)SSUE
NEW Cambridge
IGCSE Global
Perspectives
Cambridge
Lower Secondary
Programme
Individual Sciences
Cambridge’s professional
development qualifications
strengthened through
collaboration
Welcome to Cambridge Outlook, issue 3
)SSUE
Issue 3
www.cie.org.uk
Editor Jenny Stopher
Designer Louise Matthews
Cambridge Outlook is an important way
of communicating with our Centres and
contacts around the world.
We welcome articles and letters for
inclusion in the magazine and look
forward to receiving your contributions.
If you would like to submit an article,
please contact:
Sue Warren
International Communications Manager
CIE
1 Hills Road
Cambridge
CB1 2EU
UK
Tel: +44 1223 553323
Fax: +44 1223 553558
(warren.s@cie.org.uk)
2 Cambridge Outlook Issue 3 2007
WITH
examination time in full
swing for some students, this
issue looks at how Cambridge qualifications
help students progress and how CIE ensures
that teachers of Cambridge qualifications
have all the help and support they need to
guide their students through their courses.
Courses are helping new and existing
teachers in Argentina and Uruguay. CIE
values your feedback on our courses. Find
out how the feedback we receive is used
on page 13. CIE’s upcoming training events
calendar can be found on page 14.
Charlotte Yan now studies at Oxford
University and tells us how she feels the
support CIE provides for students helped
her succeed in academia on page 21. You
can read about more successful students
in our ‘Brilliance’ roundup on page 8.
CIE continues to develop new and existing
qualifications. You can read about the new
Cambridge IGCSE Global Perspectives on
page 16, the increasingly popular Cambridge
International Primary Programme on page
5 and learn all about our new Cambridge
Lower Secondary Programme on page 18.
Supporting teachers is just as important in
enabling students to do well and CIE
continues to develop both teacher training
and resources. Read about our updated
support resource, the Cambridge IGCSE
Standards CD, on page 15 and how Welcome
Ann Puntis
Chief Executive
contents
On the cover
6.
Cambridge’s professional development
qualifications strengthened through collaboration
10. Individual Sciences
16. Cambridge IGCSE Global Perspectives
18. Cambridge Lower Secondary Programme
Regular features
14. CIE training calendar
21. My favourite CIE resource
6. Faculty of Education signs Memorandum of Understanding with CIE
22. Ask Cambridge
News
4 . News from around the world
Developing successful students
7.
Spotlight on The Beaconhouse School System
8.
Brilliance Awards around the world
9.
Fellowship winners visit Cambridge
Supporting teachers
12. Cambridge IGCSE Professional Development
courses in Saudi Arabia
13. CIE Online courses: your feedback and what we do
with it
15. Welcome courses for Cambridge IGCSE and AS Level
New resource to help teachers
New from Cambridge
10. Individual Sciences – better preparation?
17. Content and Language Integrated Learning
Sharing best practice
20. COBSE and BSME conferences
CIE dates for your diary
And finally…
18. Cambridge Lower Secondary Programme
23. New appointments at CIE
Cambridge Outlook Issue 3 2007 3
news
Teachers’ input on new Cambridge Pre-U syllabuses
More than 100 heads of
department from around
the UK came to Cambridge
to discuss CIE’s new post-16
qualification, Cambridge
Pre-U, in March.
Teachers had the
opportunity to see the draft syllabuses of Music,
Art and Design, Latin, Greek, Philosophy and
Theology, Comparative Government and Politics,
Chinese Mandarin and Psychology. Then they
split into subject groups to discuss ideas on how
they might be improved.
His Excellency Dr Yousry
Saber El Gamal, Minister
of Education, Egypt,
with Dr Newman
Burdett, CIE’s Head of
International Education,
and Kate Pretty, Pro-Vice
Chancellor, University
of Cambridge
Kevin Stannard, CIE’s Director of International
Curriculum Development, opened the event. He
said: ‘It is really encouraging to see so many people
getting involved with Cambridge Pre-U. We have
had comments that the degree of consultation has
really impressed schools and we are very pleased
with the enthusiasm with which the qualification
has been received.’
Egyptian Minister of Education visits CIE
Cambridge Pre-U has been designed to give
schools in the UK and internationally a choice of
provision. It has not been designed to replace A
Levels which continue to be a very popular choice
for schools around the world. The popularity of
Cambridge International A Level continues to
grow with around 300,000 A Level entries every
year from 100 countries around the world. In the
past three years alone, entries for International A
Levels have grown by 21 per cent.
The Ministry of Education will be piloting the Cambridge International Diploma for
Teachers and Trainers later this year with a view to rolling out the Diploma across
Egypt. CIE is working with the Ministry of Education in Egypt to provide an
internationally benchmarked assessment for Year 9 of the Egyptian National
Curriculum. This is an example of successful collaboration to provide solutions in a
national context.
4 Cambridge Outlook Issue 3 2007
Egypt’s Minister of Education visited Cambridge in January to discuss a number of
projects being developed by the Egyptian government and CIE. His Excellency Dr
Yousry Saber El Gamal, Minister of Education, Egypt, met with Simon Lebus, Chief
Executive of Cambridge Assessment, and CIE’s Chief Executive Ann Puntis.
news
Staff and students from Taktse International School, Sikkim, India
Cambridge International Primary Programme now
taught in 100 Centres
The Cambridge International Primary
Programme continues to go from strength
to strength. Since its launch in 2005, schools
around the world have been able to offer a
Cambridge-based curriculum across their
primary as well as secondary age ranges.
His Excellency Pehin Abdul Rahman, the Minister
of Education for Brunei Darussalam, centre, with
Ann Puntis, CIE’s Chief Executive, and Simon Lebus,
Cambridge Assessment Group Chief Executive
Brunei’s Minister of Education
discusses educational reforms
with CIE
His Excellency Pehin Abdul Rahman, the
Minister of Education for Brunei
Darussalam, led a delegation that visited
Cambridge earlier this year.
The visit was to discuss the Cambridge
International Curriculum and links with
proposed educational reforms in Brunei.
The Ministry of Education has worked
with CIE for many years and work
continues on the development of the
country’s lower and upper secondary
education systems. CIE staff and
consultants visited Brunei in May to hold
workshops with teachers and examiners.
The 100th school to offer the programme
was Taktse International School (TIS), Sikkim,
India. Here, Wendy Pulger, Principal of the
Taktse International School, tells of her
experiences of the school being a
Cambridge Centre:
Taktse International School is delighted to be
a Cambridge International Centre and the
100th school to have registered for the
Cambridge International Primary Programme.
The decision to affiliate with Cambridge was
a natural progression for the school’s vision of
being an educational institution of excellence
in the region, and its mission of cultivating a
diverse community of self-motivated students
and teachers who develop a passion for
excellence, inquiry and lifelong learning.
Since the start of the school in March of 2006
TIS has already established itself as a premier
institution in Sikkim. Even though the affiliation
with Cambridge was finalised in January 2007
we have already sampled the rich educational
resources and support that Cambridge provides.
We are confident that a partnership with
Cambridge will be a partnership of growth
for us.
The Cambridge International Primary
Programme is available to registered CIE
Centres around the world and is currently
offered in over 35 countries. It offers a
structured curriculum and teacher
support across the core subjects of English,
Maths and Science, and prepares students
for their studies in secondary school,
leading ultimately to Cambridge IGCSE
and Cambridge International A Level
qualifications.
Information on the Cambridge
International Primary Programme can be
found by visiting www.cie.org.uk/primary.
If you would like to discuss joining the
programme contact our Customer Services
team at international @cie.org.uk
Cambridge Outlook Issue 3 2007 5
news
Simon Lebus, Cambridge Assessment Group Chief Executive,
Mike Younger, Head of Faculty of Education, and Kate Pretty,
Pro-Vice Chancellor of the University of Cambridge
Cambridge’s professional development
qualifications strengthened through
collaboration
University of Cambridge International
Examinations (CIE) and the University of
Cambridge Faculty of Education have
entered into strategic collaboration to
enhance, extend and transform
international teacher education.
CIE’s professional development
qualifications for teachers, such as the
Cambridge International Certificate and
the Cambridge International Diploma for
Teachers and Trainers, will now be
accredited within the Faculty’s Practitioner
Professional Development framework, as
stages towards a Masters degree. Together,
CIE and The Faculty of Education will also
develop new courses and qualifications for
initial teacher education and continuing
professional development. These will
draw on our shared expertise in providing
blended learning programmes. For example,
work has begun on the Cambridge
International Advanced Diploma for
6 Cambridge Outlook Issue 3 2007
Teachers and Trainers, to be piloted from
autumn 2007, and on a Masters degree in
International Education.
This collaboration strengthens our capability
to help ministries of education and other
public authorities in education reform
projects, through which the development
of teachers and teaching is such a crucial
factor. Joint research into critical international
education issues will be another important
facet of our work together.
Welcoming this exciting initiative, Dr Paul
Beedle, CIE’s Manager of Professional
Development Certification, said: ‘CIE’s
expertise in assessment added to the
outstanding teaching and research of the
Faculty makes an ideal partnership, which
will offer significant benefits to teachers
around the world.’
To find out more, contact our Customer
Services team at international@cie.org.uk
CIE awards high-achieving
students in Pakistan
Returning to Pakistan in February 2007 for
their second visit, Simon Lebus, Chief
Executive of Cambridge Assessment, and
Ann Puntis, CIE’s Chief Executive, presented
awards to high-achieving students at
ceremonies organised by the British
Council in Karachi, Lahore and Islamabad.
Simon drew attention to the excellent
performance of Pakistani students, who took
the Top in the World position in no less than
nine Cambridge International A Level
subjects in the June 2006 examinations,
while Ann highlighted the extremely
strong overall performance by Cambridge
International O and A Level candidates
from Pakistan.
Principals from the largest Karachi schools
were invited to a forum, where a lively
exchange of views took place on a range of
different issues. It was agreed at the end of
the meeting that such forums should become
a regular feature of CIE visits to Pakistan.
In addition to visiting schools, Simon and
Ann held talks with many senior officials,
including the Federal Education Minister,
Federal Education Secretary, Chair of the
Federal Board, the Education Ministers for
Punjab and Sindh as well as the British
High Commissioner.
developing successful students
Spotlight on
The Beaconhouse School System
THE
Beaconhouse School System has its
origins in the establishment of Les Anges
Montessori Academy in Pakistan, which was founded
in 1975. Beginning with just one campus in 1978,
Beaconhouse now has 110 schools in 26 cities. Here
they tell us the reasons they believe they have been
so successful.
Beaconhouse offers students Cambridge International O and A
Level qualifications. The Cambridge system was introduced at
Beaconhouse in 1982, at its Garden Town Campus, which was
awarded Cambridge International Fellowship Centre status by CIE
in 2003. It was one of only two Centres in Pakistan to be awarded
the honour at that time.
exciting new technologies such as educational software, digital
cameras, video conferencing, etc. to facilitate cross-curricular
projects. CIE’s support resources such as the Student Support
Website and online teacher training also go a long way to helping
fulfil these goals.
There are currently 65,000 students in the Beaconhouse School
System, with an additional 60,000 studying at The Educators,
another successful network of schools that is a member of the
Beaconhouse family. Many of these students have had great
success taking Cambridge qualifications.
Every year CIE presents awards to students from all over the world
who have done exceptionally well in Cambridge examinations. Many
Beaconhouse students have won awards, including ‘Top in Region,’
‘Top in Pakistan’ and ‘Top in the World.’
This year’s ‘Top in the World’ award winners were:
Beaconhouse believes in quality education through quality
training and management. Our major initiatives include teacher
training links with The College of St Mark and St John (Marjon),
University of Bradford and CIE for our training of secondary
Cambridge International O and A Level teachers. Ongoing head
teacher training and rigorous curriculum research and development
have become the fabric of Beaconhouse.
Beaconhouse has also initiated the ETAC programme (Emerging
Technologies Across the Curriculum). ETAC aspires to incorporate
Subject
Students
Beaconhouse School
Physics
Aqdas Nida
Islamabad
Mathematics
Noor Afra Yasin
Islamabad
Principles of Accounts
Anum Shahzad
Lahore
Business Studies
Faran Abbas
North Nazimbad
Mathematics
Muhammad Ali
Gulshan
Across nine Cambridge Faran Abbas
O Levels
North Nazimbad
Beaconhouse has also recently expanded outside Pakistan.
Starting with their first pre-school in Malaysia in July 2004,
Beaconhouse today has three pre-schools and one major primary
and secondary school in Malaysia, as well as branches in the
Philippines, Bangladesh and Oman.
Cambridge Outlook Issue 3 2007 7
developing successful students
Brilliance Awards
around the world
Bangladesh
William Bickerdike, CIE’s Regional Manager
for South Asia, and Suzy Chowdhury, CIE’s
Regional Representative for Bangladesh,
have presented prizes to students who
achieved high marks in the November 2006
Cambridge exam session at Oxford
International School.
The awards recognised students in the
following categories:
• Top in the World for Cambridge
International O Level subjects
• Top in Bangladesh for Cambridge
International O Level subjects
Cambridge International
Scholarship for Spain
The Cambridge International Scholarship
for Spain is awarded to students who have
performed well in the June Cambridge
International A Level and Cambridge
International AS examinations, who are
about to start studying in the UK.
The winner receives £1,000 for three years
towards study at a UK university, and a
certificate. This year’s winners were Eduardo
Perdomo Loizaga, from Canterbury
School, and Roger Singleton Escofet, of
The British School of Barcelona.
Egypt
Two ceremonies were held this year for the
Excellence in Egypt Awards. The Cairo award
ceremony at the British Residence, Garden
City, was attended by Her Britannic
Majesty’s Ambassador to Egypt, Sir Derek
Plumbly, while His Excellency Dr Yousry
Saber El Gamal, the Minister of Education in
Egypt, attended the Alexandria ceremony
at The Hilton Green Plaza Hotel.
The awards recognised students in the
following categories:
• Top in the World subject awards
• Top in Egypt subject awards
• Top in Region subject awards
Spain
A prize is awarded to the student who
achieves the highest total standard mark
from seven Cambridge IGCSE subjects in
the June examination session. The winner
receives a £250 Amazon voucher and a
certificate. This year’s winner is Daniel
Thomas from The British School of
Cordoba, pictured below with Anne
McEwan de Farré, President of NABSS and
Nick Sansome, Assistant Director, CIE.
Mauritius
March also saw Brilliance awards in
Mauritius. The awards recognised
Mauritian students who came Top in the
World in their Cambridge International
O Level, A and AS Level examinations sat
in November 2006. The Hon. Dharambeer
Gokhool, the Minister of Education and
Human Resources (pictured above,
presenting an award to a student), was
there to present the prizes.
8 Cambridge Outlook Issue 3 2007
• Top in Egypt overall Cambridge IGCSE/
AS/A Level awards
Two nominated awards were also presented,
The Mostafa Amr Fayez Award (in memory
of an Egyptian student), and the Cambridge
ICT Award.
Sheikh Maktoum bin Mohammed
bin Rashid Al Maktoum Cambridge
Awards
The fifth annual Sheikh Maktoum bin
Mohammed bin Rashid Al Maktoum
Cambridge Awards took place in March at
the Knowledge Village in Dubai. All awards
presented at the ceremony are named after
Sheikh Maktoum bin Mohammed bin Rashid
Al Maktoum who has kindly been the
patron of the awards for the last five years.
Fellowship winners
visit Cambridge
In January, CIE welcomed four Fellowship
Scholarship winners to Cambridge.
Fellowship Scholarships are given to
students who not only have exceptional
examination results but who have also
made significant contributions to their
school and local community. The students
each receive £1,000 per year over three
years, to contribute towards their studies at
University. There were four winners for 2006:
New Zealand
In February, Di Palmer (pictured above),
CIE’s Director of Assessment Services,
presented prizes to students in New
Zealand who achieved high marks in their
exams. The event was held at Auckland
Grammar School and recognised students
in the following categories:
• Top in New Zealand in an individual
Cambridge International A Level,
International AS Level and
Cambridge IGCSE
• Top in The World in an individual
Cambridge International A Level,
International AS Level and
Cambridge IGCSE
India
Brilliance in India ceremonies took place
in schools across India. Mallya Aditi
International School, which is the only
Fellowship Centre in India, is one such
school which held a ceremony to
recognise the achievements of their
students in Cambridge IGCSE and
Cambridge International A Levels.
Dhirubhai Ambani International School
also held a ceremony to present prizes.
Angus Ross Prize
The Cambridge Angus Ross Prize recognises students’ outstanding performance in
Cambridge International A Level English examinations, rewarding maturity of thought
and brilliance of expression in students’ scripts. Now in its 20th year, it has seen entries
from New Zealand, Europe, the Caribbean, Argentina, India and Pakistan.
This year’s winner was Liew Shang Zhao from Raffles Junior College, Singapore, who wins
£100. Tan Ying Xiang and Hwa Yue-Yi, also from Raffles Junior College, were runners-up. The
prizes were presented by Dolly Cheung, Director of Assessment and Research, Singapore
Examinations and Assessment Board.
The prize is named after Dr Angus Ross in honour of his long association with CIE as
Chairman of the A Level English Examiners.
• Vikash Shah studied Cambridge
International A Levels at Peterhouse
Boys School, Zimbabwe. He is now at
Southampton University reading
Actuarial Science with Economics
• Ashok Thillaisundaram studied at
Taylor’s College in Malaysia and is now
taking a Maths degree at the University
of Cambridge
• Charlotte Yuton Yan studied at ACG
Senior College, Auckland, New Zealand
and is currently studying Jurisprudence
at Oxford University
• Junaid Shafi studied at St Mary’s
Academy, Pakistan and is now studying
for a BSc in Economics at London
School of Economics
The presentation of certificates and
cheques by Stephen Stocker, CIE’s
Assistant Director, Business Development,
was followed by a tour around the
University of Cambridge’s famous colleges.
Winner Junaid Shafi said: ‘I have really great
memories of that day. Meeting the Cambridge
team, the award presentation and the
Cambridge University tour were awesome.’
Cambridge Outlook Issue 3 2007 9
developing successful students
Individual Sciences
Around the world students are choosing to study
separate sciences for Cambridge IGCSE rather than
sitting the Science Double Award. Here Cambridge
IGCSE students and teachers tell us why they feel it’s
important to study Biology, Chemistry and Physics
as individual subjects.
DR
Jeremy Voisey is Vice Principal at
Logos School in Limassol, Cyprus.
They have students from kindergarten age
to A Level. He believes that studying
individual sciences offers students the
opportunity to do their best, no matter
what their ability or interests.
‘Allowing students to choose individual
sciences enables those with an aptitude to
gain a solid foundation by studying all three,
whilst giving others the option to select a
science that they are more confident in.’
For others, like Martyn Moore, Cambridge
IGCSE Biology teacher and Examinations
Officer at Garden International School,
Malaysia, the individual sciences provide
a solid foundation for further study.
10 Cambridge Outlook Issue 3 2007
‘Most students who choose individual
sciences do so because of the greater depth
of study and see them as a better preparation
for A Level Sciences.’
Michael Aristidou, Science Department,
Heritage School, Limassol, has similar views.
He also believes that individual sciences
are more beneficial during the stressful
exam period.
‘Students are placed under considerable
pressure during the IGCSE Coordinated
Science examination as they are asked to
Cambridge IGCSE individual sciences offer a balanced
mix of practical experience and theoretical knowledge.
‘The Single Science examinations prepare our
students more thoroughly for the transition
from IGCSE to AS/A Level. The range of papers
that assess the IGCSE award covers all the skills
that are developed in the AS/A Level. We find
that the Single Science grades at IGCSE are far
better than those of the Coordinated Science.’
recall content from the whole syllabus which
is extremely wide, as it covers all three
sciences. In the Single award, the students
know and prepare for the individual science.’
Teachers may think that individual sciences
are beneficial to students, but do the
students agree? We asked a selection of
developing successful students
students around the world to tell us if and
why they prefer studying individual
sciences. The answers received pointed to
students feeling that IGCSE individual
sciences better prepare them for studying
the sciences in higher education and give
students wanting to study science-based
subjects such as Medicine and Engineering
at university, a solid foundation right from
the start of their academic career.
The Gandhi Memorial International School
has several students who recently took
Cambridge IGCSE sciences. Srishti Sharma
is currently in grade 11.
‘Cambridge IGCSE individual sciences offer a
balanced mix of practical experience and
theoretical knowledge. The separate sciences are
challenging but simultaneously an enriching
course, encouraging high academic standards
through a practical approach to learning. It is
primarily this reason that encouraged me to
opt for this course. As we move on from the
experience of IGCSE to that of junior college, the
skills that we developed through the separate
sciences will definitely come in handy.’
Megha Lohia and Nihar Sharma are also
students at the school.
Megha said: ‘I decided to study the sciences
as three separate subjects. This ensured greater
depth and penetration in each of the sciences
instead of just skimming the surface.
Additionally, in case I decided to opt for a
graduate degree in the sciences, I would find
myself adequately prepared, as a strong
foundation was already laid.’
Nihar said: ‘The individual course for science
IGCSE subjects offers every student a chance
to learn more and fulfills the needs of aspiring
candidates. The Coordinated Science, though
certainly touching upon the same aspects of
scientific learning, does not succeed in
allowing students to have a thorough
understanding. I believe that the individual
science courses contribute significantly
towards aiding determined candidates in
their academic conquests.’
Of course, these aren’t the only
reasons to study individual sciences.
Other comments from students
ranged from valuing certain sciences
over others, to following advice given
by teachers and family:
‘I don’t like Chemistry, so only chose two
separate sciences.’
‘I get three IGCSEs, NOT just two.’
‘I enjoy Science so want to study it in
more depth.’
‘I want to specialise in Biology.’
‘My parents told me to take separate
sciences.’
‘My science teachers told me it was
better to do the single sciences.’
For those students wishing to study
sciences in Further and Higher
Education, IGCSE sciences undoubtedly
provide an excellent foundation, while
for those less scientifically inclined it
provides the option to specialise in the
science(s) that interest them most.
University of Cambridge International
Examinations continue to provide
access to resources supporting the
Cambridge IGCSE sciences. These
include professional development
courses for teachers, e-learning and
discussion groups.
CIE wishes to point out that the
comments above are those of
students.
supporting teachers
Cambridge IGCSE professional development courses, Saudi Arabia
Introductory courses
Examination Officer Training
CIE, in conjunction with the British
Council, held face-to-face courses for
the first time in Saudi Arabia during
February 2007. Two-day courses were
held in Jeddah and Riyadh for the
following subjects:
In April 2007, CIE hosted the following twoday face-to-face professional development
courses at the Dhirubhai Ambani School,
Mumbai:
• Cambridge IGCSE Chemistry 0620
• Cambridge International AS/A Level
Business Studies
Two days of Examination Officer Training
were held in Dubai on 23 and 24 February
2007. The programme covered general
examinations administration and hands-on
training for CAMEO, a software package
that helps exams officers with many
candidates manage their exams easily.
• Cambridge IGCSE English as a
Second Language 0510
• Cambridge International AS/A Level
Mathematics
• Cambridge IGCSE Chemistry
• Cambridge IGCSE Physics 0625
• Cambridge IGCSE Information Technology
Christine Daw, CIE’s Regional Manager
for the Middle East and North Africa,
attended the Jeddah event and 70
teachers took part. A further 69
delegates attended the courses held in
Riyadh and many favourable comments
were received, including: ‘An excellent
workshop – it helped me a lot’ and
‘I enjoyed the interaction with other
teachers as well as the trainer’.
CIE’s training consultants conducted the
courses which were designed to introduce
teachers to the Cambridge syllabuses.
Training focused on the aims and objectives
of the syllabus, ICT resources available and
the assessment standards required.
Discussions were held on support resources
from Cambridge including textbooks,
useful websites and discussion groups.
12 Cambridge Outlook Issue 3 2007
Details on all future professional
development courses can be found on the
CIE website.
The course was hosted by The Westminster
School, a CIE Fellowship Centre in Dubai,
whose organisation and facilities greatly
contributed to the success of the training.
Trainers Lorna Kempster, CIE’s Regulations
Manager, and Alison Fletcher, Projects
Officer, were delighted at the enthusiastic
response from delegates, some of whom
had travelled from as far as Nepal, India,
Ethiopia and Zimbabwe.
The training gave delegates the opportunity
to interact with each other which the
delegates found particularly positive.
Comments received included: ‘It was a very
enriching and enlightening training programme’
and ‘Training is important, both a useful and
reassuring experience’.
supporting teachers
CIE Online courses: Your feedback and what we do with it
Rajashree Anand at
G.D. Goenka World
School who took part
in a recent online course.
Over the last three years CIE has run 80 online tutor-led courses for over 750 teachers. These six-week
programmes are led by an experienced Cambridge tutor and focus on classroom practice.
In order for us to continually review, shape and develop our online courses we ask for our participants’
feedback at the end of each course. Your comments have helped us to:
• Increase the number of subjects/syllabuses offered
• Improve the course registration process
• Increase the number of courses available in each session
• Expand our portfolio of courses to include subject-based courses such as our Stage Two Teaching
and Assessing Practical Skills in Science which began in January 2007
• Offer more advanced courses – these are currently being developed with input from the Faculty
of Education in Cambridge, encouraging teachers to research their own practice
Past feedback received showed that teachers wanted to speak to an Examiner about issues related
to a specific examination session. As a result we launched the ‘Ask the Examiner’ online seminars,
week-long courses which allow participants to do just that.
We’ve also improved the online self-study courses to enable a more flexible approach for Centres.
They can now register individual teachers on specific courses in one of three sessions throughout
the year.
For details about future online courses, visit www.cie.org.uk
Cambridge Outlook Issue 3 2007 13
supporting teachers
www.cie.org.uk/training
CIE training calendar
August 2007
October 2007
Location: Indonesia, Jakarta
Location: New Zealand, Auckland
Available three times a year for
Cambridge International Centres
Stage 1 Courses: Cambridge IGCSE Mathematics,
Chemistry, English as a Second Language, Business Studies
Stage 2 Courses: Syllabuses to be announced
Location: Worldwide, Online Self-Study
Details: Open to all Cambridge International Centres.
Stage 1 Courses: IGCSE Biology, History, Business Studies,
Chemistry, English as a Second Language, Mathematics,
Physics. Cambridge AS/A Level Economics, Business
Studies, Chemistry
Details: Open to all Cambridge International Centres
Location: United Arab Emirates, Dubai
Location: Sri Lanka, Colombo
Stage 2 Courses: Cambridge International O Level
Physics, Chemistry, Mathematics, Business Studies
Details: In collaboration with the British Council. Open to
British Council Centres in Sri Lanka
Stage 2 Courses: Cambridge International AS/A Level
Biology, Chemistry. Cambridge IGCSE Arabic
Details: Check the CIE website for precise dates
Details: Open to all Cambridge International Centres
Location: India, Bangalore/New Delhi (TBC)
Always available
Location: Worldwide
Stage 2 courses: Syllabuses to be announced
Stage 1 Courses: Cambridge IGCSE Economics, First
Language English. Cambridge International AS Level
English Language
Details: Open to all Cambridge International Centres
Details: Open to all Cambridge International Centres
Details: Downloadable from CIE Direct. Beginner and
refresher course to take Examinations Officers through the
CIE examination administration processes
September 2007
November 2007
Location: Worldwide
Location: Pakistan – Lahore, Karachi and Islamabad
Location: Malaysia, Kuala Lumpur
Stage 2 Courses: Cambridge International AS/A Level
Economics, Computing and Urdu. Cambridge International
O Level Pakistan Studies, Islamiyat and Business Studies
Stage 2 Courses: ‘Assessment for Learning’.
The 4th International Teachers Conference
Stage 1 Course: Invigilator Training for Examinations
Officers
Location: South Africa, Johannesburg
Details: In collaboration with the British Council. Open to
British Council Centres in Pakistan
Details: Keynote speakers and subjects to be confirmed.
Check the CIE website for further details
Location: USA, Atlanta
Location: Worldwide, Online tutor-led
Stage 1 Courses: Syllabuses to be announced
Stage 2 Courses: Cambridge International AS/A Level
Biology, Business Studies, Computing. Cambridge IGCSE
Chemistry, English, French, History, Physics, Mathematics
Details: Open to all Cambridge International Centres
Stage 1 Course: Examinations Officer Training
Details: Downloadable from CIE Direct. An easy-to-use
course to enable Examinations Officers to prepare Invigilators
for the examination sessions at their Centre
Location: Distance Training
Stage 1 Courses: Cambridge IGCSE Coursework
Marking Accreditation Training Packs (Coursework
Training Handbook)
Details: See Publications Catalogue for subjects and details
of how to obtain the Coursework Training Handbooks
Details: Open to all Cambridge International Centres
Location: Worldwide, Online tutor-led – NEW
COURSES
This is an extract from the CIE Training Calendar. For further details about all these events and more,
check the CIE website: www.cie.org.uk/training
Stage 2 Courses: Teaching and Assessing Skills in
Mathematics, Cambridge International Primary Programme,
Cambridge International AS/A Level Sociology
Stage 1 courses: aimed at teachers new to CIE syllabuses.
Details: Open to all Cambridge International Centres
Stage 2 courses: these assume some experience of CIE syllabuses, are more in-depth and focus on classroom issues.
14 Cambridge Outlook Issue 3 2007
supporting teachers
Welcome courses to IGCSE and AS!
Welcome courses have been organised by ESSARP (English Speaking
Scholastic Association of the River Plate) since 1999 and are free of charge
to all participants. Dr Cristina Banfi, ESSARP’s Academic Director, explains.
Welcome courses
are aimed at
individuals who are
unfamiliar with a
particular Cambridge
subject and may be
considering it for
inclusion in their
school programme, and for subject
teachers who have not taught towards a
particular exam before. The courses are run
for schools in Argentina and Uruguay.
The courses cover a wide range of subjects
and levels, including sessions on Cambridge
IGCSE, Cambridge International A/AS Level,
AICE and Career Awards. Whenever there is
a change in a syllabus, specific sessions are
organised to discuss the changes. The list
of sessions provided in 2006 can be found
at www.essarp.org.ar/cursos/nivel/4/
The sessions:
• Look at subject syllabuses
• Explain assessment and paper options
• Present the concept of ‘positive
achievement’
• Provide information on resources
Session Co-ordinators are experienced
teachers, familiar with the syllabus, and have
often been trained by a Cambridge examiner.
Above all, they are familiar with the context
in which the courses are implemented.
Welcome courses are also sometimes
conducted through distance e-learning.
Introductory Welcome sessions are often
followed up by further sessions to discuss
matters related to recent examinations,
paper options, organising coursework
effectively, support materials, etc.
In some cases sessions are conducted in
Spanish. This makes it possible for more
teachers to have access to the material and
in turn facilitates their teaching. ESSARP has
also translated CIE’s examination fact sheets
into Spanish. They are available through the
web site www.essarp.org.ar
Welcome courses are an opportunity to
come together and discuss implementing
courses. They offer an opportunity for less
experienced teachers to ask for clarification
and teachers also have a chance to browse
through the material available at the
ESSARP Library.
‘It was of great help. The
recommendations about possible
resources were useful.’
‘A very useful introduction to the
exams and interesting tips.’
New resource to help teachers accurately assess students’ work
The latest IGCSE Standards CDs from CIE, designed to support
teachers delivering Cambridge IGCSE syllabuses, have now
been updated.
Other documents on the CD include:
The CDs now feature examples of students’ scripts at A*, A, C
and E grades, along with examiner comments.
• Examiner reports
The examples are designed to make assessing students’ work
easier and more accurate by providing clear examples of the
standard of work expected for each grade. They also give teachers
insight into what examiners are looking for in an answer, allowing
them to focus their teaching accordingly.
The resources cover the most popular Cambridge IGCSE courses
(Mathematics, English, Science, Languages and Humanities). If
you are a teacher or head of curriculum and would like to request
a Standards CD please contact our Customer Services team at
international@cie.org.uk
• 2009 syllabuses
• Past question papers
• Past paper mark schemes
Cambridge Outlook Issue 3 2007 15
new from cambridge
Cambridge IGCSE – Global Perspectives
WITH
the advent of the
internet, cheaper
travel and increased migration,
the world is becoming increasingly
mobile, and experiencing accelerated
change. As a result, young people
are facing a wealth of both global
opportunities and challenges.
In response to these changes, CIE has
developed Cambridge IGCSE Global
Perspectives. This new IGCSE course looks
at global themes and issues, and promotes
an international outlook and cross-cultural
awareness, giving students the tools they
increasingly need to move into the global
marketplace.
The syllabus is flexible and covers a variety
of subjects, allowing students access to a
wide range of skills and content that many
14–16 year olds might otherwise not have
enjoyed. The course also helps students to
develop their skills of enquiry,
collaboration, reflection, evaluation and
16 Cambridge Outlook Issue 3 2007
problem solving, and to apply these skills
to the global themes being studied.
The Cambridge Global Perspectives IGCSE
aims are in line with the international ethos
that underpins all of the Cambridge IGCSE
syllabuses.
All scenarios and discussions are considered
in an international setting and students
undertaking the course must consider
topics from local, national and global angles
while developing their own personal
perspective.
Kevin Stannard, CIE’s Director of International
Curriculum & Development, said: ‘The
Cambridge IGCSE Global Perspectives is
about preparing students to become global
citizens. Not only does it raise awareness of
global themes and issues but it encourages
skills such as independent thought and
reasoning that are invaluable in further study
and employment’.
The syllabus is designed to encourage
students to form their own opinions
rather than to think the same way as
everyone else. Through this approach, it is
hoped that young people will develop
independent minds, at the same time as
developing their sense of community,
from both a local and global standpoint.
Example areas of study will be provided as
part of the syllabus but teachers and
students may identify their own to explore.
Some examples are below:
• Climate change
• Biotechnology
• Biodiversity
• Employment
• Migration and identity
The Cambridge IGCSE Global Perspectives
syllabus is currently being developed with
teachers and schools around the world
and will be piloted from September 2007.
Final syllabuses will be available to teach
from September 2008. For more
information, contact Customer Services at
international@cie.org.uk
new from cambridge
Is Content and Language Integrated
Learning the way forward?
CLIL
is a little acronym which stands for a big
idea – and one that is being taken up with
enthusiasm around the world. Content and Language
Integrated Learning is used to describe any educational
programme in which mainstream subjects are taught in
a language other than the learner’s mother tongue.
In Italy, the Liceo Galvani in Bologna offers students a threeyear course leading to seven Cambridge IGCSEs, followed by
two years to complete the local school-leaving qualification,
the Maturità.
Although it has only become a talking point in the last ten years
or so, many of our Centres, in partnership with CIE, already teach this
way. Their experiences can help enlighten the discussion about CLIL,
and contribute to the growth of an exciting educational initiative.
In Cyprus, in addition to the independent schools that teach in
English, many students in the state system top up their schoolbased education by going to tutorial classes to study in English
for CIE qualifications.
In Argentina, more than a hundred schools follow a parallel track
with Spanish-language teaching, following the national curriculum,
in the morning, and an English-language programme in the
afternoon. The students sit Cambridge IGCSEs and many then
go on to Cambridge International A Levels.
The same strategies are being adopted by students and schools in
countries all over the world.
Educationally, students benefit from CLIL programmes through
increased linguistic confidence and a greater willingness to take
risks when exploring language. The evidence suggests that
Cambridge IGCSE really works in this context to provide improved
study skills and increased motivation. For the student, it means
acquiring a qualification that is recognised across the world, by
both universities and employers.
Cambridge Outlook Issue 3 2007 17
new from cambridge
Building a Cambridge Curriculum:
Cambridge Lower Secondary Programme
THE
launch of the Cambridge
Lower Secondary
Programme marks a significant point
in the development of CIE’s suite of
qualifications. The programme is
intended to allow progression from
the popular Cambridge International
Primary Programme (CIPP) and covers
the core subjects of Mathematics,
English and Science over three years.
The programme follows the same pattern
as CIPP by providing a coherent and
comprehensive curriculum package,
including detailed syllabuses, schemes of
work, teaching and learning resources, and
teacher training support. Annual progression
tests allow for formative assessment, with
detailed analysis tools allowing teachers to
18 Cambridge Outlook Issue 3 2007
take account of particular strengths and
weaknesses at an individual pupil level.
The Cambridge Lower Secondary Programme
also provides a solid foundation for the next
stage of education. At the end of Lower
Secondary, students can sit Cambridge
Checkpoint tests which provide detailed
feedback on students’ strengths and
weaknesses and serve as a good indicator
of suitability for embarking on Cambridge
IGCSE and Cambridge International O Level
courses beyond age 14.
The programme is based around a
framework of learning outcomes and
encourages the development of skills as
well as knowledge. It reflects current
understanding of teaching and learning
and includes activities that reflect the
different styles in which students learn.
The Cambridge Lower Secondary
Programme aims to promote a positive
educational experience for all students
and as such shares its roots with the
other stages in the Cambridge
International Curriculum. All the
stages are underpinned by a common
set of values:
• Quality and coherence
• Guaranteed assessment standards
• High quality support
• Training and professional
development
• A partnership approach
• A global learning community
To find out more, go to www.cie.org.uk
and click on Lower Secondary
Programme.
new from cambridge
The Cambridge International Curriculum
18
– exam
A Level
16
– exam
11
Cambridge Checkpoint
– test
Cambridge Lower Secondary Programme
progression tests
age of student
O Level/IGCSE
14
Primary Achievement Test
Cambridge International Primary Programme
5
sharing best practice
COBSE conference
The beautiful, flower-filled city of Chandigarh
in India was the location for the Quality
Education for All: International Perspective
conference, organised by the Council of
Boards of School Education in India (COBSE).
William Bickerdike, CIE’s Regional Manager
for South Asia, spoke about CIE assessments
and the positive effects these can have on
the quality of a student’s learning experience
in the classroom.
In a paper presented to the conference, Ann
Puntis, CIE’s Chief Executive, highlighted the
importance of professional development for
teachers, especially those teaching Mathematics at secondary school: ‘The overwhelming research evidence remains that it is
the acquisition of the traditional cognitive skills
of literacy and numeracy that most determines
an individual’s life chances and that numeracy
contributes most effectively to future earning
power.’
The conference featured some inspiring
presentations from well-known luminaries
including Mr Ashok Ganguly, Chair of the
Central Board of Secondary Education
(CBSE), Mr Champak Chatterjee, Secretary,
Ministry of Human Resource Development,
and Dr Krishna Kumar, Director of the
National Council of Education Research and
Training (NCERT). It was well attended by
delegates from Indian education boards as
well as by international delegates from
countries as far afield as Australia, Bhutan,
Mauritius, Fiji and Korea.
The British Schools of the Middle East
(BSME) Conference was held in Muscat,
Oman. It was well attended by schools
in the Middle East, including
representatives from Egypt and Jordan.
The conference was opened by His
Excellency Yahya bin Saud Al-Sulaimi,
Minister of Education for Oman. The
Minister took time to speak to CIE and
is very interested in the work CIE is
involved in across the Middle East
20 Cambridge Outlook Issue 3 2007
CIE dates for your diary
Florida Association of School Administrators, Super Summer School,
19–21 July 2007
This year, the Florida Association of School Administrators (FASA) will be combining
the strands from a number of its usual annual conferences to form the Super Summer
Conference. CIE will have a stand at the exhibition where you can meet Sherry Reach,
CIE’s US Representative. For further information please visit the FASA website:
http://www.fasa.net/
33rd International Association for Educational Assessment (IAEA) Annual
Conference, 16–21 September 2007
The 33rd IAEA Annual Conference will this year be hosted by the State Students
Admission Commission (SSAC) of the Azerbaijan Republic, in the capital Baku. The
theme will be Interdependence of National Assessment Systems and Education
Standards. CIE and Cambridge Assessment staff will be major contributors. For more
details please visit the conference website: http://www.iaea2007.tqdk.gov.az/
3rd Annual Cambridge International Assessment Conference, 15 October 2007
The theme for the Cambridge Assessment Annual Conference on 15 October 2007
is e-Assessment and its impact on education. In association with the event, CIE will
also be holding a one-day conference working with ministers of education from
around the world on 16 October 2007. The theme will be Bridging the e-Divide. To find
out more about the Cambridge Assessment conference and access the registration
form please visit www.assessnet.org.uk
British Schools of the Middle
East Conference 2007
His Excellency Yahya bin Saud Al-Sulaimi, Minister of Education for Oman, with
Christine Daw, CIE’s Regional Manager for the Middle East and North Africa
region. Christine Daw, CIE’s Regional
Manager for the Middle East and North
Africa, and Waseem al Hanbali, Regional
Representative, gave a presentation
and had the opportunity to meet many
head teachers during the two-day
conference. CIE is looking forward to
involvement in the next conference
which will be held in Jordan.
sharing best practice
My Favourite CIE Resource
Charlotte Yan
studied
Cambridge
International
A Levels at
ACG Senior
College in
Auckland
(part of the
Academic Colleges Group). She is
currently studying for a degree in
Jurisprudence at Oxford University.
Here she tells us why she found past
papers so invaluable during her exams …
It was only when a sea of notes and
chaotically highlighted textbooks cluttered
my table and the clock started ticking the
count-down to the exams that I realised the
pressing urgency of revision. But the problem
was that I had no idea where to begin. It
was at this point in my A Level course
when I first encountered CIE’s past papers.
I was initially reluctant, afraid that I would
suddenly realise that six months of maths
lessons did not render the differential
equations exam question any less foreign.
However, I discovered past papers to be
invaluable in providing not only a focal
point for my revision, but also to my
courses overall. Contemplating possible
answers to question papers helped Friday
afternoon history discussions crystallise
into different strands of argument.
Past papers were also excellent in
determining my level of preparation for
the exam. I found looking at past papers
together with the examiners’ reports and
mark schemes to be the very best preparation
for the examinations. By the end of A Levels,
the past papers and I were almost inseparable.
The CIE website (www.cie.org.uk) has
past examination papers in every subject,
as well as examiners’ reports and mark
schemes. The student support website
(www.cambridgestudents.org.uk) also
contains a treasure-trove of past papers
on a range of subjects. Further past
papers may also be obtained from
teachers at CIE Centres.
Cambridge Outlook Issue 3 2007 21
Ask Cambridge:
How do you develop syllabuses?
CIE monitors its syllabuses and assessments continuously, to ensure that they continue
to meet the needs of both schools and students. Current syllabuses are subject to review,
and every effort is made to keep them fresh and responsive to changes in knowledge and
in educational thinking. Here Kevin Stannard, CIE’s Director of International Curriculum
Development, explains some of the processes involved.
Q
What happens first?
Where feedback suggests that there might
be a need for a new syllabus, this is tested
by in-depth research and discussion with
schools. This is the case with CIE’s current
provision for Cambridge IGCSE English. In
addition to our current syllabuses, we are
exploring whether there is a case for
introducing a new type of syllabus that
recognises the fact that English is now a
global language, with many equally valid
variants around the world. The common
elements of those variants might be said
to constitute International English.
Q
Do syllabuses differ from country to
country?
In partnership with schools in particular
parts of the world, CIE seeks to develop new
syllabuses and qualifications which serve to
satisfy the citizenship or social component
of national curricula (as with Bangladesh
Studies), to satisfy the matriculation
requirements of local universities (such as
with second Language isiZulu in Kwa Zulu
Natal) or to orientate international
syllabuses to local needs (as in the
development of Cambridge International
AS Level New Zealand History). In all these
cases, the qualification is benchmarked to
international standards.
22 Cambridge Outlook Issue 3 2007
Q
Who is in charge of developing new
curricula?
Within CIE’s International Curriculum and
Development division, the Assessment
Development Unit (ADU) is dedicated to
the development of new syllabuses and
assessments. It pioneered the Cambridge
International Primary Programme, and has
now launched the Lower Secondary
Programme. The new Cambridge IGCSE
Global Perspectives syllabus is due to be
piloted later this year. ADU is also
coordinating the development of the
Cambridge Pre-U Diploma and its
constituent subjects (currently 24).
Q
How is a syllabus put together?
In all the developments, the starting point
is the identification of a need, or the
testing of an idea, through the use of
specialist consultants, and in close
consultation with schools. Framework
documents are drawn up and submitted to
scrutiny by other subject experts, before a
draft syllabus is drawn up, usually by
teachers together with our assessment
experts. It is not unusual for a syllabus to go
through six or seven revisions, and at several
points will go out to wider consultation;
very little can be done without the active
support and feedback of schools. Once the
groundwork has been done, the syllabus is
piloted in participating schools. The final step
is for the syllabus to be offered more widely.
Q
How do you ensure the new syllabuses
fit with the existing curricula?
Of course syllabuses and their assessments
are not developed in isolation from the
rest of the package that Cambridge offers
at all levels in its International Curriculum.
The team in ADU work very closely with
colleagues who are responsible for
developing teaching and learning resources,
putting on teacher training events and
online support, and securing recognition
for the qualifications from governments,
universities and employers. A new syllabus
must take its place alongside others at the
same level, so standards must be
comparable. It must also build effectively
on earlier stages in the curriculum, and
provide a platform for success at later
stages. Progression is a crucial criterion in
evaluating a new syllabus.
and finally
New appointments …
Magda Mohyeldin CIE’s new Business Development Manager for MENA
Magda joins the
existing Middle
East, North Africa
(MENA) team as
Senior Business
Development
Manager. She will
be based in the Egypt office.
I worked for the British Council in Cairo for
24 years in various senior management
positions and was the Examination Services
Manager for 15 years, responsible for the
promotion and administration of all British
examinations and qualifications in Egypt.
In this role I worked closely with CIE to
introduce Cambridge IGCSE into Egypt and
in developing the agreement with the
Ministry of Education. I was also appointed
as an advisor to the Egyptian Minister of
Education regarding foreign education and
was awarded an Honorary MBE by HRH the
Queen for services to British education.
For the last three years I have been a
Regional Development Manager for another
exam board and was responsible for
developing and promoting academic and
vocational qualifications. I have also
worked as a teacher of Business English for
adults at the Faculty of Commerce, Cairo
University, for two years. I have a BA in
English Literature from Cairo University and
a Diploma in Simultaneous Interpretation
from The American University in Cairo.
Suzy Chowdhury CIE’s new Regional Representative for Bangladesh
Suzy is CIE’s new Regional Representative
for Bangladesh and is responsible for
supporting Cambridge Centres in
Bangladesh and Nepal.
Before joining CIE, I was Departmental
Head of English Literature at Chittagong
Grammar School in Chittagong, Bangladesh.
Prior to this I was their Coordinator of classes
VI to VIII, Coordinator of the Junior School
and a subject teacher at the Middle School.
I have a Masters
degree in English
Literature from the
University of Dhaka,
Bangladesh.
Ljiljana Lazic CIE’s new Regional Representative for the Balkans
Ljiljana has been
appointed CIE’s
Regional
Representative in
the Balkans and is
responsible for
supporting
Cambridge Centres in Serbia, Bosnia &
Herzegovina, Monte Negro, Croatia,
Macedonia, Romania, Hungary, Ukraine,
Czech Republic and Poland.
I have a Masters Degree in Business
Decision Making from the University of
Belgrade’s Faculty of Economy. Over the
past 26 years I have held a variety of
business roles, including being head of a
company employing 1,300 people. I have
been working in education for the last six
years, as a founder of the first accredited
school in Serbia to run international
programmes.
Cambridge Outlook Issue 3 2007 23
University of Cambridge International Examinations
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Email: international@cie.org.uk Website: www.cie.org.uk
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