such as what the defi ned three reasons for students to be at our purpose of exams is, and what a library is for. school: to fi nd employment, whatever that means “Sometimes the assumptions are right, such as for them; to fi t into society and understand how the fi rst principles behind a library. Renaissance society works; and to have fun while they do it.” Below The libraries were glorious. But there’s something Stephen Perse Jevron and his colleagues pride themselves wonderful about being able to challenge Foundation: on an unconventional, creative and questioning where creativity something that we just accept, because and thinking skills approach to education. Students are in multi- sometimes we fi nd a better way of doing it.” go hand in hand age classes, which in the early years follow the Montessori pedagogy, so they are largely free to decide what to study with guidance from teachers. Students of all ages each have a learner development plan, which outlines what they need to achieve in terms of South Africa’s national qualifi cations and the Cambridge curriculum. However, how the students get there is in part up to them. “It teaches a child to be responsible, but their progress is monitored every week and they are given direction if they need it,” Jevron says. This freedom of study directly feeds students’ imagination and creativity. “There are lots of ways to get to the same place, defi ned by Cambridge. Creativity for us means that each child goes on their own journey.” In the senior years, students have the opportunity to become a ‘Generation Intern’ and spend two days a week working for a company while they study for Cambridge International A Levels.
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INNOVATION IN OUR SCHOOLS
What does creativity mean to a student? We asked Krish Mehta, 15, a Cambridge IGCSE student at Jamnabai Narsee International School, in Mumbai, India
Q: What does the word ‘creativity’ mean to you? A: Creativity is the process of taking an idea and applying it in real life. If we aren’t creative, we can’t think outside the box and question what we can do.
Q: Give us an example of a problem that “Internships take away the you have solved creatively. void that happens in life when A: Last year on our school trip, we were you move from tertiary education divided into groups and given a task. Each to employment. We create the of us was given a ball. We had to arrange path all the way through,” he says. ourselves in any order of our choice, and Jevron teaches Cambridge “Every single thing we make three successful throws and catches Global Perspectives®, which do has to be of a nature to three di erent people. The balls had to he loves. “Cambridge Global that we can explain to be thrown at the same time, and we could Perspectives provides a great the children why they’re not stand directly in front of each other. being asked to do it” survival kit for leaving school,” he We had an hour to complete it. We tried explains. “If you know how to use the web and multiple formations, but couldn’t make have an understanding of maths and science, it work until I had the idea of making two there’s nothing you can’t do.” straight lines and throwing the balls to Students take Cambridge Global Perspectives the person diagonally opposite. Then one only if they are motivated, want to do it and, row shifted one place to the right, forming crucially, understand its importance. This is in a completely new set of pairs. This was keeping with the school’s questioning philosophy, creativity in action – and it helped us win Jevron emphasises. “For example, if teaching the game! maths, when doing trigonometry, we’ll bring a pilot in to explain why you need it. Every single thing we Q: How do your teachers encourage you to do has to be of a nature that we can explain to the be creative? children why they’re being asked to do it.” A: Our teachers encourage us to ask questions and not to accept the standard answers without reasoning. Our school’s annual science fair, Iskra (which means ‘spark’), seeks to inspire creativity in every student. Our teachers encourage us to be creative and think of solutions for real-world problems. A robotic spy camera and disco lights which change to the beat of music are Left and above a couple of things that I have made during Creativity in action in the the past two years. Overall though, the classroom in freedom of being allowed to be ourselves is South Africa’s Generation what brings out the best in our creativity. Schools
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Endorsed Science Resources for Every Level
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For more information and a full list of components please go to www.hoddereducation.com/internationalscience
Outlook advert 195 x 260.indd 1 17/03/2017 14:07 ASSESSING CREATIVITY How do you assess creativity? ow often do you as a teacher feel that developers, game and graphic designers, with H your students are way ahead of you in teachers from Cambridge schools worldwide their knowledge of digital technology and and university experts also really helping their ability to be creative with shape the development. Craig it? Now they can expand their Hansen, Head of Creative Arts digital knowledge and creativity & Technology at Springfi eld through a qualifi cation, with the International School in Jakarta new Cambridge International was one of the teachers who AS & A Level in Digital Media collaborated on the syllabus. & Design, available for fi rst “This course should “It’s been a fantastic teaching in September 2018. The allow students to experience,” he says, “with course responds to a need to give explore and grow” di erent experts challenging students an avenue of study that my thoughts and expanding prepares them for a digital age. Rob Sweeten, Teacher of the learning outcomes I have Digital Photography, Boca “This is what students are suggested be in the syllabus. The Raton Community High already doing,” says Cathy creative process Cambridge has School, USA Jones, who has been working as used is second to none.” a development manager for the Cambridge is now working on qualifi cation. “They’re already support materials, particularly making and editing sound fi les or videos on their important when teachers may be less familiar with phones.” The new qualifi cation will allow them to digital technology than their students. take this further and push the limits of what they “We’re hoping it’s going to be motivational and can create. exciting for learners, fun for teachers – something a bit di erent,” says Anne. Assessing the creative journey As part of the assessment, students choose from a Find out more... Below Look out for full details of Cambridge International AS Using digital selection of design briefs such as ‘Design a digital & A Level Digital Media & Design in September 2017. media to respond display for a museum’. They then develop that Endorsed textbooks will be available from April 2018, to briefs fosters in good time for teaching towards fi rst exam at AS creativity in the brief through digital media including photography, Level in 2019 and at A Level in 2020. new Cambridge animation, games, apps and fi lm. Their submission qualifi cation for assessment includes the fi nal piece of work plus their supporting studies, which act as their reference material. Only a quarter of the marks relate to the ‘personal digital response’ they must produce as their fi nal work: the rest are awarded for research, selection of ideas and development. “It’s more about the creative path and less about the fi nal outcome than in the Art & Design course,” says Anne Smith, Deputy Director, Qualifi cations Development and Support.
Many paths to innovation The list of industry experts who helped to design
the qualifi cation extends from Google to app GETTY IMAGES
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IN FOCUS SPARKING CREATIVITY Leadership lessons in creativity Innovation in the classroom and a creative mindset among students are ideals to which many schools aspire, but how do school leaders actually make these things happen?
or David Mansfi eld, Executive how to prepare lessons. Some schools try to ratchet F Headmaster-elect of YK Pao School, up their standards by imposing very tight rubrics on a Cambridge school in Shanghai, teaching how to deliver in the classroom, and there is benefi t is an obviously creative profession. “It’s an art as in that in the sense that it does maintain a standard. well as a science,” he says. “The more I do it, the But to really foster innovation and creativity, you’ve more I think the way you help teachers become got to allow people to be free enough to take their more creative is by giving them a wide repertoire of own way through the journey. If someone says ‘Can skills. So the more you train people in pedagogies I try this?’ the answer has got to be ‘Yes’.” that you know work, the more the individual That’s not to say that individuals should be teacher is going to be in a position to pull the right mavericks, doing whatever they want. A strong tools from the toolbag to use in a given context.” leadership structure is key. “Teachers are part Above Teachers apply their own Professional development – the chance for of organised teams so that their creativity is creative approach teachers to learn new techniques, practise them inclusive. They discuss what they’re doing and to our syllabuses Below At YK Pao and refl ect on them – is therefore a very important peer-review. And if something works, they share School, teachers part of leadership when it comes to building it round,” he says. and students a creative culture in a school, David believes. But have a can-do That doesn’t happen simply by chance, though. culture that’s not all. It takes work to build this strong structure. “You’ve “This creative culture is also down to the got to get basic things right: making sure that the character of the teacher,” he says. “They’re not teams are well trained and well managed,” says set in their one idea, but they’re fl exible enough David. “There needs to be lots of good feedback to adapt their teaching methods. That openness going around the system, and there needs to be of spirit is a really important teaching skill, and a good tracking system to identify underachieving is generated by training and by encouraging that children. Observation is also important, but it’s got approach with children.” This goes hand in hand with a ‘can-do’ culture in a school, he adds. “It’s not a blame culture, where teachers are accused of doing things wrongly, or a culture where there’s a very clear benchmark of
“To foster innovation and creativity, you’ve got to allow people to be free enough to take their own way through the journey. If someone says ‘Can I try this?’ the answer has got to be ‘Yes’”
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LEADERSHIP
GETTY IMAGES A factor that can sometimes stifl e students’ creativity is taking too many qualifi cations at once. Tristian says: “As Howard Gardner says, ‘coverage is the enemy of understanding’: doing slightly fewer subjects creates space for thinking and creativity. Universities don’t select students with 15 Cambridge IGCSEs over those with eight. They’re more interested that the student is well rounded and has done interesting things and has got good grades. What are the other opportunities for students in your school? Are there student councils? Is there a broad range of activities outside the classroom which will challenge students in di erent ways to the academic challenge in the classroom?” Finally, he points out that it’s not entirely about the mindsets of the school and its students. “Parents have to understand what you are trying to achieve too,” he says. They are crucial to creating an environment where students don’t fear taking risks. “A climate where students are frightened to be creative because they could be laughed at or told o is the opposite to a culture of learning or creativity,” Tristian says. “Creativity must be to be used to help improve, not to in the DNA of the school and in the expectations judge, people’s practice. Judging is of parents, teachers and students.” very unhelpful and doesn’t move things forward.” So how do school leaders “We do not believe that any balance a nurturing, creative, ‘can- of our syllabuses, even in do’ culture with good results in subjects like mathematics, exams? Tristian Stobie, Director should be taught the same way of Education at Cambridge all around the world” International Examinations, says that one leads to the other: “Our qualifi cations are designed to be taught creatively,” he says. “If you have a learning orientation rather than a performance orientation in your school, you get better exam results. The students will also be set up for lifelong learning.” He emphasises the di erence between qualifi cations and a school’s own curriculum. “They are not the same,” he says. “Cambridge’s role is to support schools to develop their own curriculum that is creative, interesting, enjoyable, exciting and relevant. But we don’t do it for them: we o er the support and tools for schools to do it themselves. And that means that the teacher takes syllabuses and the materials that we provide and Find out more... creatively uses them to develop their own lesson Look out for more about Cambridge’s thinking on plans. We do not believe that any of our syllabuses, Right YK Pao creativity and innovation in the forthcoming guide to School’s Cambridge learner attributes. Find it in the ‘Teaching even in subjects like mathematics, should be taught Secondary and learning’ section of our website later this year. the same way all around the world.” Division Campus
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PRACTICAL ADVICE
Choose your content wisely We’ve created presentations, factsheets and Top tips Send out invitations more for parent 10 as early as you can meetings. Access Give busy parents lots of notice, them for free, so that they can get the date in including some for organising parent the diary – and make sure you’re translated versions, orientation sessions holding it at a time that’s likely to at www.cie.org. fi t around work commitments. uk/toolkit
Book speakers If your regional Cambridge For many parents, an orientation representative is planning to visit your meeting might be their fi rst contact school, why not arrange a parents’ with Cambridge. Here are some session with them? Find out more at tips to make sure your event is well www.cie.org.uk/about-us/ organised, professional, relevant Think about your audience our-regional-teams and enjoyable Are you targeting parents of young children or older children? Make sure the content is aligned. Is the event at the end of a working day? If so, parents are tired and won’t want to sit too long.
Include an interactive element
Make sure there’s Include former students time for parents to ask First-hand experience can be Include videos questions and explore especially insightful – so why not Find our ‘Why Cambridge?’ more about Cambridge. consider inviting a former student to videos for parents at come and talk about how well Cambridge www.cie.org.uk/toolkit prepared them for university?
Enjoy it! Get online Consider asking students Use social media to perform part of a play to create a buzz they’ve been working on, sing about the event. Create a song or make refreshments. an event on Facebook, This also shows and encourage your parents what parents and learners learners at your to share and tag the school have event in relevant posts. Follow up immediately been doing. Upload photos once Once the event is over, follow up the event is over. any questions and give everyone a summary of the topics covered.
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CASE STUDY
Left Students at Stafford International School enjoying the Cambridge approach to science
A scientifi c approach
When Stafford International School in The school has around 950 students aged 3–18, Sri Lanka was looking for a rigorous, most of whom are from Sri Lanka. Sta ord became practical science syllabus, Cambridge a Cambridge school in 2015, with Cambridge’s was there to fi ll the brief approach to science subjects a deciding factor in the switch. or a school like Sta ord International “Cambridge qualifi cations are F School in Colombo, Sri Lanka, sciences are recognised worldwide, which is extremely important. “We are better known important as a lot of our students for our science subjects than for other subjects,” says go to university abroad. We felt that Amarasiri Abeyewardene, Senior Deputy Principal “There was a little its science syllabuses were more and Exams O cer. He says many Sri Lankan opposition from parents, in-depth and geared to students’ students aspire to study medicine, engineering but once we educated the higher education than others.” or science after leaving school. “These are highly children and parents on the Elements such as practical respected professions, not only in Sri Lanka but positives of the switch, most tests and multiple-choice all over the world.” of them were in favour” questions are also important. “With multiple choice, you have to know the entire syllabus thoroughly and that, for us, Cambridge’s science qualifi cations Cambridge science syllabuses combine theoretical and practical is a positive,” says Amarasiri. learning. They give students a solid foundation for progression, “Practicals give students much-needed skills in providing them with the knowledge and skills sought by handling apparatus, which is very useful when they universities and employers across the world. Teachers can draw go on to higher studies.” on a wide range of supporting materials, including endorsed Making the whole-school switch to Cambridge textbooks aligned with each syllabus. was a big step for Sta ord, Amarasiri says, but “the decision was taken by the school in the interest
Subject Cambridge Cambridge Cambridge Cambridge of our students. At the start, there was a little IGCSE O Level International International opposition from parents, but once we educated the AS Level A Level Agriculture children and parents on the positives of the switch,
Biology most of them were in favour.” It also helped that the school had good outcomes Chemistry from its fi rst Cambridge exam entries: in June 2016 Environmental Management alone it had 20 Cambridge award winners, mostly in Marine Science science subjects. Physical Science
Physics
Science – Combined Find out more about Cambridge science subjects at www.cie.org.uk/science Science – Co-ordinated (Double award)
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Support for schools The latest resources and developments What’s new to help you and your learners get the Here’s a selection of the latest resources available on Teacher Support at most out of Cambridge https://teachers.cie.org.uk Details about the latest endorsed resources are available at www.cie.org.uk/ Guidance from principal newendorsedresources examiners This new resource is now available to support our Endorsed resources COLLINS Cambridge International AS At Cambridge, we work CAMBRIDGE IGCSE ENGLISH & A Level English Language with publishers to endorse AS A SECOND syllabus. It provides a simple resources to support your LANGUAGE summary of the Principal teaching. Our subject experts RESOURCE: Examiner Report for Teachers, highlighting: thoroughly evaluate each Student’s Book, Workbook, Teacher’s • the key messages about each of the papers of these titles to make sure that Guide and online resource via Collins in the series they are highly appropriate for Connect • the issues candidates faced PUBLISHED BY: Collins Cambridge programmes. • how candidates could improve. This coursebook combines authentic texts and topics Teacher guides with skills practice and exam Look out for the new preparation. Fully updated to match the syllabus 0510/0511 Cambridge teacher guides (for examination from 2019), incorporating language this course engages students learning support. Many of with a variety of texts and audio our candidates are either with a global focus. The write-in multi-lingual or possess Workbook o ers additional English as a second skills practice. language. By integrating language learning into lessons, teachers can Visit: www.collins.co.uk/ IGCSEESL Email: collins. ensure that learners have the opportunity [email protected] to express themselves in English while acquiring knowledge and skills within the HODDER subject. The guides are currently available CAMBRIDGE via the relevant syllabus pages for: INTERNATIONAL • Cambridge IGCSE: Accounting (0452), AS & A LEVEL Biology (0610), Business Studies (0450), CAMBRIDGE IGCSE COMBINED LAW Chemistry (0620), Computer Science (0478), AND CO-ORDINATED SCIENCES RESOURCE: Economics (0455), Physics (0625), Student’s Book RESOURCE: Coursebook, Workbooks, Sociology (0495), World Literature (0408) Teacher’s Resource DVD-ROM PUBLISHED BY: PUBLISHED BY: Cambridge Hodder Education • Cambridge O Level: Principles of University Press Simplifi es Accounts (7110). An exciting new series covering teaching and learning, with all three sciences in one Coursebook content ordered to match the Support for Cambridge IGCSE Chinese with accompanying Workbooks syllabus, relevant up-to-date case We have extended support for teachers of and Teacher’s Resource. studies from around the world Cambridge IGCSE Chinese (0509, 0523, Di erent syllabuses are clearly and examination questions to 0547) by introducing a new discussion identifi ed, with the focus being prepare students and reinforce forum on Teacher Support. Teachers can on problem-solving, interpreting skills learned. This title is also be assured of a warm welcome and support and evaluating data and applying available as a Student eTextbook from the moderator, who is looking forward theory to practice. Engaging via Hodder’s Dynamic learning to reading all your posts and engaging in lively activities feature in every chapter online platform. conversation. The forum can be accessed to help students develop their Visit: www.hoddereducation. from the syllabus page of Teacher Support. practical and investigative skills. co.uk/cambridgeinternational To access all the discussion forums, log Visit: cambridge.org/ examinations in to Teacher Support and visit the combined-coordinated Email: international.sales@ Community pages. Email: [email protected] hoddereducation.co.uk
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RESOURCES ROUND-UP
CAMBRIDGE GLOBAL PERSPECTIVES®: a unique subject
Since its introduction nearly 10 years ago, Cambridge Global Perspectives has become al a syllabus favourite – and younger learners ion Ca at m will soon be able to study it, too n br er l id t ve g In e e L P e A Critical r Cambridge Global Perspectives is our fastest- g im id & r thinking and a growing syllabus subject. The number of entries S r b Collaboration y for Cambridge IGCSE Global Perspectives has A problem m grown by over 50 per cent over the past three a solving years, and entries for Cambridge International A C Level are up 65 per cent on last year. Cross-curricular and skills-based, Cambridge Innovation Cambridge Global Perspectives taps into the way learners of and Global Independent today enjoy learning, including team work, creative research Perspectives® presentations, projects, and working with other thinking learners around the world. The emphasis is on C
developing the ability to think critically about a a 1 m range of global issues where there is always more C y b r than one point of view. A unique benefit of a a m r Reflection Communication id d Cambridge Global Perspectives is its dedicated b g n r e o online learning area – free to schools that offer i c d IG e the subject. It contains multimedia classroom g S e C e activities, research tasks and suggested O SE g assignments. Connected resources also allow L an rid ev d b students to build their own reflective journals, el Cam support their research and develop their own
How Cambridge Global Perspectives Above ePortfolios. There are also online forums where has developed: a timeline Cambridge Global Perspectives will schools from across the world can interact and 2009: Cambridge IGCSE Global Perspectives be introduced for discuss projects in a safe, controlled environment. launched officially following trials 5 to 14 year olds later this year New courses coming soon 2012: Launch of Cambridge International Research says that the earlier students start AS Level Global Perspectives to develop and practise higher-order thinking 2013: Launch of online learning area skills, the greater the impact on their learning. So we’re delighted to tell you that we will introduce for students and teachers Cambridge Primary and Secondary 1 Global 2014: Launch of a full Cambridge Perspectives later this year, for first teaching from International A Level in Global June 2018. Look out for more details about the Perspectives & Research programme and its support resources, and about Cambridge Checkpoint tests in September 2017. 2017: Cambridge Global Perspectives becomes a compulsory component of the Cambridge AICE Diploma If you’d like to receive information about the new 2018: Subject to be expanded to Cambridge programmes when full details are released in Primary and Secondary 1 students September 2017, please register your email address at www.cie.org.uk/global-perspectives-form
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PROFESSIONAL DEVELOPMENT Training and events News and resources to support your continued professional learning
Investing in our trainers An essential part of our work is the support we provide for teachers and school leaders. We depend on syllabus and assessment specialists and people with expertise in approaches to learning and teaching to represent us as trainers. Over the past two years, we have been looking at our selection and quality assurance procedures for trainers, as well as how best to support them through professional development.
How we select trainers Since April 2015, we have been to run a 10 to 15-minute showcase Register we learn more about our trainers’ your interest encouraging teachers to work for us so that we can evaluate their talents, We have recruited own professional needs as we seek to as trainers. provide development feedback 250 trainers in the always improve what we do. We are recruiting trainers from and decide whether they have the past two years We have launched a new support and plan to recruit various parts of the world; people potential to be a Cambridge trainer. many more site for trainers, where they can fi nd who are interested complete a Candidates are then asked to materials and advice on running challenging application form, shadow an experienced trainer workshops. There are guides and including questions about their and refl ect on what they observe. worksheets, videos of trainers in experience and personal motivations, They have further opportunities for action, a handbook on learning and may then be invited to attend development and mentoring, and and teaching with adults, and an a selection event. they are then invited to run their fi rst open forum for trainers to share The selection event is an intense workshop. As long as we’re satisfi ed, comments and practice. but rewarding experience. We explain the new trainer is then accredited. We have recruited 250 new our work with schools, explore the trainers in the past two years, and aims of professional development, How we develop our trainers have plans to recruit a lot more in and discuss the best methods for Our newest trainers are not the the next few years. Our selection engaging participants and ensuring only ones being observed: we have events have been successful, and they meet their objectives. begun a programme to review and even candidates who don’t go on to be The best part is when we see the o cially accredit all of our trainers trainers tell us that they have gained candidates in action. Each is asked in the next three years. Through this valuable professional development to take back to their schools. We will continue to select Find training carefully, develop and quality assure We offer a large programme of our trainers. Our goal is that schools online and face-to-face professional can always trust us to provide a development. Our syllabus-specifi c well-qualifi ed trainer for a training workshops cover a wide range of event, wherever they are in the world. subjects at all levels, and our Enrichment Workshops further support the development of For more information and to register teachers and learners. For more information on your interest to become a trainer, visit our upcoming training or to book a course, visit www.cie.org.uk/cambridge-for/ our training calendar at www.cie.org.uk/events trainers Any questions? To fi nd out when we are recruiting To get in touch, go to our Help pages at www.cie.org.uk/help near you, ask your local Cambridge or email us at [email protected] team, look out for fl yers or follow us on social media (details on page 4).
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BEHIND THE SCENES
How I became Recognition where it’s due a trainer Cambridge qualifications are accepted by universities and employers across the world – and it’s the job of people like , Alka Pandey Kevin Ebenezer, Recognitions Manager, UK and Ireland Vice Principal of Daffodil to ensure that they stay that way International School, Pune, India
Alka Pandey says: Teachers are the implementers of the curriculum and shape the culture of their classrooms to improve students’ learning. Trainers help improve teaching and learning practices and suggest new ideas. This made me want to become a trainer. I now have the opportunity to contribute what I have learnt over my 28 years in education, at the same time as helping to enhance the education system. It also means I have to keep abreast of the latest teaching methodologies and research, which is professionally and y team’s job is to make sure presentations. I respond to queries personally challenging and satisfying. M that students taking from schools around the world. And in The two-day selection event to become Cambridge qualifications some ways, I also act as an advocate a Cambridge trainer was one of the progress smoothly from one stage for UK and Irish universities. Many most enriching events I have attended to the next. Usually we work with people overseas have heard of the professionally. The hardest part was universities, but we also deal with a lot London universities and of course showcasing our training skills in front of other things. Oxford and of the expert observers. But the most For example, in Cambridge, but positive thing was the inclusive and the UK, when we have a wide supportive environment. Throughout the apprenticeships range and diverse selection procedure we were made to feel were introduced, selection of completely at ease. we worked with the “With such a diverse set of universities here, As a Cambridge trainer, it gives me government to get qualifications as the ones we so I spend a lot of immense satisfaction to be a part of Cambridge IGCSEs offer, there’s always work to time updating our supportive and challenging professional included in the do in helping institutions regional staff about development training programmes. qualification understand them” these. With such a specifications. diverse set of Some employers aren’t familiar qualifications as the ones we offer, with Cambridge International there’s always work to do in helping A Level or Cambridge IGCSE. So if a institutions understand them. student contacts us, we’ll talk to that employer to explain the qualifications. “The two-day selection event I spend a lot of time with universities ALL was one of the most enriching explaining updates, because our universities in the UK and over events I have attended qualifications aren’t static. Any changes 500 in the US accept Cambridge professionally” made by Cambridge will have some effect International AS & A Levels on recognition. We also have to explain new qualifications, like Cambridge Would you like to be an accredited International AS & A Level Global Cambridge trainer? Visit www.cie.org.uk/ Perspectives & Research. Getting that 1400 trainerrecruitment to find out more about qualification recognised by universities institutions are listed on our trainer recruitment process is a priority for me at the moment. I go to Cambridge’s recognition database a lot of university events and do lots of recognition.cie.org.uk
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REGIONAL VIEWPOINT
A view from… Spain Neil Barnes (left), Headteacher, British School of Valencia, spoke to Nick Mazur, Cambridge’s Senior Manager for Iberia, Northern & Central Europe and the Baltic
due to recently announced changes in the Spanish university entrance system, it is likely that this will decrease to four.
How does Cambridge fit in with your ethos as a school? Our ethos is about preparing our students for the future: not just about getting results. Our Cambridge curriculum fits in with this. It gives students the opportunity to develop skills that they won’t get in other areas, which are expected when they go on to university, or in later life. Cambridge International A Levels prepare them well – a lot of the content they will study in their first year at university is often covered here, so they enter already having a high level Above NM: Tell me what Cambridge of knowledge. The ethos of the British School of programmes you offer, how long you’ve They are also well prepared and used to Valencia is not offered them and why. studying independently. It is not just about giving just about getting NB: We have been offering Cambridge them the qualifications to get into university; it’s results – it’s about preparing students programmes and qualifications since our students about giving them the skills to succeed once there. for the future arrived at the top end of the school in 2003. We offer Cambridge Primary, Secondary 1, IGCSEs Where do your students go when they leave and International A Levels, as well as the your school? Do they stay for university in Cambridge English Language Assessment Spain or go elsewhere? qualifications. We chose Cambridge because of Initially, most of our students stayed in Spain, but its international reputation, and the support and this has been changing over the past few years. infrastructure based around the qualifications. Now, around a quarter of our students go abroad We really value the support in particular. when they finish with us – mainly to the UK, but some to other European countries or the USA. What are your most popular Neil Barnes subjects at Cambridge What makes you proud about your school? has lived in Spain since 1997 The atmosphere – it’s an exciting, warm and caring and has been Head of the International A Level? British School of Valencia Languages, science and maths. place to be. Our students get great results because for 18 years. He has a BSc Many of our students go into they are involved in their learning. Also, our in Biological Science with the fields of medicine or teachers know every child really well and get Primary QTS and in his spare engineering, so they need to the best out of them. time he studies Ancient have a solid foundation. They Mediterranean Archaeology. also take economics, business, He also likes to collect global perspectives and thinking Venetian marionettes and skills. Our students generally Would you like to be featured in this article? has a Sphynx hairless cat Talk to your local Cambridge representative, called Freyja. take five Cambridge then email us at [email protected] International A Levels but,
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NEW
International Primary English as a Second Language
Written with international contexts in mind, this highly flexible, 6-level course provides coverage of the Cambridge Primary English as a Second Language curriculum framework.
Inspire thought and conversation Reinforce learners’ learning with a range of carefully selected through listening to the reading fiction and non-fiction reading texts texts and accompanying songs
Activate learners’ imagination and Workbooks provide additional provide opportunities to contribute activities and opportunities for their own ideas and opinions further practice related to the key through the compelling illustrations topics in the Student’s Books and photographs Teacher’s Books offer ready to teach and easy-to-use teacher We are working with Cambridge and classroom resources International Examinations towards endorsement of these forthcoming titles.
For more information visit www.collins.co.uk/internationalprimaryenglish
PrimaryEnglish_advert_195x260.indd 1 17/02/2017 12:08 Cambridge Schools Conference UK Churchill College, University of Cambridge Wednesday 20 September to Thursday 21 September 2017
‘I saw things from a fresh perspective during the conference, re ected on current practices in my school and took back new ways of activating knowledge and leading learning.’ Asma Aijaz Khan, Generation’s School, Pakistan
Find out more about Cambridge Schools Conferences and register your interest at www.cie.org.uk/conference
® IGCSE is a registered trademark *4836806469* © Cambridge International Examinations, May 2017
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