Cambridge

THE MAGAZINE FOR CAMBRIDGE SCHOOLS WORLDWIDE

ISSUE 17, 2014 INSIDE

THE DIGITAL AGE Embracing new technology

CONFERENCE PREVIEW How to inspire teachers... to inspire learners

WHAT’S NEW? The latest support materials for you and your students

IN FOCUS Getting in, Getting on Preparing your students for university and beyond 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 Checkpoint Cambridge O Level Primary Checkpoint Cambridge Pre-U Cambridge ICT Cambridge ICT Starters Starters

*Age ranges are for guidance only

Cambridge Primary Cambridge Secondary 2 Cambridge Primary develops learner skills and Cambridge Secondary 2 develops skills in enquiry, understanding through the primary years in creative thinking and problem solving, giving English, mathematics and science. Many schools learners excellent preparation for the next stage use Cambridge Primary Checkpoint tests to of education. There are two assessment options: measure learners’ performance at the end of Cambridge IGCSE or Cambridge O Level. Both primary education. are globally 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 science. Cambridge Checkpoint tests can be higher education. This stage includes Cambridge used at the end of Cambridge Secondary 1 to International AS & A Level and Cambridge Pre-U identify learners’ strengths and weaknesses in qualifications, providing learners with a passport key curriculum areas. to 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 ISSUE 17, 2014

About Cambridge International Examinations Cambridge International Examinations prepares school Welcome 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 Welcome to the first issue of international qualifications are recognised by the world’s best our redesigned Cambridge universities and employers, giving students better options in Outlook. As well as having an their education and career. As a not-for-profit organisation, we updated ‘look and feel’, the devote our resources to delivering high-quality educational new magazine covers a wider programmes that can unlock students’ potential. range of educational issues, and features the views and experiences of our schools around the world. We will MICHAEL continue to report on the O’SULLIVAN latest Cambridge Contents CHIEF EXECUTIVE, developments, but we’ll also feature contributions from News CAMBRIDGE experts in education. In this 4 TOP STORIES INTERNATIONAL issue, Guy Claxton, keynote The latest developments 21 from Cambridge

EXAMINATIONS speaker at the forthcoming THINKSTOCK Cambridge Schools In focus: Conference in Sri Lanka, writes about inspiring 16 THE WORLD OF Getting in, Getting on EMPLOYMENT teaching and learning. Guy is an international speaker 7 INTRODUCTION What skills are 21st century on creativity, learning and the brain. Each issue of the Our Director of Education employers looking for? new Cambridge Outlook will have a theme. This issue’s introduces this special section theme is Getting in, Getting on – getting into university 8 PREPARING STUDENTS Case study 18 A SHINING EXAMPLE and getting on at university and in life. Learners are at FOR UNIVERSITY Beaconhouse School the heart of everything we How our schools make sure System, Pakistan do at Cambridge, and it’s vital that we prepare them students are university-ready well for higher education, work and life. We’re always 10 WHAT DO UNIVERSITIES Teachers’ tips interested in hearing your views. If you have any 19 MOVING ON UP comments about the new magazine or if you’d like to WANT? Admissions officers share Managing the transition tell us about what’s happening at your school, please ® their advice from Cambridge IGCSE to email us at [email protected] International A Level 12 KEY DESTINATIONS Michael O’Sullivan Studying abroad Technology Chief Executive 21 BORN DIGITAL 14 INSPIRING TEACHING, Cambridge International Teaching a new generation Examinations INSPIRING LEARNING Cambridge Schools Resources round-up Conference preview 22 SUPPORT FOR SCHOOLS Find out more... The latest publications Read about all our education programmes and and syllabuses qualifications at www.cie.org.uk Get the latest news sent to you every month with Professional Cambridge Outlook eNews – sign up to receive the development eNewsletter at www.cie.org.uk/newsletters 24 DIARY Training courses and events @CIE_Education www.cie.org.uk/linkedin 18 A view from...

www.facebook.com/cie.org.uk www.cie.org.uk/googleplus 26 INDONESIA

Cambridge Outlook is an important way of communicating with Follow our code Cambridge schools and readers around the world. Please give Look out for these icons and colours throughout this magazine – us your feedback on this issue and tell us what you would like to they will help you to easily identify the Cambridge education read about in the next one. Contact: stages that you want to read about. Cambridge Outlook magazine, Graeme Curry, Communications Manager, 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: Group Editor: Sarah Kovandzich Keeping you up to date with news from Cambridge and its N ews schools around the world Support for our growing In brief… In Uruguay… A group of teachers community of schools have become the first in the country to pass Regional directors are now in place for all nine regions the Diploma in As part of our commitment to provide increased local support for schools delivering our Teaching with ICT – programmes and qualifications, we set up teams in nine regions of the world. We now have regional our professional directors in place for all of our regions. Our regional directors will be involved in building and development strengthening relationships with schools, universities, governments and key education qualification run in organisations, including publishers and the British Council. They are: Uruguay by national teacher training agency CFE and digital technologies initiative Plan Ceibal.

In Indonesia… Cambridge IGCSE Bahasa Indonesia has been launched for learners for whom Bahasa Indonesia is a For contact details of your regional team, go to www.cie.org.uk/about-us/our-regional-teams language of everyday use. The first examinations will be in June 2016. Cambridge workshop in Shanghai focuses Tackling maths on teaching mathematics In Mauritius… Making mathematics fun and engaging students in how Our Chief Executive Michael O’Sullivan mathematics works were two of the key themes that took part in the teachers explored at a workshop in Shanghai, China. launch of the Higher The Cambridge Learner Workshop in Mathematics School Certificate was led by trainer Charlie Gilderdale, a leading Professional award. mathematics education specialist at the University The qualification of Cambridge’s Faculty of Education. One of the combines Cambridge delegates commented: “The workshop emphasised a International key learning point from Cambridge: to engage learners A Levels with OCR’s into thinking about what they are doing in an activity Cambridge Technical and to openly allow discussion, whether right or qualifications and wrong, to promote learning at any ability.” work experience.

4 CAMBRIDGE OUTLOOK ISSUE 17, 2014 NEWS

CAMBRIDGE Scholarship awards for SCHOOLS outstanding students in CONFERENCE Pakistan and India IN SRI LANKA Full funding for undergraduates Following the sell-out success of our last two to study at the University conferences in Singapore of Cambridge and Cambridge, we are Outstanding students in Pakistan holding a further Cambridge and India have been awarded Schools Conference in Undergraduate Scholarships to study Colombo, Sri Lanka. at the University of Cambridge from The conference, from 4 to this October. Among them are: 5 December, will take as its Shahzaib Ali (below) of FFC Grammar theme Inspiring teaching, School (Natural Sciences at St John’s inspiring learning: How College, Cambridge) we prepare learners for Muhammad Faaiz Taufi q of Karachi a lifetime of learning. It will Grammar School (Mathematics at bring together a community Peterhouse, Cambridge) of teachers representing Ritu Muralidharan (bottom) of schools from many Dhirubhai Ambani International School in countries and contexts. Mumbai (Economics at Christ’s College). Paul Ellis, Head of Shahzaib Ali and Muhammad Faaiz Teaching & Learning Taufi q, as well as a third student from Strategy, said: “We hope Pakistan – Shaista Mahad of that the conference Beaconhouse Islamabad (who has participants will go home been offered a scholarship to study for full of ideas on how to the BA in Education at Jesus College) engage their students, – all received awards through the bring more innovation to Cambridge 800th Anniversary the classroom, Scholarships, refl ect on what launched in 2009. they are doing Ritu Muralidharan Spotlight on in lessons, received her and be more award through the assessment confi dent in Manmohan Singh their teaching Undergraduate and how they Scholarship innovations support their programme Cambridge is well represented learners.” established in 2009. Both programmes at the 40th IAEA conference The conference provide full funding covering fees Cambridge International Examinations programme is designed and means-tested maintenance. The representatives, together with colleagues to support professional scholarships have been made possible from Cambridge English and Cambridge learning by offering a range thanks to funding from our Assessment, featured prominently at this of perspectives on the parent organisation conference theme, with year’s International Association for Educational Cambridge opportunities to debate Assessment (IAEA) conference in Singapore. Assessment. and discuss these in panel They included Helen Eccles, Director of Places offered by sessions and workshops. the University of Development, who presented the Cambridge Speakers include Cambridge are approach to 21st century skills. Chief Executive Professor Guy Claxton conditional on the Michael O’Sullivan said: “The theme for the of the UK’s University of students achieving conference, Assessment innovations for the Winchester. See page 14 for specifi c grades. 21st century, is at the heart of our work at an insight into his keynote Cambridge. It is only through a combination of speech Inspiring learning. innovative syllabuses, respected qualifi cations and eff ective teaching that we will enable today’s learners to become tomorrow’s active Book a place or fi nd out more at citizens, capable of achieving their own www.cie.org.uk/csc-2014 potential and shaping a better world for all.”

WWW.CIE.ORG.UK 5 Support a smooth transition from Cambridge IGCSE® to Cambridge International AS & A Level

Teachers have told us that some students can find the transition from Cambridge IGCSE to Cambridge International A Level a challenge. Here’s how a stretching approach, with a focus on building advanced knowledge from the start, can support progression and confidence. Stretch your students at Smoothly transition students Cambridge IGCSE level to Cambridge International

Trusted by teachers around the world A Level Science to build advanced scientific skills from age 14, this stretching Cambridge IGCSE With a practical approach that Science course will help students feel helps make science meaningful, more confident when they move up to this resource will help you Cambridge International A Level. to equip your learners for Its rigorous approach is ideal for high the demands of Cambridge ability students, who aspire to study International A Level study. NEW science in the future. Supporting the advanced skills for September students need for Cambridge Now updated for the latest syllabus for 2014 NEW International AS & A Level, it first examination in 2016, it includes new for January 2015 encourages students to practise online resources to support knowledge and apply relevant skills, for and skills for assessment success. assessment confidence. Visit www.oxfordsecondary.com/ to sign up for free completescience16 We are working with Cambridge towards endorsement of previews and inspection copies. Physics and Biology in Context, and towards recommendation of Chemistry in Context. Help English as an Additional Language (EAL) students reach their potential A clear, straightforward approach supports confidence from the start, building EAL learners’ subject and language knowledge. By embedding the basics, it will build potential for Cambridge IGCSE and a good foundation for higher level study.

NEW for January 2015

®IGCSE is the registered trademark of Cambridge International Examinations.

For more information and advice on ordering inspection copies, visit www.oxfordsecondary.com/cambridge or email [email protected] IN FOCUS GETTING IN, GETTING ON

Tristian Stobie, Director, Education, Cambridge International Examinations, introduces our special section on helping students to get into university, then get on once there and later in life

ur Cambridge Schools Conferences this year focus on the theme Inspiring O teaching, inspiring learning. To succeed in further education and the modern workplace, teaching needs to inspire learners to be confi dent, responsible, refl ective, innovative and engaged. We all have a responsibility to help learners develop the habits of mind, skills and strategies needed to be active and independent lifelong learners. Not only does this make learning enjoyable and meaningful for students as well as teachers, it is also the most eff ective approach to raising academic standards and attainment. How do schools such as ULink College in China ensure Developing independent thinking – the ability students make the right subject choices to help them apply for a student to be refl ective, critical and creative to university? See page 8 – is highlighted in the article ‘Preparing students for university’ (page 8). and communication. We are committed at Depth of subject understanding and a passion Cambridge to doing all we can to support for the discipline, both of which are critical in teachers’ and schools’ delivery of a curriculum achieving good examination results, are stressed that nurtures these competencies in learners. in ‘What do universities want?’ (page 10). Qualifi cation and assessment design need to In ‘Inspiring teaching, inspiring learning’ support active learning, make learning relevant (page 14), Guy Claxton argues that excellent and require students to handle complexity and teaching practice makes students resilient, apply their understanding to new contexts. enabling them to think for themselves, be We need to off er a wide range of disciplines creative and fl exible in handling complexity so that schools are able to select a broad and and uncertainty. balanced curriculum for their students. In ‘Equipping students for the world of Professional development needs to support employment’ (page 16), Emma Brown highlights teachers to be inspiring and help them become problem-solving ability, together with teamwork role models for students. Qualifi cation IN THIS SECTION… 8 Preparing students for university and assessment 10 What do universities want? design need to support 12 Key destinations: studying abroad 14 Inspiring teaching, inspiring learning

active learning” 16 Equipping students for the world – Tristian Stobie, Director, Education, of employment Cambridge International Examinations

WWW.CIE.ORG.UK 7 IN FOCUS GETTING IN, GETTING ON

Preparing students for university When we asked three Cambridge schools about preparing students for university, they told us about the importance of choosing subjects, developing skills and meeting university counsellors

HOOSING SUBJECTS Choosing the right qualifications and C subjects at school is vital for a young person’s future – and teachers play a crucial role. Mrs Vasudha Neel Mani is Principal of Vidya Sanskar International School in Faridabad, India. She says: “We organise individual sessions for students with our in-house counsellor who gives them advice based on their aptitude for the subjects, reviews from mentors and parents, their own interest and how their subject choice will help them in pursuing a career. Each student is allocated a mentor for the four years of Cambridge IGCSE and A Level. They form a bond with each other which definitely improves understanding for mentors to help students with their course choice.” At Dr Pillai Global Academy (DPGA) in New Panvel, India, Section Head Indu Parvathi says: “We encourage students to make informed choices based on their aptitude – this includes their performance in the subject in their Cambridge Checkpoint and IGCSE years. Subject teachers also explain the content of A Level courses and what the scope of each subject will be at university. University and career advice sessions are open to IGCSE students as well as AS and A Level students, meaning students are well informed by the time they make A Level choices.” Planning often starts even earlier. Vidya Sanskar’s Vasudha Neel Mani says: “We have an ILLUSTRATION: TIM WEIFFENBACH ILLUSTRATION: PREPARING YOUR STUDENTS

Students from Dr Pillai Global Academy engage in creative activities to develop holistically

orientation programme for students and parents to explain Cambridge IGCSE qualifi cations and subjects. We advise them on subject choices that will help them with admission into Indian or overseas universities and with their careers.” Phyllis Roderick, Associate Director of ULink College in Guangzhou, China agrees: “If students are interested in particular universities and courses, we check the admission criteria to help them when considering school subject choice.”

DEVELOPING SKILLS FOR UNIVERSITY As well as choosing the right qualifi cations, students need to develop skills for success at university. In a Cambridge survey asking over 1000 teachers about the skills students need to signifi cance. The syllabus emphasises the prepare them for higher education, almost all development of skills rather than the acquisition (96 per cent) named independent thinking as top1. of knowledge – 21st century skills such as “Independence, like any other skill, cannot be communication, collaborating with others, acquired in a day,” says Vidya Sanskar’s Vasudha. refl ectiveness and independent thinking, all of “We prepare students to acquire it over a period which are important for further study. of time. The school encourages self-study and Indu says: “The Cambridge qualifi cations students take decisions on day-to-day matters to impart skills needed in working eff ectively in instil research skills and self-discipline.” global environments using information from Indu Parvathi says DPGA takes a similar diff erent sources around the world.” approach: “We focus on honing students’ refl ective and analytical skills so that they MEETING UNIVERSITY COUNSELLORS become independent learners who can integrate All three schools encourage their students to and apply concepts to various contexts later in meet university counsellors and talk to them life. Apart from vibrant about their universities and courses. This might learning based on the be at a university fair – Vidya Sanskar’s Vasudha curriculum, students says that this “helps them a lot in making engage in a plethora of choices” – or at the school itself when university creative activities, growing counsellors visit. Indu explains that at DPGA richer in terms of skills and these “sessions can be attended by both IGCSE personality traits. Every and AS and A Level students”. We talked to: single lesson, every single ULink College has established close Vasudha Neel activity, contributes to their relationships with particular universities. Mani, Principal, holistic development.” Every year university counsellors visit the school Vidya Sanskar Independence, International The school also recently like any other from University College London, the University School, Faridabad, introduced Cambridge skill, cannot of Bath and The University of Edinburgh. ULink’s India IGCSE Global Perspectives. be acquired in Phyllis Roderick, says: Indu Parvathi, In this course – and in the Section Head, a day” “The connection helps our students get fresh Dr Pillai Global Cambridge International – Vasudha information directly, and students’ questions Academy (DPGA) AS & A Level Global Neel Mani, can be answered by the admissions offi cers New Panvel, India Perspectives & Research Vidya Sanskar or co-ordinators immediately. We have a Phyllis Roderick, Associate Director, courses – learners explore International considerable number of students accepted to ULink College, University skills survey report, 2013, Cambridge International Examinations University 2013, skills survey report,

1. topics that have a global School, India the best universities in the world.” Guangzhou, China

WWW.CIE.ORG.UK 9 IN FOCUS GETTING IN, GETTING ON

Students who What do have taken Cambridge International A Levels do universities very well at our campus” – Stuart Schmill, want? Massachusetts Admissions offi cers around the world share Institute of Technology their advice on what makes a good applicant

he Massachusetts Institute of Technology (MIT) website compares its courses Massachusetts Institute T of Technology: high to “a very interesting, fairly rugged praise for Cambridge mountain” and says that it wants people who students have “the training, stamina and passion for the climb”. The University of Cambridge website says that it is looking for students with academic ability, motivation and enthusiasm for a course. We talked to admissions offi cers about the qualities that they look for in their prospective In the end, students and how Cambridge qualifi cations you cannot prepare students for higher education. get away from examination GREAT RESULTS results” – Richard Firstly, universities are looking for students Partington, with the academic ability to complete the University of course. Richard Partington is the Senior Cambridge Tutor at Churchill College, University of Cambridge. He says: “In the end you cannot get away from examination results. My advice to all learners, international learners among them, is work as hard as you can at school and get the best results you can.”

SUBJECT UNDERSTANDING Universities are looking for students who can demonstrate that they already have a deep understanding of their subject. These students will be able to hit the ground running at the start of their degree, and will be well equipped to understand the new ideas and concepts ULink College introduced at degree level. MIT is a world-class students fi nd out what educational institution, specialising in science universities want and technology. Stuart Schmill, Dean of

10 CAMBRIDGE OUTLOOK ISSUE 17, 2014 ADVICE FROM ADMISSIONS OFFICERS

Admissions, says: “Students Bristol, one of the best universities in the UK. who have taken Cambridge She says: “Cambridge qualifi cations are excellent International A Levels do because they allow students to develop lots of very well at our campus. One transferable skills, things like independent of the things we fi nd is that learning skills and research skills and problem- they have a real depth of solving skills – these things are really important understanding of the subject for when you are studying at university.” matter that they have had classes in, and a real A GENUINE INTEREST IN THE SUBJECT Cambridge engagement with it.” Finally, universities are looking for motivated qualifi cations This depth of and passionate students – students with the are excellent understanding is at the heart as they allow enthusiasm to sustain them through three or of our recently refreshed students more years of study at university. Cambridge International to develop Richard Partington of Churchill College A Levels. We worked closely lots of stresses how important it is for students to have with university lecturers and transferable a real interest in a subject. “The critical thing is admissions offi cers to identify skills” that students apply for something that they are key concepts – the underlying genuinely interested in,” he says. “And that’s the – Roseanna The Cambridge principles of each subject. Cross, student, not mum or dad, not social expectation approach When learners understand University of the society in which they live.” fosters students these key concepts they are of Bristol Philip Ballinger, Associate Vice-Provost for who are able to use them to solve Enrollment and Admissions at the University of willing to be problems and to understand Washington, USA, the state’s fl agship institution, challenged, new aspects of the subject. says that they are looking for students who love willing to dive Admissions offi cers are to learn: “These students are willing to be into new things” also looking for evidence of the skills that challenged, willing to dive into new things, and – Philip undergraduates will need to cope with the rigours often more able to synthesise what they have Ballinger, of university work. Roseanna Cross is Head of learned. The Cambridge approach fosters such University of Undergraduate Admissions at the University of students, such learning, and such results.” Washington

Key concepts

Contents

1 Welcome to Cambridge When we refreshed our most 3 Cambridge programmes 5 and qualifications Welcome to Cambridge Need-to-know Cambridge International AS and A Level 11 Cambridge Pre-U We understand education. More than 10 000 schools in over 160 countries are part of our 14 Support for Cambridge teachers Cambridge learning community. Our mission is to provide excellence in education, and our vision 16 Join the Cambridge community is that Cambridge learners become confident, responsible, reflective, innovative and engaged. popular Cambridge International 17 What next? Cambridge International We believe in setting educational standards – and then encouraging learners to exceed them. Every year, reputation as the leader in international thousands of learners use Cambridge education. Our reputation will help qualifications to gain places at strengthen the status of your school, leading universities worldwide. as you become part of the global Over 10 000 Cambridge learning community. AS & A Level syllabuses, we We are a division of Cambridge schools are part of the Assessment, a department of the Understanding learners’ needs Cambridge learning University of Cambridge and a around the world means listening AS & A Levels: community not-for-profit organisation. We carefully to our community of invest constantly in research and schools. We are pleased that 98 per development to improve our cent of Cambridge schools say they programmes and qualifications. would recommend us to others. Cambridge programmes We develop our qualifications and qualifications are Benefits for your learners worked with universities to according to our Code of Practice taken in more than Cambridge programmes and and the Cambridge Approach. We 160 countries are accredited as an awarding body qualifications have a proven reputation by Ofqual (Office of Qualifications for being an excellent preparation for and Examinations Regulation), the UK university, employment and life. government’s regulator for awarding Leading universities and employers ■ 98% of Cambridge organisations and qualifications worldwide value and recognise schools would are taken by more than in England. Cambridge qualifications as evidence recommend us to others of academic ability. They open doors identify the key concepts of Benefits for you and for Cambridge learners. your school Together with schools we aim to When you choose Cambridge, develop Cambridge learners who are you create a relationship with an confident, innovative, responsible, organisation that has an excellent reflective and engaged – equipped About us for success in the fast-changing 175 000 learners in around modern world. Cambridge International Examinations is the world’s largest each subject. Understanding provider of international education programmes and qualifications for 5 to 19 year olds. We are a not-for-profit organisation and part of the University of Cambridge, one of the world’s top universities and trusted for excellence in education. Our qualifications are 125 countries every year and recognised by the world’s universities and employers. these underlying principles helps b

are available in a choice of www.cie.org.uk www.cie.org.uk learners develop the deep subject Cambridge programmes and qualifications

Cambridge programmes and qualifications are carefully designed to engage your: learnerssupport and and guidance give Classroom Cambridge learners them solid foundations to achieve high levels of academic and personals attainment. 1 helps teachers and learners perform Our programmes and qualifications The Cambridge approach supports to their maximum ability. We offer are compatible with other curricula, 55 different subjects schools to develop learners who are: The programmes are progressive, world-class teacher and learner so you are free to build a unique in working with giving you and your learners a clearly resources. knowledge that universities are sconfident curriculum that suits your school’s defined path to success from 5 to 19 : provide learners information and ideas, values. When you register with us sQualifications years. Our four stages lead their own and those of others we will give you support and with a global passport to success. seamlessly from primary to secondary for themselves, guidance on how to implement We offer reliable, rigorous and sresponsible and pre-university years, and each Cambridge programmes, so that you flexible assessment, leading responsive and respectful of others stage builds on the learners’ make a smooth transition. to internationally recognised development from the previous one. reflective as learners themselves, qualifications. s We offer comprehensive support in developing their ability to learn We offer flexibility, allowing you to : brings Cambridge ■ four areas, designed carefully around sCommunity looking for. and equipped for shape Cambridge curricula to the are regarded as a passport s innovative the needs of Cambridge learners and schools, teachers and learners closer needs and abilities of your learners. teachers: together through the sharing of best new and future challenges You can offer our programmes and practice and ideas. intellectually and socially, : develops learners’ sengaged qualifications for learners at every sCurriculum and ready to make a difference in stage, or focus on specific ones. knowledge, understanding and skills. the world. Our curriculum sets clear goals for learners and teachers. to success in education, Cambridge Advanced

® Cambridge International Cambridge IGCSE AS and A Level Cambridge Secondary 1 Cambridge O Level Cambridge Pre-U Cambridge Primary Cambridge Checkpoint Cambridge ICE Cambridge AICE Diploma Example of key concepts: Cambridge Cambridge ICT Starters university and employment Primary Checkpoint Cambridge ICT Starters ■ Cambridge International help students develop a deep *Age ranges are for guidance only

Students are both challenged

and excited by Cambridge curricula, AS & A Level Biology

and are extremely well prepared to understanding of subjects, as succeed at the highest levels at even 3 the most prestigious institutions of higher learning.

www.cie.org.uk Alexander B Carter, Principal, Brentsville District www.cie.org.uk well as independent learning High School, USA ■ Cells as the units of life 2 and constructive thinking ■ Biochemical process skills which are so important ■ to universities. More advice DNA Find out more and download ■ Natural selection our Cambridge Advanced brochure at www.cie.org.uk/cambridgeadvanced ■ Observations and experiment ■ Organisms in their environment

WWW.CIE.ORG.UK 11 IN FOCUS GETTING IN, GETTING ON STUDYING ABROAD KEY DESTINATIONS Former students from Cambridge schools talk about studying abroad

survey of 220 further exploration of my USA Cambridge schools discipline of interest would A NAME: Zeng Yiming (from Sub-Saharan not have been possible without SCHOOL: ULink College Africa, Asia Pacifi c, Europe, the accreditations of the of International Culture, MENA, South Asia and the Cambridge system. Through Guangzhou, China Americas) shows that nearly its internationally accredited A LEVELS: Chemistry, 50 per cent of schools have subject curricula and growing Economics, Maths, students who travel abroad presence among educational Further Maths, Physics UNIVERSITY: Wesleyan for university. The top three institutes in India, this University, USA destinations for Cambridge examination board has eased COURSE: Mathematics, learners applying for university my transition from high school Philosophy overseas are the UK, USA to a leading UK university.” and Canada1 and the schools I didn’t realise how well Cambridge said the trend for students International A Levels had equipped going to university overseas me with general knowledge in natural sciences is increasing. Here, we talk to and economics – this is a real advantage in three of these students. the sense that I can have more time to explore other academic fi elds, including philosophy and music, and fi gure out my genuine interests earlier than other students. In my experience, Cambridge International A Levels can help to get you considered for almost all colleges and AUSTRALIA universities in the United States, and many admissions offi cers said that they prefer students NAME: Wan Yee Woon SCHOOL: Taylor’s College, Subang who have international educational backgrounds. Jaya, Malaysia Holding Cambridge International A Levels will UK A LEVELS: Biology, Chemistry, defi nitely help you to grab the attention of the Mathematics, Physics college admissions offi cers!” NAME: Raunaq Bagchi UNIVERSITY: University of SCHOOL: The Cambridge School, Queensland, Australia Kolkata, India Need-to-know COURSE: Dentistry A LEVELS: Chemistry, Biology, Cambridge International AS & Physics, Mathematics A Levels are recognised by all UNIVERSITY: Imperial College, Cambridge UK universities, more than 450 London International A Levels universities in the USA and many COURSE: Chemical Engineering gave me suffi cient time to other universities around the explore my options before I world. To check which institutions recognise After being accepted fi nally decided to pursue a and award course credits for Cambridge into many excellent degree in Dentistry. During my qualifi cations, visit recognition.cie.org.uk universities, both local and course, I often grumbled about To fi nd out more about applying to US international, I decided that why we needed to absorb so universities and to read more case studies, my best option was to pursue much knowledge, most of which download our Destination USA brochure Chemical Engineering at seemed irrelevant to Dentistry. at www.cie.org.uk/usa/recognition Imperial College, London, At university, the workload is Look out for our Destination UK brochure too. which is ranked among the much heavier! Now I realise this For more, see www.cie.org.uk/ top 10 of its kind in the world. instilled in me a determination cambridgeadvanced Destination research 2014, Cambridge International Examinations 2014, Destination research

Going to university and the to study hard and study well.” 1.

12 CAMBRIDGE OUTLOOK ISSUE 17, 2014 Completely Cambridge Cambridge resources for Cambridge qualifi cations

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coming soon

For more information on our full range of publishing for Cambridge courses, visit: education.cambridge.org/cie IN FOCUS GETTING IN, GETTING ON Inspiring teaching, inspiring learning This December, Guy Claxton will deliver a keynote presentation at the Cambridge Schools Conference in Sri Lanka. In the run-up to the event, he gives us a preview of some of the ideas he will be speaking about

t’s a “Google world” responsibility need to get results in a way I in which students for their own that progressively coaches need to be taught “a learning, but the development of mental sceptical attitude towards also aims to give attitudes and skills like knowledge claims”, says Guy them practical resilience, independence and Claxton, keynote speaker at advice on what self-organisation.” both of our Cambridge Schools constitutes Conferences this year, which teaching and The joy of learning take the theme Inspiring learning that is Schools need to prepare teaching, inspiring learning. inspiring. youngsters with the skills and Guy, who addressed Guy says: attitudes they need to cope with delegates at our UK event “To me, that difficulty, says Guy: “Schools early in September, will speak means inspiring should be teaching that the joy again in Sri Lanka, where 400 students to be of learning is to be found in the teachers from across the world more adventurous, inquisitive Delegates at struggle with difficult things. last year’s will come together. and creative learners in their Cambridge Everyone should be feeling “The traditional approach own right, and inspiring Schools confused and stupid much of to textbook teaching, which teaching that is deliberately Conference the time because that’s what presumes the textbook is an designed to inspire and real learning requires. We need unimpeachable source of encourage students to take to be building the emotional authority, is inadequate in the more responsibility for their tolerance for difficulty – the 21st century,” he says. “There’s own learning.” patience to stay with things – in a lot of good, well-expressed order to discover the deep pride knowledge available on the Staying focused and satisfaction that comes web as well as the dubious A key skill learners need in only on the other side of having stuff. Whether young people our media age is the ability to struggled as intensively as you are reading something on control their own concentration, can with something tricky.” Wikipedia or watching TV, says Guy: “Google is designed Developing positive learning they should have a natural to make you distractible, but dispositions is key for Guy: deep-seated inclination to say, being able to stay focused on “With a lot of learning skills ‘How do we know this is true?’, something without being easily or thinking skills training, ‘Where could we go to check?’ distracted is something you can students learn to mobilise and ‘Who is good on this?’. learn. It’s a mental muscle you those skills only when they are “Schools also need to can exercise.” prompted by their teacher. They engage children with During his keynote speech, don’t become dispositional or questions, the answers to Guy will give lots of examples habitual, which is what we need which are not Googleable.” and data on the benefits of not to help youngsters develop, as The conference aims to just concentrating on results: we are not always going to be encourage both teachers “Yes, we want results but there saying, ‘This is the time and learners to take more results are not sufficient. We to wheel out your imagination

14 CAMBRIDGE OUTLOOK ISSUE 17, 2014 CAMBRIDGE SCHOOLS CONFERENCE

fail to develop the mental habits they are going to need later on. Parents should be supporting their schools in making their children think.” Guy believes there needs to be the same ethos throughout the school: “The staff room, the secretaries, the person who looks after the grounds and the teaching assistants all need to see themselves collectively as a community of enquiry. ? Inquisitiveness, openness, non- und ro defensiveness, imaginativeness s er v and experimentation need to o c e permeate all activities – if a l o school does that, it becomes h

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For more on the W conference… visit www.cie.org.uk/ csc-2014 breath then give their thoughts, they are more likely to get in The joy of than someone who’s got the learning is to same qualifi cations but is struck Guy Claxton is Emeritus Professor of be found in the dumb,” says Guy. struggle with the Learning Sciences diffi cult things” at the University More fun and better results of Winchester and – Guy Claxton, Guy believes that it is a very Visiting Professor of University of real possibility for any school to Education at King’s Winchester adjust the way it teaches: “The College London. He is an international more a teacher understands speaker on creativity, learning and the brain, or your concentration or your the importance of teaching and has worked as a consultant for many resilience.’ That distinction is students in a way that involves education organisations including the New really important. them thinking about how to Zealand Ministry of Education, the South “Resilience isn’t just a skill, learn for themselves and how Australian Ministry of Education and the it’s an attitude – it’s the way you to be more independent, the football Premier League. He has a double meet the world and it’s that that more enjoyable the teaching fi rst from Cambridge in Natural Sciences and a DPhil from Oxford in Experimental we have to try to cultivate in is and the better the students Psychology. He is also a Fellow of the youngsters; not just something do – you’re going to have a lot British Psychological Society and of the that’s merely technical.” more fun and you’re going to get Royal Society of Arts. He established the At a university interview, better results.” educational Building Learning Power (BLP) students are often thrown Parents, says Guy, need to programme, which helps students get unpredictable questions to see understand this too: “If you top marks and become confi dent real-life if they can think on their feet: only focus on pressurising your learners. BLP has shaped schools in many countries around the world including “When someone is asked children into getting the grades, Poland, the UAE, Indonesia, Australia, ‘Why are manhole covers you not only create a huge New Zealand, Argentina, Brazil and Ireland. round?’, if they can take a deep amount of stress but you also

WWW.CIE.ORG.UK 15 IN FOCUS GETTING IN, GETTING ON

Equipping students for the world of employment As our ever-changing world makes it hard for us to predict what jobs will exist in the future, we look at the skills that employers seek – and how Cambridge is supporting the development of these skills

Education for the future… cannot be attribute ‘capacity’. Emma explains: “It’s all mainly about equipping today’s students about a student’s ability to analyse problems with a narrow range of employment skills and develop solutions. It’s about how you think – based on risky predictions about tomorrow’s how your brain works and how it draws in the economy,” said Chief Executive of Cambridge external pieces of information when developing International Examinations, Michael O’Sullivan, solutions.” Emma says that Shell also tests in a speech at the Annual Conference of The potential candidates on two other attributes. Association of Independent Schools of India1. One is ‘achievement’: “how you get things done”. “The larger part of it must be about enhancing The other is ‘relationships’: “your ability to build human capacity to deal with the unexpected, to constructive relationships and be able to deliver think creatively in new and unforeseen situations, in a team environment”. to take responsibility and shape change for the In 2013, the company hired 1241 students onto benefit of society, not just endure it.” its graduate programme working in the Americas, Employers are already alert to the value of Europe and Russia, Africa and the Middle East. such creative and flexible thinking. This approach Given this global outlook, Emma says there is one of the three key attributes that global is increased emphasis on interactivity and energy and petrochemical group Shell looks for collaboration in the company: in its employees, says Emma Brown, University “In the graduate programme and within many Relations Recruiter at Shell. areas in Shell, you will be expected to be working Emma works with universities to help in virtual teams and diverse teams with a lot of students apply for Shell’s graduate programme, your colleagues based all around the world rather which runs all over the world. Shell calls this than in your immediate vicinities.”

Top 10 skills 1 Ability to work in a team IN A SURVEY BY THE NATIONAL 2 Ability to make decisions and solve problems ASSOCIATION OF COLLEGES AND EMPLOYERS (NACE)2, MANAGERS WERE 3 Ability to plan, organise and prioritise work ASKED WHAT SKILLS THEY PRIORITISE 4 Ability to communicate verbally with people WHEN HIRING GRADUATES. THE inside and outside an organisation RESPONSES SHOWED THE TOP 10 SKILLS, IN ORDER OF IMPORTANCE, WERE: 5 Ability to obtain and process information

1. Michael O’Sullivan quotes from his speech at the Annual Conference of The Association of Independent Schools of India, Kolkata 26.9.13 2. Forbes, survey by the National Association of Colleges and Employers (NACE), USA www.forbes.com/sites/susanadams/2013/10/11/the-10-skills-employers-most-want-in-20-something-employees

16 CAMBRIDGE OUTLOOK ISSUE 17, 2014 EMPLOYMENT SKILLS

Cambridge is also alert to the importance of interpersonal skills such as collaboration. Chief Executive Michael O’Sullivan acknowledges that assessing the development of these skills poses a challenge for It’s about how examination boards, but you think; how Cambridge is moving ahead your brain in this area. He says: works and how “A great example of it draws in the this is Cambridge Global external pieces Perspectives®, which is a of information unique cross-curriculum when developing course encouraging solutions” learners to think – Emma critically about a range Brown, Shell of global issues through independent research and group learning.” Throughout the courses there is an emphasis on communication and collaboration. One element of the course is the team project, where students work together to identify a local problem with global relevance and to propose workable solutions. “It is taken by a growing number of schools around the world,” adds Michael O’Sullivan. “One teacher summed it up particularly well, saying: ‘I now have a class of great thinkers and writers, who are able to assess what constitutes a good and a bad argument. This gives these students a great advantage over their peers. It gives them the experience of having real ownership of their work; a taste of real scholarly study which is driven by them – not the teacher.’”

6 Ability to analyse quantitative data 7 Technical knowledge related to the job 8 Profi ciency with computer software programs 9 Ability to create and/or edit written reports 10 Ability to sell to and infl uence others ILLUSTRATION: TIM WEIFFENBACH ILLUSTRATION:

WWW.CIE.ORG.UK 17 CASE STUDY

BEACONHOUSE SCHOOL SYSTEM A shining example Training and retaining teachers is a challenge for educators all over the world, not least in remote parts of Pakistan. Here we look at what that country’s Beaconhouse School System, a network of close to 100 000 students, is doing to address the issue

he ethos of the Beaconhouse cites the case of a Beaconhouse School System (BSS) in school that introduced Cambridge T Pakistan is distinctly O Levels a few years ago. She says: student centred, according to Fareeha “Being an outstation school – Ahmad, Deputy Director Curriculum that is a school in a distant location Development. “Teachers are seen – we had some difficulties in as facilitators and children learn getting teachers who had previous through doing,” says Fareeha. “We feel experience of teaching O Levels. To this leads to deeper understanding ascertain teachers’ knowledge and and it’s more meaningful.” understanding of subject content, the BSS has its own Early Years and selection process included teachers Primary school curricula, but its attempting past Cambridge O Level students take Cambridge O Levels papers. Once the faculty members and International A Levels. “This were in place, experienced teachers approach to curriculum delivery from a well-established O Level works extremely well for us, as school provided training on syllabus is evident from our internal and requirements, lesson planning, At Beaconhouse School System schools, external examination results,” adds “children learn through doing” assessment, maintaining assessment Fareeha. “Beaconhouse designs records, providing differentiation, and implements its own indigenous together. We have three regions and using the Cambridge Teacher curriculum which is influenced by and each has three to four groups Support site effectively. The website’s the UK national curriculum. Hence, of 10 to 15 schools. Each School resources are tremendously useful when students move to O Level, there Group Head ensures that there is for new teachers. is a smooth transition. However, collaboration and co-ordination “Teachers from the mentor school at times, recruiting and retaining between the schools. This allows for also conducted model lessons and experienced teachers is a challenge. the exchange of best practices, and shared lesson plans,” adds Fareeha. “Trained teachers are the offers opportunities for coaching “During their visits they also jointly backbone of an effective school and mentoring, which promotes designed lesson plans and co-taught system. Beaconhouse has established excellence across all schools.” lessons with new teachers. Once a Teacher Education department Underlining the importance of the school started administering for in-service teachers that provides mentoring and collaboration, Fareeha assessments, the marked papers were both generic and subject-specific moderated by the mentor school. training. This training equips Both onsite and Skype sessions were teachers with the knowledge, skills regularly held to discuss issues. and attitudes that promote learning Collaboration “It was a long process, but with in the classroom. The in-house and co-ordination ongoing evaluation we observed the training of O and A Level teachers is huge benefit of collaboration between complemented by virtual and face-to- between schools schools. Evaluation was built into face training provided by Cambridge promotes the programme, starting from day International Examinations, which one. We took feedback on various keeps them abreast of curriculum excellence” aspects of the support programme and assessment requirements. – Fareeha Ahmad, Deputy Director from teachers in both the outstation “We also believe in systemic Curriculum Development, schools and the mentor school. The collaboration,” continues Fareeha, Beaconhouse School System, feedback was regularly reviewed and “so BSS schools work closely Pakistan changes were made accordingly.”

18 CAMBRIDGE OUTLOOK ISSUE 17, 2014 TEACHERS’ TIPS

Moving on up If a Cambridge IGCSE student has a chosen degree or career, we must of course make sure they select the right Cambridge International A Levels to enable them to pursue it. But how else can we prepare them for the next stage? Cambridge teachers share their tips

Advise students Respect your Give students Help your TIP to choose TIP students’ views TIP more TIP students Cambridge and ideas responsibility to manage International A Levels At this age, many young If the school has a student their time they are interested in adults are starting to council, encourage Most students will not They’ll find it much easier formulate interesting students to join to improve be used to the concept to do the extra reading and ideas and thoughts. Listen their communication skills of self-study time and research required for good to their views – you never and confidence. It will also will need hints to help grades. Check these are know what you might help with decision-making them manage their work also the subjects needed learn and they will be and analytical thinking – effectively. Learning to for their chosen degree. encouraged and motivated two key skills for A Level plan their workload is one if they are shown that their and beyond. of the most useful skills Remind them of TIP opinions count. that an A Level student the value of notes Invite successful can acquire. These will help Be a listening ear TIP Cambridge Thanks to all the schools that them to focus, reflect on TIP If a student is International A contributed to the advice in their learning and learn struggling with his Level students back to this article. the vocabulary they need. or her studies, ask why give speeches and talks Ask them to trade notes and find out how they This will help to motivate If your school has any with a partner at the end can be encouraged to your current students further advice to offer, please email your tips to: of a lesson to see how well persevere and get back by showing them good [email protected] they understood the class. on track. learning role models.

For students, teachers and schools, Cambridge IGCSE is the best possible preparation for Cambridge International A Level. Cambridge IGCSE offers students challenging but interesting syllabuses that allow them to develop confidence about working entirely in English before they begin their further education. Our students begin Cambridge International A Level knowing that they can succeed because Cambridge IGCSE has shown them that they can.” – Samantha Zhang, Executive Principal, WHBC of Wuhan Foreign Languages School, China International Primary Science Motivate pupils aged 5–11 with a student-centred course that develops VFLHQWLÀFHQTXLU\VNLOOV

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20 CAMBRIDGE OUTLOOK ISSUEwww.collins.co.uk/internationalprimaryscience 16, 2014 TECHNOLOGY

Born digital: teaching a new generation As digital-age technology becomes increasingly integral to daily life, we look at how two of our schools are using new innovations to benefi t their learners

TECHNOLOGY STRATEGIES More than half of teachers surveyed already have a strategy for using technology in the classroom. Over a third of teachers are already using smartphones or tablets in their schools and 60 per cent of teachers say students are allowed to bring their own devices into the classroom. They include Westlake Boys High Technology is helping to connect School in New Zealand, which sees the potential classrooms around of these devices to “further enhance learning”. the world MAKING LEARNING FUN Westlake introduced their Bring Your Own n a survey of more than 500 Cambridge Device (BYOD) policy following the upgrading schools1, the ability to connect classrooms I of its school network to enable wireless access around the world was the technological across the school and an increase in the capacity application that most appealed to teachers. to handle multiple devices. Headmaster D R Caistor Yarborough Academy is the fi rst state Ferguson wrote to parents in advance to explain school in the UK to teach Cambridge IGCSE the potential of these devices, clarify guidelines Global Perspectives and is using Cambridge’s and pre-empt potential concerns: “We see the secure online learning platform to communicate change in policy simply as a way to allow students and collaborate with peers in Cyprus, Finland greater access to tools that may help them in and New Zealand. their learning in some of their lessons. We will continue to provide access to computers at school CONNECTING SCHOOLS for students who do not have their own devices.”2 The school’s recent link-ups by email, Skype and video have covered a diverse range of topics – EMBRACING TECHNOLOGY from technological advances for deaf people to Michael O’Sullivan, Chief Executive of Cambridge , 2013, Cambridge International Examinations , 2013, the use of hedgerows for green farming. Jackie International Examinations, says: “Already the ways Burton, Lead Practitioner at the Academy, says: in which technology is being used to support “Through these, my students become aware of assessment and curricula have become crucial.” what it is to be a global learner.” The key, he believes, is working together: “By The online learning platform also enables working in partnership with schools, new teachers to interact with international colleagues strategies and technologies can be embraced in in online communities, share resources and ways which improve learning and prepare learners www.westlake.school.nz/uploads/2013/09/Headmasters-Letter.pdf Technology in the classroom Technology 2. 2. access homework assignments. for a fast-moving and fast-changing world.” 1.

WWW.CIE.ORG.UK 21 SUPPORT Endorsed FOR Teacher Support resources Teacher Support is a free online Here’s a selection of the latest resource bank and community teaching and learning materials SCHOOLS forum for Cambridge teachers. developed by publishers to The latest tools and developments You can fi nd it at teachers. help you deliver Cambridge to help you and your learners to cie.org.uk. Here are some IGCSE programmes. get the most out of the of the many resources that Cambridge syllabuses we have recently added to Teacher Support.

CAMBRIDGE SECONDARY 2 Speaking Test Training Handbook for Cambridge IGCSE German – Foreign COMPLETE SCIENCE Language

e PHYSICS IGCSE® CAMBRIDGE FOR CAMBRIDGE Coursework and speaking test IGCSE – UPDATED BRIDGE IGCSE® BIOLOGY training handbooks include EDITIONS guidance on assessment and SUBJECT: Science administration, and include RESOURCE: Print and online candidate samples for marking student and teacher resources PUBLISHED BY: Oxford University practice. The handbooks are Press now free on Teacher Support – previously they were only This comprehensive course   available to order. has now been updated for the latest Cambridge syllabus. The CAMBRIDGE SECONDARY 2 stretching approach challenges CAMBRIDGE IGCSE SCIENCE Example Candidate Cambridge IGCSE students SUBJECT: Science Responses for Cambridge to reach their full potential, RESOURCE: Student Books and Teacher Packs PUBLISHED BY: Collins IGCSE and O Level Art and lays solid foundations for & Design Cambridge International A Collins’ brand-new resources for Cambridge Real candidate answers are Level Science. The new online IGCSE Science engage students with shown alongside examiner homework and assessment tool international case studies and examples of how Kerboodle* supports confi dence science is used in the real world. The Student and stronger achievement. Books support each individual student to help Visit: www.oxfordsecondary. them achieve success, and the Teacher Packs com/completescience16 help you deliver the syllabus with confi dence. Email: schools.orders.uk@ Visit: http://bit.ly/IGCSEScience oup.com Email: [email protected] ALL CAMBRIDGE IGCSE GEOGRAPHY CAMBRIDGE SUBJECT: Geography IGCSE SCIENCES RESOURCE: Student’s book with CD-ROM SUBJECT: Science – Biology, Chemistry and Physics PUBLISHED BY: Hodder Education RESOURCE: Student Coursebooks with CD-ROMs, Student Covering the full curriculum and Workbooks with CD-ROMs, Teacher’s Resource CD-ROMs including up-to-date case studies PUBLISHED BY: Cambridge University Press from around the world and a free In these fully updated editions for the new syllabus, CD-ROM of study and revision the components work together to cover all required support, this brand-new Cambridge- content and skills. The student components are

endorsed book is a key resource for accessible to students with a wide range of abilities, has not been through the Cambridge endorsement process teaching the 2016 syllabus. and lead on to our popular Cambridge International Visit: www.hoddereducation.com/ AS & A Level Science titles (also available). Kerboodle

IGCSE Visit: education.cambridge.org/cie *

22 CAMBRIDGE OUTLOOK ISSUE 17, 2014 RESOURCES ROUND-UP

New ways to explore online From the end of September, you will be able to browse our revised 2016 Cambridge International AS & A Level syllabuses in new ways online. Choose to view by syllabus content, by scheme of work or by assessment.

1. Explore by syllabus content THINKSTOCK Select this option and you can 3. Explore by assessment then delve deeper by section, You can explore the assessment topic or sub-topic. Simply check by specimen paper or syllabus the appropriate box for AS Level content. You can look at questions comments so teachers can or A Level – or select ‘About the in detail, view the mark scheme see the level of performance syllabus’ for an overview. and download any confi dential needed to achieve each grade. instructions. 2. Explore by scheme of work CAMBRIDGE ADVANCED Choose the unit you are interested You will be able to explore all Scheme of work for in to see a list of relevant learning seven of our revised Cambridge Cambridge International objectives and associated teaching International AS & A Levels: AS Level Global activities – or choose to read an • Biology Perspectives & Research overview of the scheme of work, • Chemistry A scheme of work is a or view key concepts. • Physics medium-term course plan, • Accounting available in many diff erent • Business subjects. It provides • Economics suggestions about how you • Literature in English might divide your course We tested the new ways of exploring our into units, and ideas about syllabuses with some of our teachers. how you might teach Here’s what two of them had to say: particular subjects.

It’s nice! I’m able to fi lter by A Level content, scheme of Find out what’s new work and specimen questions. through the study of global topics. The fi lters are very useful.” from Cambridge The A Level qualifi cation is Feedback on search functions At Cambridge, we are always a full two-year syllabus. In the from a teacher based in Indonesia improving our qualifi cations and second year, learners will develop “This is great. I never expected updating our syllabuses. It’s all a broad-based understanding of Cambridge to provide such part of our commitment to support research methodology and information on teaching activities. teachers whenever we can. carry out their own 5000-word I will defi nitely download some of We have recently added extended essay on a topic of the worksheets, maybe for formative Cambridge International AS their choice. assessment of my students.” & A Level Global Perspectives Feedback on teaching activities & Research to our list of from a teacher based in China qualifi cations. Find out… The AS Level comprises a Go to www.cie.org.uk/new for further information on this and other new stand-alone, skills-based, one-year qualifi cations, plus details of syllabus Discover more… course enabling learners to develop changes and new support services. Go to www.teachers.cie.org.uk then locate the relevant subject page and their research and critical skills follow the link.

WWW.CIE.ORG.UK 23 Diary Professional development FOR TEACHERS A SELECTION OF FORTHCOMING FACE-TO-FACE TRAINING EVENTS AND WEBINARS FOR TEACHERS AROUND THE WORLD

9 OCTOBER SEPTEMBER Intermediate 24–25 SEPTEMBER Cambridge IGCSE: Art & Design (0400) Intermediate London, UK Cambridge IGCSE: Business Open to all Cambridge teachers. Studies (0450) Guangzhou, China 9–10 OCTOBER Open to all Cambridge teachers. Intermediate 25–26 SEPTEMBER Cambridge IGCSE: History (0470) Kuala Lumpur, Malaysia Intermediate Open to all Cambridge teachers. Cambridge International AS & A Level: Sociology (9699) 16–17 OCTOBER Kathmandu, Nepal Open to all Cambridge teachers. Intermediate Cambridge IGCSE: First 26–27 SEPTEMBER Language English (0500) Bali, Indonesia Intermediate Open to all Cambridge teachers. QUESTIONS Cambridge IGCSE: Biology (0610) ABOUT OUR TRAINING Amman, Jordan 17–18 OCTOBER Open to all Cambridge teachers EVENTS? from Cambridge Associate Schools Intermediate EMAIL info@ cie.org.uk linked to the British Council in Jordan. Cambridge International AS & A Level: Physics (9702) Dubai, UAE OCTOBER Open to all Cambridge teachers. 1–3 OCTOBER Introductory and intermediate Cambridge International AS & A Level: Mathematics (9709) Spotlight Orlando, USA Open to all Cambridge teachers. New webinars

4–5 OCTOBER We will be expanding our range of Intermediate language-based online training over Cambridge International AS Level: the coming year in response to the Physical Science (8780) numerous positive reviews from Johannesburg, South Africa the teachers who participated in Open to all Cambridge teachers. these sessions. Our recent training seminar in Cambridge IGCSE 5–6 OCTOBER French – First Language was the fi rst time we have delivered Introductory and intermediate a webinar primarily in another language, and we were Cambridge O Level: delighted with how much the teachers enjoyed it. English Language (1123) Visit www.cie.org.uk/events for more online training courses. Colombo, Sri Lanka Open to all Cambridge teachers.

24 CAMBRIDGE OUTLOOK ISSUE 17, 2014 PROFESSIONAL DEVELOPMENT

LOOK OUT FOR CAMBRIDGE Spotlight LEARNER WORKSHOPS IN YOUR REGION. GO TO Teachers develop WWW.CIE.ORG.UK/ their skills at Cambridge EVENTS learner workshops

In May 2014, we provided training to a 18 NOVEMBER number of teachers delivering Cambridge NOVEMBER Intermediate IGCSE Literature in English in Buenos 6–7 NOVEMBER Cambridge O Level: Aires, Argentina. One teacher told us: Intermediate Sociology (2251) “I found that after many years of teaching Cambridge Secondary 1: English Webinar, Pakistan Cambridge IGCSE Literature in English, ( 1111 ) Open to all Cambridge teachers from Cambridge Associate Schools it was highly refreshing and motivating Auckland, New Zealand Open to all Cambridge teachers. linked to the British Council in to take the professional development Pakistan. course delivered by the trainer. I was most 6–7 NOVEMBER defi nitely able to take directly back into the 20 NOVEMBER Intermediate classroom all the new ideas and insights the Intermediate Cambridge International AS & A Cambridge O Level: Literature very next day!” Level: Computing (9691/9608) in English (2010) Auckland, New Zealand Webinar, Pakistan Open to all Cambridge teachers. Open to all Cambridge teachers from Cambridge Associate Schools 11 NOVEMBER linked to the British Council in 20–21 OCTOBER Syllabus – changes Pakistan. Intermediate Cambridge International AS & A Cambridge O Level: Biology (5090) Level: Accounting (9706) Karachi, Pakistan Webinar Open to all Cambridge teachers. Open to all Cambridge teachers. DECEMBER 4 DECEMBER 20 OCTOBER – 8 DECEMBER 12 NOVEMBER Core Intermediate Component 3 Cambridge IGCSE: Maths – Core Cambridge IGCSE: Drama (0411) Cambridge International AS & A (0580) Online, tutor-led Level: Global Perspectives (8987) Webinar Open to all Cambridge teachers. Webinar Open to all Cambridge teachers. Open to all Cambridge teachers. 20 OCTOBER – 8 DECEMBER 9 DECEMBER Intermediate 13–14 NOVEMBER Syllabus – changes Cambridge IGCSE: Environmental Intermediate Cambridge International AS & A Management (0680) Cambridge Primary: English (0844) Level: Chemistry (9701) Online, tutor-led Kuala Lumpur, Malaysia Webinar Open to all Cambridge teachers. Open to all Cambridge teachers. Open to all Cambridge teachers.

20 OCTOBER – 8 DECEMBER Intermediate Cambridge IGCSE: Biology (0610) Online, tutor-led More courses Open to all Cambridge teachers. You can fi nd a complete list of all our courses – both 20 OCTOBER – 8 DECEMBER face-to-face and online – in our Events and training calendar Intermediate on our website. Cambridge IGCSE: French (0520) Online, tutor-led It allows you to either view the full list or search by event type, Open to all Cambridge teachers. region, qualifi cation subject Email us group, qualifi cation type If you have any 20 OCTOBER – 8 DECEMBER and/or month. questions about our Intermediate You can also fi nd out how to training courses, Cambridge IGCSE: English as a book, including the cost of we will be pleased to Second Language (0510) registration. For more details, help you. Email us at Online, tutor-led go to www.cie.org.uk/events [email protected] Open to all Cambridge teachers.

WWW.CIE.ORG.UK 25 REGIONAL VIEWPOINT

A VIEW FROM… INDONESIA Anbarasu Balrasan (left), former Principal of Bina Bangsa School, Jakarta, Indonesia, spoke to Ben Schmidt (right), Cambridge International Examinations’ Regional Director, Southeast Asia & Pacifi c, during his last term at the school

increased emphasis on application of knowledge as opposed to rote learning. With Cambridge, there came a stronger focus on the application of learning and on why to learn, which meant that we also had to focus on how we teach. BS What support have you had from our regional team? AB It is fantastic that the team conducts face-to- face training. We are always happy to host these sessions. Teachers go home more confi dent and more knowledgeable about the expectations and standards of Cambridge programmes. Students at Bina BS What Cambridge programmes are Bangsa School, BS Indonesia off ered at the school? How else has the team helped? AB IGCSE and International A Level in a wide AB One example was where we encountered a range of subjects – including English, Maths, notion that Cambridge International A Levels Additional Maths, the pure sciences, Sociology, were not recognised in the USA, and some Art, Business Studies, Economics, Accounting, agencies aggressively tried to create anxiety Mandarin, Bahasa Indonesia, Information among parents. The regional team responded by Technology, Computing and General Paper. publishing materials, such as a brochure, that have directly helped address these anxieties and BS Why has the school chosen Cambridge promote the A Level programme at Bina Bangsa. for these education stages? AB Cambridge is the gold standard in education. BS What recent developments at the school As a school, we found the curriculum content to have improved delivery of the curriculum? be rigorous and the assessments appropriately AB We have recently gone more into co-operative challenging. Cambridge is an excellent learning. We have changed the seating preparation for higher education. arrangements, putting students in fours. There are now more interdisciplinary studies – for BS What challenges have there been? example, connecting nuclear physics with AB The fi rst challenge was the transition from politics and humanities, so students have a better Bahasa Indonesia to English as a medium of sense of the world and connect their learning. instruction. English is not the main language in Indonesia, which means we conduct teaching BS What’s special about Bina Bangsa School? and learning in a foreign language environment. AB The quality of the teachers is wonderful. They This is a challenge especially in subjects such as are dedicated and passionate about teaching, and economics or business studies where students they are not afraid of change. I have a very good need to read more. The second challenge was the school management and the students are great.

About… Anbarasu Balrasan was Principal of Bina develop their programmes, especially Cambridge Bangsa School for 10 years and taught Cambridge International A Level and Cambridge IGCSE. IGCSE Sociology in years 9 and 10. He left in June His interests include football, reading books on to travel around Indonesia and help other schools philosophy and history, and – of course – his family.

26 CAMBRIDGE OUTLOOK ISSUE 17, 2014 from our bestselling NEW 2nd editions AND UPDATED For the latest Cambridge IGCSE® Sciences syllabuses

,EZIGSQTPIXIGSR½HIRGI We are working with Cambridge International Examinations to gain endorsement

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Keep students engaged Full colour page designs and clear content written by top international educators

For more information and to view sample pages visit www.hoddereducation.com/IGCSE

WWW.CIE.ORG.UK 27 Cambridge Schools Conference 2014 Inspiring teaching, inspiring learning: How we prepare learners for a lifetime of learning

Thursday 4 to Friday 5 December 2014 Northshore College of Business & Technology, Colombo, Sri Lanka

The conference will bring together educational leaders and decision-makers from across the world. With a packed programme of keynote speeches, thought-provoking workshops and lively discussion, the event will provide valuable professional development for teachers. At the end of a busy two days, delegates will head home full of ideas about how to engage their students in innovative ways and make their teaching and learning truly inspiring.

The cost to attend the conference is £375. This price includes the two-day conference, a pre-conference drinks reception on 3 December and the conference dinner on 4 December. Accommodation and the optional training courses are not included.

For more details about this event, including how to book your place, go to www.cie.org.uk/csc-2014

The conference was a great opportunity to meet people from all over the world teaching the same courses. I had a great time and am now reflecting on what was learnt.

Josephine Tan Hwee Hwee, Bina Persada School, Indonesia

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