Cambridge teacher support 2017 Resources for teaching and learning in your school
Do you have access to the Teacher Support site? Over 50 000 Cambridge teachers use our secure online support site at https://teachers.cie.org.uk to access a wide range of teaching resources and our community forums.
If you do not have access or have lost your login details talk to the Teacher Support Coordinator at your school. They can give you access by: • logging into the Teacher Support site • c licking on ‘Administer Users’ at the top of the screen • adding a new user. If you do not know who your Teacher Support Coordinator is contact our Customer Services team at
[email protected]
Cambridge delivers excellent support and training with many opportunities for professional development to develop reflective practice and collaboration within teaching. Patti McCusker, Science and Geography Teacher, Skipper Clement School, Denmark
b
Cambridge teacher support 2017
Contents Supporting you every step of the way .................................................................... 2 1. Planning and preparation ....................................................................................... 4 2. Teaching and assessment....................................................................................... 6 3. Revision...................................................................................................................... 8 4. Cambridge exams.................................................................................................. 10 5. Results ..................................................................................................................... 12 Professional development ....................................................................................... 14 How to order paid-for teaching resources ............................................................ 16
About us 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 international qualifications are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career. As a not-for-profit organisation, we devote our resources to delivering high-quality educational programmes that can unlock learners’ potential.
Cambridge teacher support 2017
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Supporting you every step of the way We provide a wide range of support so that you can give your learners the best possible preparation for Cambridge programmes and qualifications. Our support material is available online through Teacher Support at https://teachers.cie.org.uk
Planning and preparation We support you with short-, mediumand long-term lesson planning: • Syllabuses – be clear about what learners need to know and what they must be able to do, and how they will be assessed • Specimen papers – familiarise yourself with the overall assessment approach
Teaching and assessment We have a great range of resources to support you in the classroom:
• Schemes of work – get ideas for teaching activities and find useful links to learning resources • Teacher guides – find extra guidance to further improve your planning.
• Coursework and speaking test handbooks – feel confident about teaching coursework and managing speaking tests • Endorsed resources – explore the range of resources (including endorsed textbooks) developed by publishers to support your syllabus • Coursework training programmes – use our online self-study courses to help mark coursework to our standards • Online forums – ask us particular questions about the syllabus or share ideas, challenges, resources and best practice with other Cambridge teachers.
Professional development We believe that supporting teachers in their professional development leads to improved outcomes for learners. Good-quality training and reflective professional development are essential parts of a teacher’s professional life. We offer a number of routes depending on your experience and needs:
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• Introductory Training
• Enrichment Workshops
• Extension Training
• Cambridge Professional Development Qualifications.
Cambridge teacher support 2017
Revision Our support helps you understand the standard of Cambridge exams and prepare your learners effectively: • Past papers and mark schemes – familiarise your learners with exam requirements, command words in questions and how to answer questions that meet the assessment objectives • Example candidate responses – build up your learners’ understanding of what is required to gain marks • Learner guides – share these with your learners to help them plan their revision programme and better understand what to expect in the exam.
Cambridge exams We provide comprehensive support and guidance to all Cambridge exams officers. If you are involved in administering Cambridge exams, you will find some of these resources useful. Find out more at www.cie.org.uk/examsofficers
Results You can learn a lot from your learners’ results to improve your teaching practice and approach. Use our resources to explore your candidates’ results in more detail: • Principal examiner reports – get an insight into common errors made by learners on each part of the exam question • Examiner feedback presentations – take the opportunity to ask questions about the key themes in our principal examiner reports • Results Analysis – use our new service, available for five of our most popular Cambridge IGCSEs, to identify students’ areas of strength and weakness to focus your teaching where it is needed most.
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Planning and preparation We support you with short-, medium- and long-term lesson planning. Cambridge Secondary 2
Cambridge Secondary 2
Cambridge International Examinations Cambridge International General Certificate of Secondary Education
Cambridge IGCSE Chemistry 0620
®
For examination in June and November 2017, 2018 and 2019. Also available for examination in March 2017, 2018 and 2019 for India only.
Teacher Guide
*0123456789*
Syllabus
0620/01
CHEMISTRY
For Examination from 2016
Paper 1 Multiple Choice (Core) SPECIMEN PAPER
45 minutes Additional Materials:
Multiple Choice Answer Sheet Soft clean eraser Soft pencil (type B or HB is recommended)
READ THESE INSTRUCTIONS FIRST
Write in soft pencil. Do not use staples, paper clips, glue or correction fluid. Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless this has been done for you. DO NOT WRITE IN ANY BARCODES.
Cambridge IGCSE® Chemistry 0620
There are forty questions on this paper. Answer all questions. For each question there are four possible answers A, B, C and D. Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet. Read the instructions on the Answer Sheet very carefully.
For examination in June and November 2017, 2018 and 2019
Each correct answer will score one mark. A mark will not be deducted for a wrong answer. Any rough working should be done in this booklet. A copy of the Periodic Table is printed on page 18. Electronic calculators may be used.
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 18 printed pages.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate (QN: 500/0000/X).
© UCLES 2014
Syllabuses
Teacher guides
Specimen papers
Our syllabuses are well designed, interesting to teach, accessible to learners and regularly updated. They explain:
Available for some of our syllabuses, these provide:
Use these papers to familiarise yourself with the overall assessment approach.
• what your learners need to know
• exemplar lesson plans and templates
• how they will be assessed
• information on active learning and differentiation
• the relationship between assessment objectives and papers.
•g uidance for planning the course
•g uidance on preparing learners for final assessment.
Digital focus: Cambridge IGCSE (9–1) Mathematics – calculus videos If you are new to teaching mathematics, have never taught calculus before or simply want to refresh your skills, our new videos could provide the perfect support. They cover the skills learners need to access this important part of the syllabus and provide: • the basics of differential calculus • a visual walk-through of an exemplar exam question • engaging ideas for teaching this challenging area • guidance on answering examination-style questions.
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[Turn over
Cambridge teacher support 2017
In focus: Schemes of work Schemes of work are medium-term course plans. They suggest a possible teaching sequence, activities for the classroom and suitable past paper examination resources to use with your learners. You choose which approach to take. They will help you:
Cambridge Secondary 2
• improve your teaching
Scheme of Work
• develop innovative and engaging lessons
Cambridge IGCSE® Chemistry 0620
• stretch your more able learners.
For examination in June and November 2017, 2018 and 2019
Our schemes of work are written in Microsoft Word so you can customise them to suit your needs. We also have interactive schemes of work for a selection of our Cambridge International AS & A Level subjects that can be accessed through the Teacher Support site.
Learning objectives help your learners by making clear the knowledge they are trying to build. Use these with your learners by saying ‘We are learning about...’.
Independent study gives your learners the opportunity to develop their own ideas and understanding with direct input from you.
Past papers, specimen papers and mark schemes are available to download at https://teachers.cie.org.uk Using these resources with your learners allows you to check their progress and develop their confidence and understanding.
Suggested teaching activities give you lots of ideas about how you can give learners new information. Try more active methods to motivate your learners and get them practising new skills.
Extension activities provide your more able learners with further challenge beyond the basic content of the course. Innovation and independent learning are the basis of these activities.
Formative assessment is on-going assessment which informs you about the progress of your learners. Do not forget to leave time to review what your learners have learnt: you could try question and answer, tests, quizzes, ‘mind maps’, or ‘concept maps’. You can find these kinds of activities in the scheme of work.
Professional development Our Introductory Training, Extension Training, Enrichment Workshops or Professional Development Qualifications can support your planning and preparation (see pages 14 to 15 to learn more).
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Teaching and assessment We have a great range of resources to support you in the classroom.
Coursework handbooks
Speaking test handbooks
Online forums
Guidance on administering, planning, delivering and marking coursework components. Features include:
Guidance on administering and marking speaking test components. Features include:
Our online discussion forums are a great way to keep up to date with your subject.
• requirements of the speaking test – explaining how to conduct the test
You can ask questions about the syllabus, get the latest information on important subject developments and connect with Cambridge teachers around the world.
• requirements of the syllabus – understanding the demands of the coursework component • delivering the coursework – including setting coursework tasks and planning the learning • marked examples of candidates’ work – showing how we apply the mark scheme across the mark range
• marked audio examples of past speaking tests – showing how we apply the mark scheme across the mark range, and good examiner practice • examiners’ comments – explaining marking decisions.
• examiners’ comments – explaining marking decisions.
Community resources provide an online space containing teaching materials Cambridge teachers have created. Discover new teaching approaches and share your own resources with other members of the Cambridge community.
Digital focus: Coursework training programmes Coursework training programmes are online self-study courses designed to help you prepare to deliver and mark coursework to Cambridge standards. They are for teachers new to Cambridge coursework and more experienced teachers looking to refresh their skills and knowledge. Through the use of guidance from the principal moderator, and supporting coursework documentation, these courses help you to gradually develop your skills in coursework delivery and marking.
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Cambridge teacher support 2017
In focus: Endorsed resources We work with a range of publishers to produce high-quality resources to support our syllabuses. We provide you a choice of textbooks six months before the first teaching of a new or revised syllabus. Each endorsed title has been reviewed by subject experts and evaluated against detailed criteria to ensure that it: • is aligned with the syllabus • has an appropriate focus on knowledge and skills • promotes effective teaching and learning. We work with publishers to develop a wide choice of resources so you can offer the most appropriate support to your learners. How to recognise endorsed resources Look out for our endorsement logos on resources published after September 2015. The logo shows the resource has passed our quality assurance process. See the example book covers (right) with our logo in the top-right corner. Endorsement logos These appear on all endorsed resources. Resources may be ‘endorsed for full syllabus coverage’ or for a particular syllabus section, topic or for a specific purpose, for example ‘learner support’. Information box Each endorsed resource also has a blue box showing how it meets our quality assurance process. See examples of the endorsed logo and information box below.
This resource is endorsed by Cambridge International Examinations
This resource is endorsed by Cambridge International Examinations
✓ S upports the full Cambridge IGCSE
learner support for the Cambridge ✓ Provides
✓ H as passed Cambridge’s rigorous
✓ Has passed Cambridge’s rigorous
✓ Developed by subject experts ✓ For Cambridge schools worldwide
✓ Developed by subject experts ✓ For Cambridge schools worldwide
Mathematics syllabus 0580 for examination from 2015 quality-assurance process
International AS & A Level Geography syllabus 9696 for examination from 2018. quality-assurance process
Professional development Our Introductory Training, Extension Training, Enrichment Workshops or Professional Development Qualifications can support your teaching and assessment (see pages 14 to 15 to learn more).
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Revision Our support helps you understand the standard of Cambridge exams and prepare your learners effectively. Past papers and mark schemes Past papers help your learners become familiar with exam requirements and command words in questions. The mark schemes explain how to answer questions to meet the assessment objectives.
In focus: Learner guides – revision Our learner guides introduce students to Cambridge IGCSE courses and explain how they will be assessed. By the end of each guide, learners will: • have an overview of the course and what they will learn • understand the structure of the assessment • know how to show their skills to the best of their ability • understand how to reflect on their own learning. The learner guides also help students plan and monitor their revision, as they: • outline basic revision skills • include example revision planners • provide top revision techniques and checklists.
Learning objectives are listed in a checklist format in the style ‘You should be able to...’.
Syllabus points are clearly identified.
Learners can add notes to help with their revision.
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Cambridge teacher support 2017
In focus: Example candidate responses These booklets use examples of candidates’ work to show how different levels of performance (high, middle and low) relate to the subject’s curriculum and assessment objectives. They will help you understand the standard required to achieve marks, beyond the guidance of the mark scheme. Here is how to use the booklets. Real exam paper question Use in homework or mock exams.
Mark scheme Shows you the criteria examiners use to award marks and helps you to understand the levels. Gives a breakdown of marks and a model answer. Use the mark scheme in mock exams to check your marking meets the Cambridge standard.
Answers by real candidates in exam conditions show you the types of answer for each level. Discuss and analyse the answers with your learners to improve their skills.
Examiner comment indicates the overall quality of the response (high, middle, low) and explains the strengths and weaknesses of each answer. This helps you interpret the standard of Cambridge exams and helps your learners refine their exam technique.
Professional development Our Introductory Training and Extension Training can help you to prepare your students effectively (see pages 14 to 15 to learn more).
Cambridge teacher support 2017
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Cambridge exams We provide comprehensive support and guidance to all Cambridge exams officers. If you are involved in administering Cambridge exams, you will find some of these resources useful.
Online training
Video tutorials
Our online training is flexible and easy to use. Developed with exams officers, it provides a comprehensive introduction if you are new to Cambridge, and can be used as a refresher by those who have been working with us for some time.
You can access our video tutorials in the Cambridge Exams Officers’ Guide on our website at www.cie.org.uk/examsofficersguide
Cambridge for exams officers
Our Quality Management System meets the requirements of ISO 9001 – the internationally recognised standard for the quality management of organisations.
Cambridge for exams officers
FS 530509
Topics include Key Times, receiving and storing question papers, packing and despatching scripts, and submitting enquiries about results.
Cambridge Handbook 2016 (International)
Cambridge Guide to Making Entries
Regulations for conducting Cambridge examinations
Including syllabus and option codes
Valid for examinations in 2016
June series 2017
Cambridge International Examinations 1 Hills Road, Cambridge, CB1 2EU, United Kingdom t: +44 1223 553554 f: +44 1223 553558 e:
[email protected] www.cie.org.uk © Cambridge International Examinations 2016
*2029651140*
Brunei centres (administrative zone 5)
Support material
CIE Direct
Our Cambridge Handbook contains all the information you need to meet our regulations and manage a successful exam series. You can download the latest copy from the Cambridge Exams Officers’ Guide.
Our secure online tool for all Cambridge exams officers to:
The Cambridge Guide to Making Entries tells you exactly how to enter candidates for our exams. This is available from CIE Direct.
• create Centre-specific timetables
• securely submit/amend entries • submit internally assessed marks and forecast grades • download results • control access to the Candidate Results Service • submit enquiries about results • download the Cambridge Guide to Making Entries and statements of entry.
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Cambridge teacher support 2017
In focus: Cambridge Exams Officers’ Guide A step-by-step guide to delivering Cambridge exams at www.cie.org.uk/examsofficersguide Go to the relevant phase of the Cambridge Exams Cycle to access our key administrative documents, forms and a wide range of support materials. Below we focus on Phase 4 and Phase 5. Phase 4 – Before the exams: Introduction to invigilating
The menu shows all the Exam Cycle phases from ‘Phase 1 – Preparation’ through to ‘Phase 6 – Results and certificates’.
A useful presentation, Introduction to invigilating Cambridge Exams is available to help train invigilators and make sure they are comfortable in this role.
Phase 5 – Exam day: Running exams
You can find all the important administrative forms that invigilators and exams officers might have to fill in on the exam day. For example, ‘Late Arrivals – Exam Day – Form 3’ must be completed if a candidate arrives after the start of the exam.
This video shows you how to set up and run an exam according to our regulations.
You can download a range of materials for exam day like our exam day checklist and posters to put up in the exam room.
You can find the additional exam materials database on both Phase 4 and Phase 5 web pages. This database tells you what extra materials candidates need in the exams, including whether they are allowed to write on the question paper directly or need an answer booklet.
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Results You can learn a lot from your learners’ results to improve your teaching practice and approach. Use our resources to explore your candidates’ results in more detail.
Examiner feedback presentations
Results Analysis
Our pre-recorded examiner feedback presentations give:
Detailed information about your learners’ exam performance at Cambridge IGCSE is now available through Results Analysis.
• feedback on the key themes in the principal examiner report • suggestions on how to put the feedback into practice • top tips to help develop new teaching methods. The presentation and discussion forum are hosted on the ‘Teacher Support’ site. Over a two-week period you can ask questions about the exam series and get feedback from a senior Cambridge examiner.
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Cambridge teacher support 2017
This new service helps you understand in more detail how your learners are learning, and how they have performed in each area of the syllabus. Use it to identify areas of strength and weakness, and focus your teaching where it is needed most. Results Analysis is available for Cambridge IGCSE Business Studies, Biology, Chemistry, Physics and Mathematics. This service is not yet available to Cambridge Associates and their schools.
In focus: Principal examiner reports Our principal examiners write detailed reports describing learners’ overall performance on each part of the questions. The reports give insight into common learner mistakes, which you can explore in lessons. If you have not taught the syllabus for long, use these to better understand what our examiners are looking for from candidates and where the common errors occur. You can also share them with learners in class before the exam.
Cambridge Secondary 2
Syllabus Key issues from a particular paper are described in detail by the principal examiner.
Cambridge IGCSE® Mathematics 0580 For examination in June and November 2017, 2018 and 2019.
Cambridge International General Certificate of Secondary Education 0580 Mathematics June 2015 Principal Examiner Report for Teachers
MATHEMATICS Paper 0580/11 Paper 11 (Core)
Key Messages To succeed in this paper, candidates need to have completed the full Core syllabus, be able to remember and apply formulae and to give answers in the form required. Candidates are reminded of the need to read the question carefully, focussing on key words.
General Comments
An overview of the questions is given alongside examples of questions that were answered well and questions that candidates found more difficult.
Candidates must check their work for sense and accuracy as it was very noticeable that there were many answers in context that weren’t realistic for the context. Candidates must show all working to enable method marks to be awarded. This is vital in two or multi-step problems, in particular with algebra, where each step should be shown separately to maximise the chance of gaining marks in, for example, Questions 4, 5, 14 and 18. This will also help candidates check their own work. It is also worth noting that candidates should use HB pencils for diagrams. Some candidates used pens, and then could not alter their diagrams.
The questions that presented least difficulty were Questions 2(b), 3(b), 4, 18 and 20(a)(i). Those that proved to be the most challenging were Questions 12, 14, 20(a)(ii), 21 and 22. In general, the number of Cambridge International General Certificate of Secondary Education questions with no responses was similar to past series. It is likely that the blank responses were down to the 0580 Mathematics June 2015 syllabus area being tested rather than lack of time. Principal Examiner Report for Teachers Question 12 Comments on Specific Questions (a)
(b)
The majority of candidates were able to indicate both lines of symmetry. A very small number also Question 1 added diagonal lines. This was a straightforward start to ease candidates into the paper and many gave the correct answer. This part was generally answered correctly, with a small number giving the answer 4. Workings were useful here for candidates to check they had the correct day and the most successful way was to make a mini calendar.
Answer: (b) 2 Answer: Sunday Question 13 Question 2 Only a few of the more able candidates answered this correctly and then rounding was often incorrect, as many hadn’t rounded to two decimal places. 1.252 ÷ 2 and 1.252 × 2 were often seen. Sometimes this type of question asks for the difference between two temperatures so a negative answer is acceptable, but here, the question asks how many degrees colder it is in Berlin so –4 is not correct. This negative answer showed some understanding but could not gain the mark. Candidates were much more successful in part (b) although a common incorrect answer was 30.
Answer: 1.60 Question 14
Answers: (a) 4 (b) 16 This fractions question was answered very well with nearly all candidates showing clear working. Decimals were only very occasionally seen as was inverting the wrong fraction. Many candidates were able to Question 3 demonstrate an understanding of the common denominator method. Answer: 27 8
In part (a), the majority of candidates were able to calculate 8% of 300kg, but went on to add this increase to 300kg. As this is a one mark question, this could not receive any credit. A large majority correctly answered part (b) but a few only gave 68% or truncated the answer to 67%, neither of which scored the mark.
Question 15
Answers: (a) 24 (b) 67.5
This was a rather more challenging linear equation than is often seen. Many candidates expanded the brackets but then had problems re-arranging the algebraic terms. Often a correct −5x = −14 led to x = −2.8. Answer 2.8 Question 16 © 2015 The reduction of $17.50 was given by some candidates as the answer. Many did not know how to calculate a percentage reduction, some using 67.5 as the denominator. Some candidates were able to earn 1 mark for 79.4. Answer: 20.6. Question 17 (a)
This part was generally correct. A small number of candidates reversed the co-ordinates.
(b)
This part was the least well answered of this question. Common incorrect answers were − 2 5
5 2
and
.
(c)
The majority of candidates gave the correct answer for this vector addition.
(d)
The majority of candidates gave the correct answer. However in parts (c) and (d) candidates understood how to deal with vectors but made errors in the addition and multiplication of directed numbers.
Answer: (a) (1, 5) (b)
5 − 2
(c)
6 −1
(d)
Issues on specific questions are highlighted alongside the common misconceptions and suggestions on how candidates could have improved their answers.
− 18 42
© 2015
Professional development Our Introductory Training and Extension Training can help you better understand your students’ results (see pages 14 to 15 to learn more).
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Professional development We believe that supporting teachers in their professional development leads to improved outcomes for learners. Good-quality training and reflective professional development are essential parts of a teacher’s professional life. From Introductory Training to transforming classroom practice we offer a number of different training and professional development opportunities for teachers and school leaders according to their experience and needs. They are grouped under three different categories:
Introductory Training
Extension Training
Introducing you to Cambridge programmes and qualifications
Developing your understanding of Cambridge programmes and qualifications
Training at this level is designed to help teachers get started with our programmes, syllabuses and curriculum frameworks. The learning focus is on the structure of the curriculum and includes overall aims, key concepts, assessment aims and objectives, and teaching ideas. Recommended for: Teachers who are new to Cambridge or new to a specific qualification.
This level of training is designed to help teachers engage with our syllabuses and curriculum frameworks in greater depth and build confidence in their delivery. The focus is on covering any major updates or changes to the curriculum; furthering a teacher’s understanding of the curriculum’s key concepts and assessment processes; and facilitating the sharing of a range of approaches to teaching and learning. Recommended for: Teachers who have attended Introductory Training or who have been teaching Cambridge programmes and qualifications for at least one year or cycle.
Introductory Training An introduction to Cambridge programmes and qualifications.
Enrichment Professional Development Transforming classroom practice and raising the quality of teaching and learning in your school This new level encourages teachers to reflect upon, take greater responsibility for, and become more innovative in their teaching. Here, the learning is centred on skills, understanding, concepts and ideas in teaching and learning, with or without an emphasis on a particular syllabus or curriculum framework. Recommended for: Teachers and school leaders who have been teaching or implementing Cambridge programmes and qualifications for at least one year, and who would like to develop their practice in specific areas.
Extension Training Developing an understanding of Cambridge programmes and qualifications.
Enrichment Professional Development Transforming classroom practice and raising the quality of teaching and learning. Please note: Training is delivered either face-to-face, online or a blend of both. Length of delivery for all training is flexible according to country or region, and professional development objectives.
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Cambridge teacher support 2017
In focus: Enrichment Professional Development workshops Enrichment Professional Development workshops are a new level we have introduced to our training offer. They are dynamic and reflective workshops, giving teachers the tools they need to transform their classroom practice and improve the quality of teaching and learning in schools. This level encourages teachers to reflect on, take greater responsibility for, and become more innovative in their teaching. The learning is focused on skills, understanding, concepts and ideas in teaching and learning. This can be with or without an emphasis on a particular Cambridge syllabus or curriculum framework. Examples of workshops already on offer in this area include Active Learning and Assessment for Learning, Language Awareness and School Leadership. These workshops are designed to complement our syllabus-specific Introductory and Extension Training and have direct connections to our Professional Development Qualifications. They are recommended for teachers and school leaders who have been teaching or implementing Cambridge programmes and qualifications for at least a year and would like to develop their practice.
Cambridge Professional Development Qualifications (PDQs) Part of our Enrichment Professional Development, Cambridge PDQs are offered to teachers and leaders to enhance their professional life and help them to: • engage critically with relevant concepts, principles, theories and international best practices
Cambridge Professional Development Qualifications Transforming professional learning for teachers and educational leaders
• apply new ideas and approaches in reflective practice • evaluate experiences and outcomes to plan further development • improve the quality of their teaching and leadership to enhance the quality of their students’ learning.
Cambridge PDQs – the essentials The qualifications are designed to ensure that Cambridge PDQ programmes meet teachers’ goals, schools’ objectives and our standards. Who are the qualifications for?
What are the areas of focus?
Cambridge PDQs are for practising teachers and education leaders. The qualifications are relevant to all general education teaching and learning contexts. They are key to the professional learning experience of Cambridge schools, teachers and leaders, as they engage with Cambridge Primary, Cambridge Secondary 1, Cambridge Secondary 2 or Cambridge Advanced.
Cambridge PDQs cover four themed areas:
Cambridge PDQs cover four themes relevant to schools, leaders and teachers: • Teaching & Learning • Educational Leadership • Teaching Bilingual Learners • Teaching with Digital Technologies.
Who designs and teaches the Cambridge PDQ programme?
• Teaching & Learning
What is the qualification and assessment structure?
Cambridge Professional Development Centres can be Cambridge schools or training providers. We quality assure and approve centres to design and run a Cambridge PDQ programme. We train and accredit a programme leader in the centre. The Programme Leader designs their programme using the Cambridge PDQ framework. They run their programme to meet the needs, priorities and local context of their school(s), teachers and leaders, within our guidelines and quality assurance procedures.
• Teaching Bilingual Leaners • Teaching with Digital Technologies
Module 1
Each module is assessed through a portfolio of evidence of practice, learning and reflection using templates set by Cambridge. These portfolios of evidence are submitted to Cambridge when ready for examination, and we examine portfolios every month.
Module 2
Certificate
• Educational Leadership
The Cambridge PDQ Diploma consists of three learning and assessment modules. Each module must be completed successfully before moving to the next. Teachers can take Module 1 on its own as the Certificate. It provides a strong foundation for progress to Modules 2 and 3 and the Diploma.
Module 3 Diploma
The structure of these qualifications stresses the importance of informed practice. The richness of self-reflection and the power of collaboration among peers offers a sound framework for school improvement.
We offer a Certificate and Diploma in each area.
Silvana Tejón, Academic Director English Speaking Scholastic Association of the River Plate (ESSARP), Argentina
Recommended for:
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www.cie.org.uk/pdq
Practising teachers and education leaders. Cambridge PDQs are relevant to all general education teaching and learning contexts. They can be run as in-house programmes at a Cambridge school or teachers can enrol for a course at a Cambridge-approved centre.
To learn more go to www.cie.org.uk/professionaldevelopment
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How to order paid-for teaching resources We charge for a small number of our resources as listed in our catalogue. The catalogue and order form are available at www.cie.org.uk/orderpub
re Catalogue of
September 20
sources
June 2015
Nov 2014
Nov 2015
June 2016
not registered
Subject Listening
£6.60 (each)
7841239876
CDs IGCSE
16
PUBLICATIO NS ORDER FO RM for schoo directly regist ls ered with Ca mbridge only (seePric Ore der Form Instructions) PUBLICATIO NS OR
DER FORM for candidates and with Cambrid private institu ge only (see tions Order Form Instructions)
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