MARA Cambridge School 201 seminar Working in partnership with Cambridge

KL, 31 October 2013

Isabel Nisbet
Regional Director of Education, SE Asia

Outline
Cambridge an introduction

Cambridge International Examinations

The context for dual certification programmes Cambridge learners and Cambridge teachers

Our programmes and qualifications

DISCUSSION Conclusions

Cambridge who we are

The Cambridge Assessment Group

Cambridge International Examinations

Excellence in education Vision Our vision is to lead international standards in education. Mission Our mission is to deliver world-class international education through the provision of high-quality curricula, assessments and services.

Cambridge worldwide

9000 schools

160 countries

40 governments

Cambridge International Examinations

Chief Executive: Michael OSullivan

Divisions:
Assessment Development

Operations
Education
Leads on relations with Governments

Communications and Customer Relationships

Includes school development teams

SE Asia and Pacific Team

SE Asia and Pacific Team

Head Office in Singapore, office in KL

Ben Schmidt, Regional Director

Isabel Nisbet, Regional Director of Education, SE Asia Ng Kim Huat, Senior Schools Development Manager, Malaysia

The context: 2 challenges

(1) To prepare our young people for the demands of life and work in the 21st century (2) To strike the right balance between national and international education

Emphasis on preparation for uncertainty and change

I believe the prime function of education in an uncertain world should be to provide young people with the competence and self-confidence to tackle uncertainty well: in other words to be good learners.the main concern [of teachers] is to equip their pupils with the ability to be intelligent in the face of change. Guy Claxton [1991] The crucial resource in knowledge economies the ability for people to respond flexibly and creatively to demands for new knowledge , skills and dispositions in continually changing social and economic contexts. Mary James [2007]

Education for success in the modern world

Ability to study, work and communicate in English

Subject knowledge and understanding

Flexibility and responsive to change Intellectual rigour Research and critical thinking Presentation skills

Cultural/international awareness
Personal and social responsibility

ATC21S categories of 21st Century skills

Category Skills

Ways of thinking

1. 2. 3.

Creativity & innovation Critical thinking, problem-solving, decision-making Learning to learn, metacognition Communication Collaboration (teamwork)

Ways of working

4. 5.

Tools for working

Living in the world

6. 7.

Information literacy ICT literacy

8. Citizenship local & global 9. Life & career 10. Personal & social responsibility

Challenge (2) balancing international and national education From the Malaysia Education Blueprint 2013-2025

In order to compete with the best in the world, our education system must develop young Malaysians who are knowledgeable, think critically and creatively, have leadership skills and are able to communicate with the rest of the world. Just as importantly, our students must be imbued with values, ethics and a sense of nationhood.

Dual certification programmes

Working for two sets of qualifications

Cambridge
National Teaching/learning in two languages

Problems:
Language competency of teachers and students Curriculum overload

Duplication between national and international content

How to transfer thinking between subjects in the two programmes

Combining the best of international and national education Objectives should be compatible

National governments want their best students to be competitive in a globalised world

BUT bringing the two worlds together at the level of the school is challenging

Cambridge learners and Cambridge teachers

Cambridge learners Confident in working with information and ideas their own and those of others. Cambridge teachers Confident in teaching their subject and engaging each student in learning.

Responsible for themselves, responsive Responsible for themselves, responsive to and respectful of others. to and respectful of others. Reflective as learners, developing their ability to learn. Innovative and equipped for new and future challenges. Engaged intellectually and socially, ready to make a difference. Reflective as learners themselves, developing their practice. Innovative and equipped for new and future challenges. Engaged intellectually, professionally and socially, ready to make a difference.

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

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

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

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

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

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

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

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

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

Engaged teachers
Engaged intellectually, professionally and socially, ready to make a difference Cambridge teachers are passionate about learning within and beyond the classroom, sharing their knowledge and skills with teachers in the wider educational community.

Cambridge programmes
Progressive and flexible
Cambridge Primary 5 to 11 years old* Cambridge Primary Cambridge Primary Checkpoint Cambridge ICT Starters Cambridge Secondary 1 11 to 14 years old* Cambridge Secondary 1 Cambridge Checkpoint Cambridge ICT Starters Cambridge Secondary 2 14 to 16 years old* Cambridge IGCSE Cambridge O Level Cambridge ICE Cambridge Advanced 16 to 19 years old* Cambridge International AS and A Level Cambridge Pre-U Cambridge AICE

*Age ranges are for guidance only

Cambridge Secondary 1
Cambridge Primary 5 to 11 years old* Cambridge Primary Cambridge Secondary 1 11 to 14 years old* Cambridge Secondary 2 14 to 16 years old* Cambridge IGCSE Cambridge Advanced 16 to 19 years old* Cambridge International AS and A Level Cambridge Pre-U Cambridge AICE

Cambridge Secondary 1 Cambridge Checkpoint Cambridge ICT Starters

Cambridge Primary Checkpoint

Cambridge ICT Starters

Cambridge O Level
Cambridge ICE

Curriculum

Assessment
*Age ranges are for guidance only

Cambridge Secondary 1
Sets clear learning objectives Curriculum Frameworks three stages Focuses on learners development Provides a natural progression Compatible with other curricula

Provides international benchmarks

Curriculum

Classroom

Assessment

Community

Cambridge Secondary 1: English

Designed to build competency in English Helps develop confident, creative, intellectually engaged and effective communicators

Develops the skills for learners to respond to a range of information

Provides an enquiry-based approach to learning

Curriculum

Classroom

Assessment

Community

Cambridge Secondary 1: Mathematics

Presented in six content areas Number Algebra Geometry Measure

Handling data
Problem solving Focuses on principles, patterns, systems, functions and relationships

Learners develop a holistic understanding of the subject

Curriculum Classroom Assessment Community

Cambridge Secondary 1: Science

Covers four content areas

Scientific enquiry Biology Chemistry Physics Includes environmental awareness and history of science
Curriculum Classroom Assessment Community

Cambridge Secondary 1: Assessment

Optional testing structure Compare individual learner and class performance Report progress to learners and parents Internationally benchmarked Two assessment options: Cambridge Secondary 1 Progression Tests Cambridge Checkpoint

Curriculum

Classroom

Assessment

Community

Cambridge Checkpoint
Assesses learning at the end Available for English, Mathematics and Science English Second Language test also available Marked by Cambridge provides an international benchmark Shows how a learner has performed Provides evidence of readiness for the next stage
Curriculum Classroom Assessment Community

Cambridge Checkpoint

Curriculum

Classroom

Assessment

Community

Cambridge Checkpoint

Curriculum

Classroom

Assessment

Community

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

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

Cambridge Secondary 2
Cambridge Primary 5 to 11 years old* Cambridge Primary Cambridge Primary Checkpoint Cambridge ICT Starters Cambridge Secondary 1 11 to 14 years old* Cambridge Secondary 1 Cambridge Checkpoint Cambridge ICT Starters Cambridge Secondary 2 14-16 years old* Cambridge Advanced 16 to 19 years old* Cambridge International AS and A Level Cambridge Pre-U Cambridge AICE

Cambridge IGCSE Cambridge O Level Cambridge ICE

Curriculum

Qualifications

Cambridge IGCSE
The worlds most popular qualification for 14 to 16 year olds Enables a variety of routes for all abilities Develops learner knowledge, understanding and skills International in outlook with local relevance

Designed for a wide range of abilities

Core level: all students

Extended level: more able students and/or subsequent stage for less-prepared students
Coursework option: adapt for local context

Breadth of assessment
Knowledge Understanding Application Skills

Assessment Methodology: Essays & Short Answers Projects / Investigations Lab Practicals / Orals Multiple Choice

The subject syllabus is where it begins

The subject syllabus

Aims Assessment Objectives Curriculum content
Including detailed summary of what candidates should know, understand and be able to do
AOs

Description of assessment components

Flexibility

Grade descriptions

Grade A

Resource list including texts and much more

Cambridge IGCSE
Cambridge English as a Second Language Supporting better educational and employment prospects
Subjects
English First Language English Second Language English Literature World Literature

Better communicative ability in English

Ability to understand a range of uses and styles (eg forms)
Curriculum Classroom Qualifications Community

Cambridge IGCSE
Cambridge mathematics Encourages the development of mathematical knowledge as a key life skill Form a good basis for more advanced study
Subjects
Mathematics Mathematics Additional Mathematics (with coursework) International Mathematics

Curriculum

Classroom

Qualifications

Community

Cambridge IGCSE
Cambridge sciences Students learn how science is studied and practised Helps learners become aware that the results of scientific research can have on individuals
Curriculum Classroom

Subjects
Agriculture Biology Chemistry Environmental Management Physical Science Physics Science Combined Science Co-ordinated (Double award)

Qualifications

Community

IGCSE
Assessing knowledge, understanding, application and skills Criterion-referenced grades Mostly external assessment, with flexibility to build in practical assessments Discriminates through 8 pass grades (A* - G)

Assessment Objectives for IGCSE Biology

Knowledge with understanding (50% - not more than 25% recall) Handling information and problem solving (30%)
Experimental skills and investigation (20%)

Question papers include

Questions that
Require knowledge Gradually remove scaffolding Require the application of knowledge in unfamiliar contexts Encourage connections to be made between topic areas or concepts

Recalling knowledge

Applying knowledge in a novel context

Abstracting appropriate knowledge

Examination Certificate
Each subject is individually graded

Pass grades range from A* to G

IGCSE is internationally recognised Each student receives a certificate showing a grade for each subject examination

Cambridge Professional Development

Courses

Stage 1: Introductory
Stage 2: Intermediate Online

Self-study
Tutor-led Ask The Examiner

Bespoke training
Professional development qualifications

Teacher training
Courses
Stage 1: Introductory training Overview of syllabus Introduction to resources IT and curriculum resources Interactive activities

Teacher training
Courses
Stage 2: Intermediate training Two types available Teaching methodology Assessment Content Teacher assessment issues Overview of teaching methods and strategies

Teaching strategies applied to the syllabus

Interactive activities

Teacher training
Bespoke training
Training to meet your schools specific needs Usually subject specific, but can be more general in nature Non-subject specific training can focus on areas such as
Assessment for learning Learner-centred education

Were continually developing and redeveloping our qualifications

We have an ongoing programme of development: Designing new qualifications Redeveloping and improving existing qualifications We update our Whats new section on the website every September and February to bring you the latest news. Go to www.cie.org.uk/new

Continuous review

Why redevelop qualifications?

We work closely with schools, universities and ministries to make sure our qualifications offer the best possible preparation for further study and employment. We listen to your feedback We review and evaluate all qualifications on a regular basis to make sure they: have up-to-date syllabus content

have an appropriate assessment structure

remain highly regarded by universities and employers around the world

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

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

But Cambridge can

Develop and lead thinking about the curriculum

Keep our portfolio of qualifications under review

Make sure that our assessments are the best they can be and support the best teaching and learning Provide teacher support, including training and support materials (in person and online) Stimulate and support professional development communities across Cambridge schools

Develop innovative curricula and new types of assessment

Development projects using technology

For discussion: Learners

Consider the five attributes of Cambridge learners:
Confident Responsible Reflective Innovative

Engaged

Which of these is the most important for your learners? Which of them is the strongest in most of your learners?

Which of them is the weakest in most of your learners?

What can Cambridge and MARA schools do to develop these characteristics more?

For discussion: Teachers

Consider the five attributes of Cambridge teachers:
Confident Responsible Reflective Innovative Engaged

Which of these is the most important for your teachers? Which of them is the strongest in most teachers in your schools? Which of them is the weakest in most teachers in MARA schools? What can Cambridge and MARA schools do to develop these characteristics more?

Reflective learning
Cambridge learners: constantly monitor what they are doing and produce appropriate responses plan and manage their work and performance and evaluate their progress understand themselves as learners and the nature of their knowledge apply their understanding to performance think critically and creatively to overcome barriers and engage with the subject are emotionally resilient when confronted with setbacks are confident, but not arrogant, in working with others and sharing ideas realise that learning is social and collective take calculated risks, understanding that we learn from mistakes.

We will always be committed to:

Giving absolute priority to the quality and standards of our qualifications

Respecting, listening and responding to YOUR needs and circumstances

Supporting research-based educational best practice.

Constantly striving to improve our services and educational products by evaluating their effectiveness and investing in research and development
Developing learners who are confident, responsible, innovative, reflective and engaged and good citizens Supporting teachers to develop as Cambridge teachers

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

Thank you
[email protected]

Visit our website: www.cie.org.uk