Cambridge International
Examinations
Excellence in education
CLIL Conference
Florence
October 2013
Ann Gibson
Regional Manager
Europe
Thanks
 The Principal and staff from ISIS Gobetti-Volta school in Bagno a Ripoli
 Mrs Elisabetta Paoli – vice Principal and Cambridge Exams Officer
 The Principal Mrs Gallo and Cambridge Co-ordinator Mrs Noli from Luigi Galvani
Bologna
 Mrs Rosalba Machetti from Antonio Pesenti Cascina
 All Principals and teachers from Cambridge schools attending
 Schools from the Florence region attending
 Distinguished guests and the authorities from the Province of Florence
 Mr Simon Lind from CUP
Who are we? - The Cambridge Assessment Group
What do we do? - Cambridge International Examinations
The world’s largest
provider of
international education
programmes and
qualifications for
5 to 19 year olds
Develops successful
students in
over 160
countries
Valued by over 9,000
schools
worldwide
Growing fast –
worldwide entries
increased by
20% the past
year
Why do schools chose Cambridge?
 Part of the University of Cambridge
 Not-for-profit
 Investment in education
 Excellence in education
 Learner-centred approach
 Internationally recognised
 Progressive and flexible
 Comprehensive support
Why do schools chose Cambridge?
Learner-centred approach
Developing skills for the 21st Century
We develop Cambridge learners and
Cambridge teachers who are:
Confident
Responsible
Reflective
Innovative
Engaged
What do we offer? – the Cambridge stages of education
Progressive and flexible
Cambridge Primary
5 to 11 years*
Cambridge Secondary 1
11 to 14 years*
Cambridge Secondary 2
14 to 16 years*
Cambridge Primary
Cambridge Secondary 1
Cambridge IGCSE®
Cambridge Primary
Checkpoint
Cambridge Checkpoint
Cambridge O Level
Cambridge ICT Starters
Cambridge Advanced
16 to 19 years*
Cambridge International
AS and A Level
Cambridge Pre-U
Cambridge ICT Starters
*Age ranges are for guidance only
Cambridge Secondary 2
Cambridge Primary
5 to 11 year olds*
Cambridge Secondary 1
11 to 14 year olds*
Cambridge Secondary 2
14 to 16 year olds*
Cambridge Primary
Cambridge Secondary 1
Cambridge IGCSE®
Cambridge
Primary Checkpoint
Cambridge Checkpoint
Cambridge O Level
Cambridge ICT Starters
Cambridge Advanced
16 to 19 year olds*
Cambridge International
AS and A Level
Cambridge Pre-U
Cambridge ICT Starters
*Age ranges are for guidance only
Cambridge IGCSE®
 The world’s most popular international
qualification for 14 to16 year olds
 Taught in over 4,000 schools in more
than 140 countries
 Offered by over 3,000 UK schools
 Over 75 subjects available – can be
taken in any combination
 Builds skills in creative thinking,
enquiry and problem solving
Cambridge IGCSE
Cambridge English
Subjects
 Available for learners whose first
language is English
 Develop the ability to communicate
clearly, accurately and effectively
English - First Language
English - Second Language
English Literature
World Literature
 Encourages an appreciation for
literature
Curriculum
Classroom
Qualifications
Community
Cambridge IGCSE
Cambridge mathematics
Subjects
 Encourages the development of
mathematical knowledge as a key
life skill
 Form a good basis for more
advanced study
Curriculum
Classroom
Mathematics
Mathematics – Additional
Mathematics (with coursework)
International Mathematics
Qualifications
Community
Cambridge IGCSE
Cambridge sciences
Subjects
 Students learn how science is
studied and practised
Agriculture
 Helps learners become aware that
the results of scientific research can
have on individuals
Chemistry
Biology
Environmental Management
Physical Science
Physics
Science – Combined
Science – Co-ordinated (Double award)
Curriculum
Classroom
Qualifications
Community
Cambridge IGCSE
Cambridge languages
Subjects
 Wide range available
 First Language
 Second Language
 Foreign Language
 Encourages enjoyment
and appreciation of
language
 Helps learners
understand and respond
to what they read and
hear
First Language
Second Language
Foreign Language
Afrikaans
Afrikaans
Arabic
Arabic
Hindi
Dutch
Chinese
IsiZulu
French
Czech
Kazakh
German
Dutch
Greek
French
Indonesian
German
Italian
Japanese
Japanese
Korean
Malay
Portuguese
Mandarin Chinese
Russian
Portuguese
Spanish
Spanish
Thai
Spanish – Literature
Turkish
Curriculum
Classroom
Qualifications
Community
Cambridge IGCSE
Cambridge humanities and social sciences
Subjects
 Enables learners to gain a deeper
insight into the different communities Bangladesh Studies
 Builds an understanding of the
different cultures that exist around
the world
Development Studies
Economics
Geography
Global Perspectives
History
India Studies
Islamiyat
Latin
Pakistan Studies
Religious Studies
Sociology
Curriculum
Classroom
Qualifications
Community
Cambridge IGCSE
Cambridge business technical and vocational
 Introduce theory and concepts that
underpin the subjects
 Provide a good opportunity to
engage with the subject practically
 Provide both a solid foundation for
further study
 An ideal preparation for the world of
work
Curriculum
Classroom
Subjects
Accounting
Art and Design
Business Studies
Child Development
Computer Studies
Design and Technology
Drama
Enterprise
Food and Nutrition
Information and Communication
Technology
Music
Physical Education
Travel and Tourism
Qualifications
Community
Cambridge International Examinations in Italy
 Total of 37 Centres – (Cambridge International Schools) expected to rise to 45
July 2014
 30 of these offer Italian National Curriculum and 22 are State schools
 8 more state schools are expected to become centres in 2013/14 = total of 30
 State schools are offering mostly a range of IGCSEs, some offer Secondary
1/Checkpoint/ and some offer AS/ALs
 Different range of IGCSE subjects but the most popular are:
 English Second Language
 Biology
 Geography
 Maths
 Physics
 History
Cambridge IGCSEs in the Italian state system
 Integrated with national curriculum as part of CLIL or
internationalisation programme
 Could also be run as parallel but separate
programme
 Different approaches, rates of adoption, range of
subjects and methods of implementing
Curriculum models for CLIL and bilingual integration
“There are many ways of organising bilingual education, depending on
individual contexts (e.g. resources, environment, language skills, goals).
There can be different balances of first language and second language
at different stages, starting with the first language, or starting with the
second language, or starting with both languages as media of
instruction. A curriculum model is based on how many subjects are
taught and learnt through each language and over how much time.”
Extract from Implementing the curriculum with Cambridge
Curriculum models for CLIL and bilingual integration
begin in a small way by teaching one module or project
in English (short term, low intensity)
 prepare learners by immersing them in English for a
short period – e.g. by teaching all curriculum subjects in
English for one school term (short term, high intensity)
 teach one or two content subjects in English over
several years (long term, low intensity)
 teach a substantial part of the curriculum in English over
several years (long term, high intensity).
Curriculum models for CLIL and bilingual integration
Approach A: Split curriculum
 learners study some subjects as part of
the national curriculum and other subjects
as part of an international curriculum.
 double timetabling is avoided.
 This model is only feasible if equal official
recognition is given to the qualifications
taken in both curricula.
Approach B: Shared subject curriculum
 learners study selected subjects in both the first
language and in English,
 this could lead to awarding both national and
Cambridge qualifications.
 The remaining subjects are studied in the first
language.
What is the normal model in Italy?
Shared subject curricula – different approaches
The common subjects could be taught using:
An integrated curriculum:
 Both national and Cambridge curricula are mapped to identify areas of overlap
and difference, and are then covered
 this requires curriculum mapping, planning and teacher coordination.
 Learning is in the same class by a bilingual teacher or two team-teachers.
 learners can take two qualifications: the national qualification and the Cambridge
qualification in English.
Two separate curricula.
 The national and Cambridge curricula for a subject are covered in separate
classes and languages, with no mapping of areas of overlap/difference.
 the curricula are separate, the learner is aware they are going to a national
curriculum class and then to a separate Cambridge (e.g. IGCSE) class.
 some of the learning may be duplicated.
 may be easier for the school to organise if it is hard to to produce and teach a
single, integrated curriculum.
What is the normal model in Italy?
Combining Cambridge programmes with national programmes
issues of balance, coherence and consistency are particularly
important
Ideally the school curriculum should form a complementary
whole rather than two separate curricula
Where there are differences in approach these need to be
understood and planned.
better for teaching and assessment methodologies for both
systems to be compatible and mutually supportive.
Running a dual programme can create periods of excessive
workload and high levels of stress for both learners and
teachers.
The leadership team should support teachers and learners by
considering these factors
Needs careful design and timetabling to ensure that the
programmes are appropriately resourced.
Points for consideration
There is a lot of expertise on implementing IGCSEs within Italian state schools:
need to share ideas, exchange expertise, work as teams to help and support
each other – not ‘reinvent the wheel’ = a network of Cambridge schools
Cambridge is working increasingly within CLIL and Bilingual projects – Argentina,
Netherlands, Spain, Portugal, France, Indonesia, Vietnam and elsewhere around
the world so specialised training and support is increasing for these contexts =
growing expertise and guidance from Cambridge
Support from Cambridge includes a Guide on Implementing a Cambridge
Curriculum availabe at: http://www.cie.org.uk/cambridge-for/principals-andheads/
Things you need to know about using Cambridge qualifications
 Schools need to be accredited centres (Cambridge International School - CIS) to
access the teaching resources and to offer the examinations in their school
 Schools that register as a CIS can offer any subjects at Secondary 1, IGCSE
and AS/AL stages (Primary is an extra fee for membership)
 There is an annual fee to be a CIS – this is paid yearly unless revenue reaches a
certain level. There is also an exam fee for each subject a student enters.
 For state schools, Directors have agreed to discount the yearly registration fee
 There is no restriction on the subjects a CIS can offer – from 1 to 75 at IGCSE
and from 1 to 45 at AS/AL as long as the school has the resources and facilities
to deliver teaching and arrange the exams for the subjects they choose
 Students must be prepared according to the IGCSE syllabus so teachers need
to be able to deliver the syllabus alongside the national curriculum
 Students need practice in taking the IGCSE exams which are very different from
Italian exams – we do not want students set up to fail!
 The exams are timetabled by Cambridge – they are taken on set dates at set
times which cannot be changed and exams must be administered according to
regulations
 All the exams are provided by Cambridge and marked by Cambridge except for
Speaking tests and course work – these are subject to external moderation
 All schools are subject to security inspections during examination sessions – a
spot check on security that is not announced and is carried out by a Cambridge
inspector
 Cambridge provide full syllabus material, past papers, teacher training on line
and face to face, discussions forums for each subject, standardisation booklets
and other exam related materials such as listening CDs.
 Many subjects also have support teaching materials on line. Cambridge do not
publish books which are provided by educational publishers (CUP, OUP,
Hodder, Collins, Nelson Thornes)
 There are many different models of implementing and integrating IGCSEs into
national curriculum CLIL and bilingual programmes – the model used depends
on resources and structure in school
Learn more
To learn more about Cambridge qualifications visit our website
at:
www.cie.org.uk
Or contact Ann Gibson, Regional Manager Europe
Gibson.a@cie.org.uk