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In Depth

Issue 6 2008

Cambridge Professional
Development for Teachers

Paul Black: Assessment for Learning

New options for the

IGCSE curriculum

Cambridge Outlook Issue 6 2008 1

Welcome to the latest copy of Cambridge Outlook!
University of Cambridge International The Cambridge International Primary employers worldwide. They are popular
Examinations (CIE) is the world’s largest Programme gives schools a framework with students because they are flexible
provider of international qualifications to develop Mathematics, English and qualifications that develop problem-
for 14-19 year olds. We are part of the Science skills and knowledge in young solving, investigative and practical
University of Cambridge and a children approximately 5-11 years old. skills. Cambridge IGCSE is the world’s
not-for-profit organisation. It provides guidance for curriculum most popular international qualification
Over a million students in 150 development and classroom teaching for 14 – 16 year olds.
countries take Cambridge international and learning, and helps teachers assess
qualifications, through a network of children’s learning as they progress. Cambridge International A/AS
6,000 Cambridge schools. Level allows tens of thousands of
We offer a broad range of The Cambridge Lower Secondary students every year to win places
internationally recognised qualifications, Programme follows the same pattern. at top universities worldwide. It is a
both academic and vocational, designed It provides a framework for success for stimulating, flexible course of study that
to develop successful students worldwide. students approximately 11-14 years gives students the freedom to select
old. It builds on the primary stage, the mix of subjects right for them.
The Cambridge International Curriculum and develops children’s knowledge
develops successful students in primary and skills in Mathematics, English and Teacher support, professional
and secondary years. It is a flexible Science. development CIE’s excellent teacher
framework and the qualifications in it At the end of Lower Secondary, support ensures effective, confident
share common principles, underpinned students can sit Cambridge Checkpoint teaching to help students reach
by the best educational and assessment tests, providing detailed feedback on their full potential. Support includes
practice: students’ strengths and weaknesses face-to-face and online professional
• Quality and coherence delivered before they move into the 14-16 development, textbooks, schemes
through the curriculum IGCSE/O Level stage. of work and a large bank of exam
• Guaranteed assessment standards materials. Many Cambridge schools
• High quality resources Cambridge IGCSE/O Level gives have developed their staff using our
• Training and professional students excellent preparation professional qualifications for teachers.
development for their next steps in education,
• International in outlook and including progression to A and AS
commitment Level. Cambridge IGCSE and O Level Learn more! Visit www.cie.org.uk
• A partnership approach are recognised by universities and
2 Cambridge Outlook Issue 6 2008
We know from the Centre
Satisfaction Survey and other feedback
that you would like us to provide
issue 6, 2008 yet more professional development,
www.cie.org.uk in more subjects and in convenient
Editor Geraldine Seymour locations. We are actively exploring a
variety of ways to meet the demand.
Cambridge Outlook is an important Your feedback has also led us
way of communicating with Cambridge to review our plans for the next
schools and readers around the world. International Teachers’ Conference –
We welcome suggestions for inclusion resulting in new developments that
in the magazine. If you would like to will make it even more exciting and
submit an article, please contact: Welcome to the latest issue of accessible for all.
Geraldine Seymour Cambridge Outlook – which has Read on for more details about CIE’s
International Communications Manager a special focus on professional Professional Development programme,
CIE development. we look forward to your feedback
1 Hills Road We are delighted to bring you the as to whether this year’s provision
Cambridge results of the latest Centre Satisfaction meets your needs better, and what
CB1 2EU Survey and report on improvements developments you would like to
UK that are being made as a direct result of see next.
Tel: +44 1223 553323 feedback from schools.
Fax: +44 1223 553558 Our research tells us that teachers
international@cie.org.uk greatly value Cambridge’s wide
range of curriculum and teacher Ann Puntis
support services. Chief Executive

On the cover
16. Cambridge Professional
Development for Teachers
14. New options for IGCSE curriculum
4. Paul Black: Assessment for Learning

Regular features
3. Welcome
24. Ask Cambridge - Recognition
26. New appointments
27. CIE Training calendar

News Paul Black: Assessment for learning

10. CIE Centre Satisfaction Survey

Developing successful students 18. Professional development in the

12. Spotlight on Art and Design virtual world
20. Piloting a new approach to
New from Cambridge professional development
23. Improvements to CIE websites programmes

Supporting teachers And finally…

16. CIE Professional Development 26. New appointments Spotlight on Art and Design
17. Dear Chief Examiner…

Cambridge Outlook Issue 6 2008 3

In Depth

Paul Black: Assessment for Learning

Paul Black is Emeritus Professor of Science Education at King’s College
London, University of London. In a ground-breaking study published in 1998,
Paul Black and Professor Dylan Wiliam demonstrated that a ‘formative
assessment’ or Assessment for Learning (AfL) approach could improve both
learning and examination results. It is based on the idea that all students can
improve, and that students should be actively involved in their own learning.
Professor Black answers our questions.
Firstly, what is Assessment for
Learning and how does this differ
from summative assessment?
All assessment involves the production,
by the learner, of evidence that is
used to serve the purpose of the
assessment. If that purpose is to
support and develop the learning,
then what matters is that the evidence
can help the teacher, or another
student, to identify the particular
problem the learner has in taking the
next step in the learning, and to give
help accordingly. So the key feature
is the helpful interaction between
students and the teacher. It can take
place quickly and frequently. Also,
it is contingent, in that the learner’s
response often reveals an unexpected
way of thinking, which requires tailor-
made guidance in the response.
In summative assessment (like
formal examinations), the purpose is
to review, to make an overall judgment
in order to give strategic advice about
the next stage in learning. Whilst
occasional review is essential, it is
unnecessary, indeed unhelpful, to be
making such judgments frequently.

4 Cambridge Outlook Issue 6 2008

In Depth

Establishing a dialogue between deals with contributions should a start, and the teacher has to give
teacher and pupils is essential for provide a model for the students students, probably working in pairs
AfL. How does this work in practice to follow in their own peer-group or groups, time to think about it. The
– particularly in contexts where class discussions. teacher asks for ideas and expects
sizes are very large? everyone to take part, without judging
What have proved to be the main what comes back. Responses are
There are four conditions for success: discussed, different ideas are expressed,
• The first is that the task or question challenges to teachers in their AfL
practice ? and pupils see how thoughts can be
is well chosen, so the whole class can changed. The teacher works almost as
engage in thinking about it, and that AfL requires sustained development
a conductor of an orchestra, resisting
the results of that thinking will reveal and commitment over time.
the temptation to jump in and tell them
important features of their progress Implementing AfL involves radical
where they’re going wrong. Eventually,
in understanding. change but is ultimately very rewarding.
the teacher will decide where to steer
• The second is that students should Teachers find it hard work – not so
the discussion, or perhaps to encourage
be encouraged to respond. Teachers much in terms of the time involved, but
pupils to defend two different views.
can give encouragement by because they have to take risks.
The benefits are that teachers will
allowing ample time for thought Investing in support for teachers
find children talking in sentences and
before calling for a response and by is very important, as is enabling them
paragraphs, rather than giving two or
asking the class to talk to one to work together and share ideas.
three word answers.
another before responding. This Also important is helping teachers
Teachers also need support in
allows each person to speak on to develop the right techniques and
developing ‘assessment literacy’,
behalf of the thoughtful work of skills for AfL, particularly handling
familiarity with various issues around
several, and that most of the class discussions. Asking a series of questions
assessment, including reliability and
is involved. It also means a change, and replying to the first pupil who
validity, and to get a clearer idea of
from the competitive, hands-up, answers with ‘that’s right’ or ‘that’s
the difference between summative
culture in which the quick-thinking not right’, effectively kills discussion.
and formative assessment. Summative
try to speak first, to a collaborative The question has to be interesting for
culture in which any one might be
expected to contribute.
• The third condition is that all
contributions, however bizarre or
apparently incompetent, are treated
with care and respect.
• The fourth condition is that the
teacher does not respond on a one-
to-one basis, but tries instead to
collect several different responses
before commenting, bouncing back
some to challenge others, and
so steering rather than
directing the discussion.
One advantage of working in this
way is that it gives the teacher time
to think about how best to steer.
Another is that more of the class
feel involved in the work. In
addition, the reasoned and
respectful way in which the teacher

Cambridge Outlook Issue 6 2008 5

In Depth

assessment involves marks and grades, threatening, and if they feel threatened, the purpose of each piece of learning
but it lacks detail. It doesn’t tell you they will keep quiet. More is expected work, and the criteria for judging the
what to do to help a student improve. of many students, and others may quality of any response, AfL gives each
AfL is all about the detail. feel devalued as they have to change student the tools with which to guide
the way they contribute. However, their own progress.
Does current research into AfL when they become accustomed to the
reveal any significant differences in new regime, the results for students The UK Government recently pledged
practice internationally and/or cross- can be very positive. As one student to ensure that all schools in the
culturally? put it: ‘Now I know she (the teacher) UK use AfL tools and techniques.
It is much more difficult to open up is interested in what I think, not in There has been some criticism that
discussion and dialogue in contexts whether I have the right answer.’ the Government’s Assessment for
where students are not generally Learning Strategy blends AfL with
permitted to talk in class and teachers Does AfL contribute to the ongoing summative assessment and
are not challenged. The key issue is to development of students as confuses the two. What is your view?
encourage children to speak up and independent learners?
Much effort and credibility has been
this is a challenge in many cultures. Yes, it must. AfL makes clear to each invested by the UK government in
student that they must make an active declaring that frequent testing raises
We know that teachers around the contribution in thinking through, standards and that we need more of it.
world understand the benefits of and testing out, their understanding. With its strong evidence that it is the
formative assessment techniques, but Engaging students in whole class and key way to raise standards, Assessment
how do students respond to AfL? peer-group discussion helps them to for Learning is giving a very different
One of the problems in changing learn. As they receive a detailed guide message. I think the temptation has
to classroom dialogue is that it is a about how to improve, rather than an been to recruit the credibility of the
culture shock for pupils. They are overall judgment, it becomes clear that latter, the AfL work, to support the drive
often reluctant at first, because a responsibility to improve rests with for even more frequent testing. This
change in the rules of the game can be them. Finally, by helping students grasp does indeed cause confusion and is

6 Cambridge Outlook Issue 6 2008

In Depth

damaging the helpful impact of the AfL papers, what can CIE do to encourage on a better rationale and practice for
work. the practice of AfL? ‘road maps’ to guide progression in
You have a large bank of really good learning. A third is to work further, with
Do you see the UK Government’s questions. Rather than only using colleagues at King’s, on the ways in
commitment to AfL as a validation of test papers for summative purposes, which teachers resolve the tensions, in
your work? teachers can also be encouraged to use their day-to-day pedagogy, between
these questions during teaching. Pupils the formative and summative aspects
It is clearly a recognition that the work
can mark each other’s answers, or work of their assessment work.
can have valuable effects. But the real
validation has been the success of in groups, discussing what they got
Learn more!
teachers and schools who have taken right and how they can improve.
The Cambridge International
on the tough challenge of changing The point is not to grade the
Certificate and Diploma for
their daily classroom practice in ways answers, but to look at what makes
Teachers and Trainers are practice-
that are frequently seen as risky and one answer better than another, and to
based professional development
uncomfortable. This includes replacing explore what counts as good.
qualifications that help teachers
such school practices as the giving and trainers improve the quality of
of marks on every piece of work with What are you working on at the
teaching and learning. Details are
the provision of helpful comments, moment?
at www.cie.org.uk/qualifications/
which call for each student to improve I have three interests. One is to develop, teacher
that piece of work. By contrast, the with my colleague Dylan Wiliam, a more
conflating of AfL with frequent testing cogent theory of formative assessment Further reading: Black, P., Harrison, C., Lee,
invalidates it. and its role on the larger picture of C., Marshall, B., Wiliam, D. (2003) Assessment
for Learning: Putting it into Practice
theories of pedagogy. A second is
(Maidenhead: Open University Press).
In our own assessment work, to contribute to work by Professor
designing syllabuses and question Mark Wilson, at Berkeley, California,

Assessment in the Curriculum

CIE’s Curriculum and Teacher Support addresses from Penny Vinjevold,
Group hosted a two-day conference Deputy Director General, Department
for curriculum developers in Cape of Education, South Africa; Jane and
Town, South Africa, on 23 – 24 June. Paul Warwick, Senior Lecturers from
The conference focused on the use of the Faculty of Education, University of
assessment in the curriculum, and the Cambridge; and Andrew Watts, Director
challenges currently facing curriculum of the Cambridge Assessment Network.
developers. Included in the keynote addresses
was Penny Vinjevold’s poignant
Representatives from Southern African description of the difficulties and
Departments of Education met to challenges facing the Government of
discuss how curriculum, teaching South Africa at a time of great strategic
and assessment are linked, and the change surrounding their national
impact (both positive and negative) of curriculum.
assessment on curriculum reform. As part of CIE’s continuing support
One of the key issues for delegates for its educational partners, similar
was assessment policy and its potential conferences are planned for the near
for unforeseen consequences. Another future. CIE has also created an online
was how assessment can be used to discussion forum for conference
strengthen and support reforms. delegates to continue the important
CIE was delighted to have keynote dialogue and to share their experiences.

Cambridge Outlook Issue 6 2008 7


Sichuan earthquake: schools closest to

the epicentre describe their experiences
The Sichuan earthquake was one of nobody was injured.” window panes rattled loudly and the
the worst to hit China in decades. It With no power, water or gas, and a main school building was seen to be
measured 7.9 on the Richter Scale, government notice to withdraw from swinging in different directions. It was
and was so powerful that it was felt Dujiangyan city in the days following a very frightening experience for many
1,500 kilometres away in Beijing. the earthquake, pupils were unable to students, most of whom were in class at
Aftershocks continued for over a sit their A Level exams as planned and the time.
week. have postponed them until November. Our A Level students were
Fortunately, staff and students at the Most of the damaged walls and facilities evacuated to Nanjing, nearly 2000 km
Cambridge schools closest to the have now been repaired, although away, to sit their examinations and we
epicentre of the quake were not injured, there is still some reconstruction work are very grateful for the support as well
but the experience was frightening. to be completed. as good wishes we received from CIE.
There was significant damage to Although the Tangwai Foreign Our AS Level students have postponed
school buildings at Guangya School Language School was 80km from the their examinations until November.’
in Dujiangyan. Staff and pupils were quake zone, its buildings suffered CIE Regional Representative, Nie
temporarily housed in tents and superficial damage. However the Xiaoyuan (Alice), said: ‘It is a testament
one-floor classrooms. The school school has since been declared fit for to the determination of both schools
later became a temporary shelter for continued use. that they both resumed classes within
members of the local community Graham Anderson, Director of a week of the earthquake and the
whose homes had been destroyed. Studies, commented: ‘The main quake, semester finished at the end of June
Hui Guo, Director of Teaching Affairs which lasted for four minutes, was as usual.’
at Guangya School, said: “Our school strong enough to throw computers off
was lucky. Only the walls collapsed and desks and books from bookshelves. The

Walls collapsed at Guangya School

following the earthquake

8 Cambridge Outlook Issue 6 2008


International Teachers’
Conference – update Pakistan Symposium
Feedback from teachers around the Principals from some leading schools ideas by bringing schools together.’
world has led CIE to review plans in Pakistan gathered in Cambridge Ali Anwer, Principal of The City School
for the next International Teachers’ on 14 July for a symposium organised in Islamabad, described the day as ‘a
Conference. by CIE. Delegates discussed the wide wonderful experience’.
range of teacher support services The dedication of all the teachers
We have been concerned that many offered by CIE, as well as recent who took part contributed to the
teachers who wished to attend CIE’s developments in the UK education success of the event. Dr David Gosling,
International Teachers’ Conference system. William Bickerdike, CIE’s Principal of Edwardes College, was
were unable to travel to the event. Regional Manager for Middle inspired by the atmosphere and praised
This was also raised in the Centre East, North Africa and Pakistan the fact that the meeting gave teachers
Satisfaction Survey. To make the next said: ‘Although the symposium a chance to share their concerns
International Teachers’ Conference demonstrates CIE’s commitment to about the future of education. ‘The
more accessible, we will include education in Pakistan, it is primarily symposium reaffirms our commitment
a substantial online element, and an opportunity to talk to schools to education in a world that is
we are rescheduling it to allow for and learn about their needs for increasingly trying to devalue it,’ he said.
development of the new format. the successful education of future CIE qualifications have been taught
generations.’ in South Asia for more than 90 years.
Online conferencing ‘CIE wants to ensure that students
Online forums on the conference The event gave schools a chance to following the CIE curriculum receive the
themes will be held before the feed back their teaching experiences, best opportunities to succeed in higher
conference. These will help and share knowledge. Samina Rahman, education and to develop skills for the
conference speakers to understand Director of Lahore Grammar School, modern world,’ said William Bickerdike.
and address delegates’ interests said: ‘The symposium has given me ‘Engaging with teachers directly and
and issues. We are planning to use the opportunity to engage with other listening to their views plays a vital role
interactive technologies to allow schools offering A and O-levels in in helping CIE achieve this aim.’
real-time online participation in at Pakistan. CIE facilitates a sharing of
least some of the conference events
for those who cannot be there in
person. And online forums will pick
up the themes of the conference
after the event, helping cement the
relationships forged at the event by
both actual and virtual participants.

Email Your suggestions

The event will take place in
Cambridge in either June or
September 2009. If you have views
about the date or the conference
agenda, please email your thoughts
and preferences to international@
cie.org.uk, giving ‘Suggestions for
International Teachers’ Conference’
as the title of the email. Your
suggestions will be taken into Delegates at the Pakistan Symposium
account by the conference organisers.

Cambridge Outlook Issue 6 2008 9


Commitment to continuous improvement

The annual Centre satisfaction survey survey is an important way for CIE to
monitor our performance and look for ways we can improve our services for
teachers and students. Here is a summary of the feedback we received
this year.
CIE’s sixth annual Centre Satisfaction Read on for an overview of some of the which they are pitched, and access to
Survey was sent to Cambridge developments following this face-to-face workshops. In future we
International Centres in February year’s survey. will try to be very clear about the three
2008 to gather feedback on how CIE levels of training. To increase access
performed throughout the year. Regional representatives: This area to professional development courses,
We received nearly 250 responses has consistently improved each year. we are introducing a pilot for a more
from schools in 72 countries, Centres are satisfied with the availability comprehensive programme in two
representing a good cross-section of of regional representatives and their regions: Middle East and South-East
our centres. ability to answer queries promptly. Asia (see pages 20-22 for details). Events
More than 80% of respondents (Meet four new regional representatives will be in Dubai and Kuala Lumpur. For
were very satisfied with CIE, rating the on page 26.) the most popular syllabuses at IGCSE
following areas 8 or more out of 10: and A level, professional development
Professional development courses: workshops will be held annually. For
• Viewing of results on CIE Direct Two common themes emerged in the other subjects, workshops will be held
• Accuracy of results documents comments about CIE’s professional on a consistent two or three year cycle.
• The availability of results at the development courses: the level at We hope that the new model will be
right time
• Content of results documents
• Delivery of secure materials
• Staff assisting the Centre registration
• Customer services answering
questions in a knowledgeable and
professional manner
• CIE Direct
• Receipt of required information

We are also pleased to learn that

when compared to other providers,
CIE is rated better in customer
service, its range of subjects offered,
and progression routes through
We are very pleased with the
positive feedback and comments we
received from schools and colleges.
CIE’S Customer Services were rated
more highly than other providers

10 Cambridge Outlook Issue 6 2008


attractive to schools and teachers provide Centres with the information CIE Direct: Feedback we receive about
because it will allow a greater coverage and support they need. CIE Direct is very positive. However
of subjects, and enables schools to plan we are looking to make a number of
ahead. Communications: The survey identified changes to the layout and navigation in
that there was room for improvement preparation for some new services to be
Recognition: CIE is doing a great deal with Cambridge Outlook. We would made available as reported on page 10.
of work is to ensure the full recognition really like to hear your views and
and acceptance of Cambridge suggestions for improvement. Please eAssessment: It is encouraging to
qualifications by Higher Education send them to Geraldine Seymour at see the number of centres keen to do
Institutions. See page 24-25, ‘Ask seymour.g@cie.org.uk more computer based assessment. The
Cambridge’, for an update on recent eStrategy we are currently developing
developments in recognition. Making entries and amendments: The will result in many new eAssessments
survey highlighted that there is scope and we will need Centres to help pilot
Customer support: The customer to improve this and we are working on them. Watch this space!
support teams were very happy to better systems to allow this. These will
receive such positive feedback in the be fully operational in 2009.
survey. We are always looking at ways to
improve our service and the feedback Despatches: We have noted comments And finally, we’d like to thank all
received helps CIE to identify the regarding the itemisation of despatch of you who responded to the
services that our centres want. We are notes and we have plans to launch this survey. Your feedback is invaluable
currently looking at ways to ensure that in the next 12 months. Once available, and ensures that we continue to
our normal prompt response times for they will be accessible on CIE Direct so improve CIE’s qualifications and
email are maintained even in periods that customers can see despatch details supporting services.
of high demand, and for new ways to before the package arrives.

6 2008
In Dep

Please let us have your

feedback and suggestions
about what you would like to
see in Cambridge Outlook.
Email Geraldine Seymour at
Develop m en t fo r Teachers
ent for Le
k: Assessm
Paul Blac
ns for the
New optio
CS E cu rriculum
IG 81
Issue 6 200

Cambridge Outlook Issue 6 2008 11

Developing successful students

What does it take to produce successful

Art and Design students?
The teaching of Art and Design in schools encourages personal expression,
imagination, sensitivity, thinking, powers of observation, and practical
attitudes. Art gives students a means of communication, whatever their
linguistic or technical skills.
The Cambridge IGCSE, O Level and A/ Andrew Strachan is Faculty syllabus: ‘Read the syllabus extremely
AS level syllabuses for Art and Design Co-ordinator of Art at ACG Senior carefully, particularly assessment, and
enable teachers to develop courses that College in Auckland, New Zealand. encourage individual performance.
promote art and design as a medium of Andrew has taught four Top in World Always be aware of contemporary
expression. We invited three teachers A level students in recent years, and movements. For a student to produce
from around the world to share their has had students progress to top art truly original work, I would recommend
experiences with us, and asked them schools in England and the US. them studying a huge range of artists
what advice they would give to other He believes in the structured in order to synthesise those ideas
teachers of Art and Design. programme of CIE and makes sure that and develop their own personal style.
he develops individual programmes Without doubt, the confidence they
Cynthia Mürner teaches Art and Design with every student through regular develop through their studies is key to
at the Swiss International School in one-to-one consultation. “My classes their success.’
Basel. She recently participated in work with purpose and I set a pace that The classroom environment is also
a CIE tutor-led online IGCSE Art & is challenging in order to encourage important. As well as needing a safe
Design course (see page 18-19) and every student to meet their potential.” place for students to work, Andrew
recommends that other art teachers He recommends that teachers finds that developing some healthy
get involved in the online forums to familiarise themselves with the CIE competition helps the students to
exchange knowledge and ideas.
‘I really enjoy seeing students get
excited about a personal project. I can
see that their personal involvement is
really intense; they become quite self-
sufficient and spend a lot of their free
time working on research, development
and the final outcome of their projects.
It’s magic.’
Cynthia enjoys the format of the
CIE qualifications: “The structure of the
curriculum / assessment has helped
me tremendously. I have been able to
share this with my students and so we
all know what is expected and where
it leads to in the end. The assessment
objectives not only help students to
structure their work, but also encourage
creative thinking and working. A painting by Alex Popham, one of the ACG Senior College’s four Top in the World art students.

12 Cambridge Outlook Issue 6 2008

Developing successful students

stretch their talents. ‘Often I have Art students at the SIS

several exceptional students and I find International School in Basel
a competitive classroom environment
brings out their best,’he says.

Saroj Shukla is an Art and Design

teacher at Legae Academy in Gabarone,
Botswana. She says that to get the
best out of art students, teachers need
to understand how they think and
assess their individual needs. ‘Art is
an experience that each student must
undergo in his or her own unique and
special way. It is extremely important
that teachers explore the hidden talents
of their students, allowing them to
experiment with a wide range of media,
techniques, and themes.’ through a range of two-dimensional
Saroj makes sure that her students and / or three-dimensional processes Find out more about CIE’s Art and
understand the detailed requirements and new media and technologies. Design qualifications at
of the CIE syllabus, whilst still www.cie.org.uk/qualifications
encouraging their creativity. ‘Year
after year, Legae Academy produces
excellent Art and Design results and the
secret behind this is that students have Mural painting is an annual event at Legae
been given the liberty to dare to be Acadamy; it gives students confidence and
also enhances the appearance of the walls.
different within the CIE criteria.
‘Teaching Art and Design is an
experience in itself. I admire creative
ideas popping up out of the blue,
and cherish the smile that appears on
the faces of young teenagers upon
successful completion of a piece of art.’
Saroj has taught CIE Art and Design
for many years and recently enjoyed
taking part in a tutor-led online IGCSE
Art and Design course. She found
the experience enriching: ‘It gives
teachers the awareness to reveal
hidden potentials of versatile students
and explains that art teachers should
not only take Art and Design as a
pure subject, but also as a medium of
Cambridge syllabuses for Art &
Design are intended as broad courses
exploring practical and critical work

Cambridge Outlook Issue 6 2008 13

New from Cambridge

Cambridge IGCSE – exciting new options to

develop your curriculum
Schools can now develop and extend Cambridge IGCSE – the world’s popular
international curriculum for 14 to 16 year olds – thanks to the introduction of
exciting new syllabuses.
More schools than ever before started sensitivity helps schools individualise who are not intending to specialise in
Cambridge IGCSE or extended their the curriculum for each student Mathematics, Science or English at
existing programme in 2007/08 – A Level.
• IGCSE is accessible for students
and entries for Cambridge IGCSE CIE updates the entire IGCSE suite
with good English skills but who are
examinations rose 14 per cent on regularly. Schools tell us they want a
not native English speakers. Schools
last year. balance: between thoroughly revising
who educate students bilingually are
syllabuses so they adapt to changes in
choosing IGCSE examinations to
Dr Kevin Stannard, CIE Director, the world, and adjusting them year-on-
assess students.
International Curriculum Development, year so they remain relevant and also
said: ‘We developed the IGCSE in 1985. • IGCSE’s wide subject range, regular stable for teachers.
Since then, we have seen it grow to curriculum innovation and updating
become the world’s most popular means schools can extend and A cross-curricular approach
international qualification for students develop their core curriculum as The range of Cambridge IGCSE
aged 14 – 16. IGCSE offers a robust they wish syllabuses has caught the increasing
and flexible way for schools to build need for cross-curricular perspectives
a curriculum focused on the needs Developing and extending the and skills. Making connections between
of their particular students. Armed core curriculum subjects and skills, and developing
with a balanced portfolio of IGCSE The last point in the list above has never cross-curricular dimensions creates
qualifications at age 16, students are been so valid. A total of 67 individual coherence for learners, and increases
very well prepared for further study at Cambridge IGCSE qualifications are motivation and engagement for
school and beyond. already available. Six more exciting teachers and students alike.
new syllabuses are being launched for
There are six main reasons why first teaching or at pilot/consultation Overview of new syllabuses:
Cambridge IGCSE is growing: stage, giving schools even more scope Cambridge IGCSE Global
to build a balanced and customised Perspectives responds to a growing
• IGCSE develops students’ curriculum. need for students to understand and
independent learning, problem It is vital that students aged 14 – 16 embrace an increasingly multicultural
solving and enquiry develop core skills in Mathematics, world. The course promotes an
Science and English. CIE’s provision in international outlook and cross-
• IGCSE develops students’ knowledge
these subjects, already wide, is about cultural awareness. Students are asked
and understanding across key
to become even more extensive with to develop their own perspectives
subjects, allowing schools to build a
the addition of IGCSE International on topical global themes and issues
world-class curriculum
Mathematics, IGCSE Science for the including climate change, belief
• IGCSE has a high level of 21st Century and a new IGCSE English systems, law and criminality, and
international recognition and syllabus with more emphasis on demographic change.
acceptance by universities and e-assessment opportunities. These
colleges – a passport for progression are particularly suitable for students Cambridge IGCSE International
• IGCSE’s flexibility and cultural going on to the IB Diploma, or for those Mathematics has been designed

14 Cambridge Outlook Issue 6 2008

New from Cambridge

Subject Status
development, embracing the country’s
IGCSE Global Perspectives First teaching: September 2008
First examination June 2010 rich heritage and cultural influences,
IGCSE International Mathematics First teaching: September 2008 and developing an understanding of
First examination: June 2010 modern events which have shaped
IGCSE Science for the 21st Century Pilot: September 2008 national identity. A key focus of the
First teaching: September 2009 syllabus development has been to
First examination: June 2010 explore topics that interest students
IGCSE India Studies Pilot: September 2009 today.
(part of the IGCSE suite of Heritage First teaching: September 2010
Studies) First examination: June 2011 Growth in Cambridge IGCSE
IGCSE Enterprise Pilot: September 2009 examination entries, June sessions,
for international schools that want meets the needs of candidates who
additional choice in their mathematics are not traditional scientists, but who
teaching. This syllabus has a special would like to follow a course which 10%

% growth in entries
focus on investigations and modelling, emphasises the development of
and integrates exceptionally well scientific literacy, enabling students to

with the approach to the teaching of make sense of the science they come
Mathematics in IB schools. across in every day life.
2002/3 2003/4 2004/5 2005/6 2006/7 2007/8

Cambridge IGCSE Science for the Cambridge IGCSE India Studies is a

21st Century adapts the successful welcome addition to CIE’s Heritage Next steps
GCSE 21st Century Science and makes Studies suite. Consultation is currently Visit the CIE website at
it available internationally for the taking place with educators in www.cie.org.uk/igcse and
first time. It is based on a curriculum India to create a lively, relevant and Download syllabuses and specimen papers
model for science that offers flexibility exciting syllabus for today’s students. for IGCSE Science for the 21st Century,
and genuine choice. Cambridge Students will learn about India’s International Mathematics and Global
IGCSE Science for the 21st Century culture, geography, environment and Perspectives.

Cambridge Outlook Issue 6 2008 15

Supporting teachers

Focus on Professional Development

This issue of Cambridge Outlook focuses on Professional Development for
CIE teachers and trainers and brings you the latest news on courses
and qualifications.
CIE is committed to giving Cambridge development between the Faculty of
teachers and trainers the best support Education and CIE.
and opportunities for professional Workshops
development possible. In this section Professional development for all
of Cambridge Outlook, we highlight CIE also offers a variety of short in Europe
what’s on offer in the coming months. courses, at introductory, intermediate Professional development courses
or advanced level. You will find details will take place in Germany on 25
Professional development pathway of these and CIE’s online courses in the October.
The professional development following pages of Cambridge Outlook. CIE will hold Stage 2 courses
opportunities available to Cambridge for teachers of IGCSE English
teachers are best in class. No other Literature, English Second
international examination board offers Language, Maths and History
Learn more!
such a range of opportunities, from at the Internationale Schule am
Support for teachers is available in
introductory courses and distance Rhein in Neuss, near Dusseldorf.
many forms:
learning, to internationally recognised Teachers who attend will be given
• Professional Development
teacher qualifications. workshops: scheduled or full access to subject experts, and
bespoke receive essential guidance on
Part of what sets CIE apart is that it is • Online courses: self-study or topics including assessment in
the only international examination tutor-led the classroom, marking, teaching
board that is a department of a • Video conferences and Ask the methodology and curriculum
university. Because of our unique Examiner seminars resources.
relationship, we offer teachers a Information about all of these Germany was chosen as the
progression pathway that can lead to a courses and qualifications is location for the training following
Masters degree from the University of available on the CIE Teacher feedback from schools and
Cambridge Faculty of Education. Support Website on demand for more workshops
The Cambridge International http://teachers.cie.org.uk and at courses in central Europe. Places
Certificate and Diploma for Teachers CIE Online at www.cie.org.uk are limited and allocated on a first
and Trainers are accredited within come, first served basis – so don’t
the Faculty of Education’s Practitioner delay your registration!
Professional Development Framework,
fulfilling the requirements of Stage 1 Visit www.cie.org.uk/events for
towards a Masters degree. further information and an online
A new qualification, encouraging booking form.
the teacher as researcher, is under joint

16 Cambridge Outlook Issue 6 2008

Supporting teachers

Dear Chief Examiner...

CIE holds free online ‘Ask the Examiner’ seminars twice a year, in
February and in October.
As an international education provider, session takes place through the seminar they get marks for writing down one
CIE is constantly looking for ways to discussion forum, where everyone can word (key word) answers? (IGCSE
strengthen our global network of contribute comments and suggestions. Coordinated Science)
teachers and shrink the geographical Sometimes an examiner will arrange
distances between us. a live session so that participants can • I would like to know if I can ignore
Ask the Examiner seminars offer come together to discuss questions at spelling mistakes while correcting
geography answers in internal
teachers a unique opportunity to put the same time.
assessments. (IGCSE Geography)
questions to the Chief Examiners of The types of questions that teachers
our most popular syllabuses. They take ask range from very specific questions
• Can anyone please tell me the
place online, in our Virtual Learning about syllabus coverage and mark recommended book for AS and A
Environment (Learn more about the CIE schemes, through to questions about Level AICT?
Virtual Learning Environment, where we teaching, and recommended course
have our online self study and online books and materials. The seminars
tutor-led courses, on pages 18 – 19). also give teachers the opportunity to Peter Simmons, CIE Online Support
During the week of 13 – 17 October suggest ideas for additional resources. Manager, said: ‘We enjoy these
CIE will run Ask the Examiner seminars discussions with Cambridge teachers
in 31 different syllabuses. There will Questions asked at recent from around the world and always find
be a wealth of information available seminars include: the questions interesting.
online including Examiners’ reports for ‘Ask the Examiner is also a useful
the previous session, tips for students, • How much is too much or too little way for teachers to tell members of the
and lists of prompt words used in CIE when it comes to teaching a text? Curriculum and Support team what
examinations. (A/S English Literature) they want, and need. Then we can
However, most of the look at what community resources are
communication in an Ask the Examiner • Can pupils use bullet points to
available and develop new resources or
answer longer questions and would
facilities. For example, questions raised
at previous seminars have prompted
us to increase the number of model
answers for students on our Student
Support Site, and create a facility for
teachers to share material with each
other (see page 23 for updates to the
Student Support and Teacher Support

Learn more!
To register for the free Ask the
Examiner seminars in October,
please visit the events and training
pages on the CIE website www.
cie.org.uk/events or the Teacher
Support Website

Cambridge Outlook Issue 6 2008 17

Supporting teachers

Professional Development
in the virtual world
Cambridge teachers around the globe take part in CIE’s ever-increasing range
of online professional development courses, which are led by
subject-specialist tutors
CIE Curriculum and Teacher Support How the sessions work assignment upload, file download
runs three sessions of tutor-led online We run the courses through our training and other capabilities in Moodle.
courses each year. They are held in website using a Virtual Learning When the courses finish, discussion
September, January and April, and Environment called MOODLE – a system often continues through the syllabus
each session is normally made up that is used widely throughout the discussion lists, enabling teachers to
of 15 or 16 courses spread over six world. Moodle is very easy to use and swap useful ideas and resources with
weeks. all you need is an internet connection. each other long after the course has
As the participants’ comments ended.
More than six hundred teachers have on page 19 show, a dynamic and CIE’s online tutor-led courses last
taken part in the online courses in the cooperative community of teachers is for six weeks and consist of three units.
last 12 months and they are proving to built up over the six week session. This At the end of each unit participants
be an enjoyable way of sharing learning gives teachers of the same syllabus submit an assignment. The course
and ideas with colleagues. the chance to discuss and create and tutor gives feedback on the assignment
share, using the discussion forums, to the participant and usually all the
assignments are made available for the
other participants to look at and
learn from.
Participants in the online tutor-led
sessions gain confidence from knowing
that they have engaged thoroughly
with the syllabus and have shared
learning experiences with other CIE
teachers around the world.

Assignments that teachers have found

useful include:
• Learn how to plan and deliver a
lesson that is specifically designed to
develop students’ evaluative skills.
• Devise a formative test and analyse
the feedback.
• Write out your assessment criteria
for a practical lesson that you have

All Cambridge teachers who complete

tutor-led online professional
development courses receive a
certificate of achievement from CIE.

18 Cambridge Outlook Issue 6 2008

Supporting teachers

Here is some feedback from ‘The course has been very enriching. syllabus. It also exposes teachers to a
teachers who participated in a It has given a new insight to teaching wide variety of resources which they
recent course in IGCSE Art and IGCSE Art and Design. The course has can use in their teaching.’
Design: given so many new resources and of Cambridge IGCSE IT teacher
course the standards are so helpful.’
‘The work I produced, including Reena Majumder, Utpal Shanghvi ‘The course provided very good
schemes of work and whole course School, Mumbai, India insight to the subject and the tutor led
structure, will be implemented when us very well with her prompt replies.’
the first cohort for the new exam Participants in other online tutor- Cambridge AS/A Level Business
start their IGCSE course in 2008. It is led sessions held during April 2008 Studies teacher
reassuring that my plans have been were equally positive about their
evaluated by others on the course and experiences: ‘It's so sad that this course has
by the course leader.’ come to an end! It has been a very
Leah Wilks, British School, Rio de ‘For making me work the way I ought exciting experience for me! Getting
Janeiro, Brazil to be working, MANY THANKS!’ to communicate with educators all
Cambridge IGCSE Physics teacher over the world was really valuable,
‘I appreciate the opportunity of beneficial and constructive! Special
getting in touch with other art ‘It was a fantastic, fruitful journey of thanks to our tutor for his dedication
teachers through this course. It knowledge with you and all the other and understanding.’
has been of great value and very participants.’ IGCSE E2L Teacher
productive for acquiring a deeper Cambridge International Primary
teaching knowledge.’ Programme teacher
Sandra Navea, Newton College, Learn more!
Lima, Peru ‘The collaborative learning experience For further details, a full list of
with different teachers has been courses, and to register, please visit
‘It was an amazing experience to have enriching.’ the Events and Training section
classmates from all over the world. Cambridge IGCSE Economics teacher of CIE online at www.cie.org.uk/
Discovering how other teachers events or the Teacher Support
around the world are conducting ‘The online course is very good as it website at
their classes has contributed to my creates the opportunity for teachers http://teachers.cie.org.uk/events
own teaching.’ from different schools to interact and Dates for courses scheduled in
Saroj Shukla, Legae Academy, share ideas on teaching methods and early 2009 can also be found on
Gabarone, Botswana strategies for the various topics of the the training calendar on the inside
back cover of Cambridge Outlook.

Don’t miss out! Registration for

the September 2008 courses
closes on 15 September, so you
need to hurry to reserve
your place.

Cambridge Outlook Issue 6 2008 19

Supporting teachers

Providing increased access to

professional development programmes
Through a new regional pilot programme, we are making it possible for more
teachers to attend CIE Professional Development workshops, in a wider range
of subjects, than ever before.
Cambridge Teachers’ Professional a more comprehensive service to to teachers from different countries.
Development Workshops are an schools. We are developing a multi- This enables CIE to offer a wider range
essential part of the professional year programme that will enable of subject-based workshops than ever
development tool kit for every teacher schools to plan ahead so that they can before. In addition, the most popular
working within the Cambridge fit CIE workshops around their own subjects will be available to teachers
International Curriculum, and demand teacher training programmes. Many every year.
for the workshops continues to grow. teachers tell us that they would be Dubai is where we are offering
In 2008-09, CIE is trialling changes willing to travel, so we are developing the full pilot programme, because of
to its workshop programme to provide regional workshops that are accessible its ‘hub’ location. In addition to the
training programme, delegates will
have access to displays from publishers.
Kuala Lumpur is a second location,
selected for its good transport links
with much of Asia.
Participants in our online tutor-
led courses have told us how much
they value exchanging information
with teachers from other schools (see
the article on pages 18-19), and the
regional approach to professional
development is another way in which
CIE facilitates bringing schools together.
Teachers at the workshops will be
able to discuss new ideas and swap
experiences with peers throughout
their region, and develop professional
relationships which they can draw on
for support in the future.
The workshops are pitched at
specific stages of a teacher’s experience
with the curriculum and provide
valuable guidance for teachers
throughout their careers. New teachers
gain a thorough introduction to
Cambridge international syllabuses
at Stage 1 workshops, whilst more
experienced teachers should attend a

20 Cambridge Outlook Issue 6 2008

Supporting teachers

Cambridge Teachers’ Workshops: 2008 – 2010 Dubai

29-30 October 2008
Stage 1 Workshops
IGCSE Mathematics (0580)* Who is it for?
Valuable introductions for those teachers
IGCSE Biology (0610)*
new to the Cambridge Curriculum in their
IGCSE Chemistry (0620)* subjects.
IGCSE Physics (0625)*
What does it cover?
IGCSE English as a Second Language • Overviews of syllabus, question
papers and mark schemes;
IGCSE Business Studies (0450) • familiarisation with assessment and
IGCSE Economics (0455) standards;
IGCSE Accounting (0452) • ICT and curriculum resources
Stage 2 workshop that builds on skills
they have already practised in the 1-2 November 2008
classroom. Stage 2 Workshops
Cambridge teachers are able IGCSE Mathematics (0580)* Who is it for?
to participate in a wide variety of Essential development opportunities for
IGCSE Biology (0610)*
professional development courses. See teachers familiar with the Cambridge
IGCSE Chemistry (0620)* International Curriculum.
page 16 for more details.
IGCSE Physics (0625)*
What does it cover?
IGCSE English as a Second Language • best practice approaches to
teaching, learning and assessment
What’s new? IGCSE Business Studies (0450) • developing curriculum resources
There will be a wide range IGCSE Economics (0455)
of subject-based workshops. IGCSE Accounting (0452)
Teachers will have access to *Group 1 subjects (marked with an asterisk) will be offered annually. Others will
experienced examiners and alternate on a regular cycle.
subject experts, and an enhanced
February/March 2009
range of services, including:
AS/AL Mathematics (9709)* AS/AL Literature in English (9695) & AS
AS/AL Physics (9702)* English Language (8693)
• Displays and demonstrations
of teaching resources AS/AL Chemistry (9701)* AS/AL Geography (9696)
• A chance to discuss questions AS/AL Business Studies (9707)* AS/AL History (9697)
with CIE representatives AS/AL Economics (9708)*
• Hands-on introduction to
AS/AL Biology (9700)*
the services available through
the CIE websites *Group 1 subjects (marked with an asterisk) will be offered annually. Others will
alternate on a regular cycle.
• Seminars on topics of
educational interest, such To come in 2009/10
assessessment in the
classroom Group 1 subjects plus:
IGCSE Geography (0460) AS/AL Accounting (9706)

IGCSE History (0470) AS/AL Applied ICT (9713)

IGCSE ICT (0417) AS/AL Computing (9691)

To come in 2009/10
Group 1 subjects plus:
IGCSE Art & Design AS/AL Sociology (9699)

IGCSE Foreign Language French AS/AL Law (9084)

Cambridge Outlook Issue 6 2008 21

Supporting teachers

Cambridge Teachers’ Cambridge International A/AS Level and O Level

Workshops: 2008 – 2009 training October 2008
Kuala Lumpur Stage 1 and 2 professional development workshops for Cambridge
7-8 October 2008 International A/AS Level and O Level are available for teachers at attached
Centres through the British Council in the following locations in Pakistan
Stage 1 Workshops
and Bangladesh.
AS/A Level Mathematics (9709) To register for the professional development workshops in Pakistan, contact:
AS/A Level Physics (9702) British Council Pakistan, Phone 0800 22000 toll-free
email: info@britishcouncil.org.pk
AS/A Level Chemistry (9701)

AS/A Level Business Studies (9707) 10 - 11 October

AS/A Level Economics (9708) Stage 2 Workshops Islamabad, Pakistan.

GCE A Level (Int) Business Studies (9707)
AS/A Level Biology (9700)
GCE A Level (Int) Psychology (9698)
March/April 2009 GCE AS & A Level Accounting (9706)

Stage 1 Workshops GCE O Level Chemistry (5070)

GCE O Level Computer Studies (7010)
IGCSE Mathematics (0580)
GCE O Level Mathematics D (Calculator Version) (4024
IGSCE Biology (0610)
13 - 14 October
IGSCE Chemistry (0620)
Stage 2 Workshops Lahore, Pakistan
IGCSE Physics (0625)
GCE A Level (Int) Business Studies (9707)
IGSCE English as a Second Language GCE A Level (Int) Psychology (9698)
GCE AS & A Level Accounting (9706)
IGCSE First Language English (0500) &
GCE O Level Chemistry (5070)
English Literature (0486)
GCE O Level Computer Studies (7010)
GCE O Level Mathematics D (Calculator Version) (4024)
How to book
16 - 17 October
Further information and an online
booking form are available at www. Stage 2 Workshops Karachi, Pakistan.
cie.org.uk/events GCE A Level (Int) Business Studies (9707)
GCE A Level (Int) Psychology (9698)
The deadline for registration for
the workshops on 7-8 October GCE AS & A Level Accounting (9706)

in Malaysia is 26 September. The GCE O Level Chemistry (5070)

deadline for registration for the GCE O Level Computer Studies (7010)
October and November workshops GCE O Level Mathematics D (Calculator Version) (4024)
in Dubai is 15 October.
24 - 25 October
Don’t forget that we offer discounts
Stage 1 Workshops Dhaka, Bangladesh.
on early bookings. Check our
GCE O Level Bengali (3204)
website for details of For further information about the
GCE O Level Biology (5090)
forthcoming events. registration and fees for this course
GCE O Level Chemistry (5070)
We welcome your feedback on please contact:
GCE O Level Economics (2281)
whether this development is helping Suzy Chowdhury, Regional
to meet your needs, and on what GCE O Level English Language (1123) Representative Bangladesh +88 02
other provision you hope to see. GCE O Level Mathematics D 8837689
(Calculator Version) (4024)
Email international@cie.org.uk suzy_chowdhury@hotmail.com
GCE O Level Physics (5054)
with your comments.

22 Cambridge Outlook Issue 6 2008

Supporting teachers

CIE support websites: join the

online community
CIE has a family of websites - its public information website, CIE Online, plus
specialised websites to support teachers, exams officers and students. They
are popular around the world, and are just about to become even better.

If you haven’t taken a look at CIE Online, Discussion Forums - improved format world that recognise CIE qualifications.
CIE Teacher Support, CIE Student The current email-based discussion lists We are also enhancing existing
Support, or CIE Direct, it’s well worth will be replaced by Discussion Forums. material with more examiner tips
doing so. CIE listens to suggestions Using these forums you will be able to and model answers in order to help
from schools, teachers, and students see at a glance what is being discussed, students prepare for their examinations.
in order to continuously improve the what new posts have been made and The Student Support website is at
support websites. be able easily to identify “hot” topics. www.cambridgestudents.org.uk - no
You will no longer have to apply password required.
CIE Online to join a discussion area because the
CIE Online is our public information forums will be held securely inside the CIE Direct
website. It provides a huge amount Teacher Support Website. CIE Direct is a secure admin website for
of information about CIE and its exams officers. CIE Centres will notice
qualifications. It is regularly visited by Resource sharing for teachers – brand some exciting developments on the
teachers, examination coordinators, new feature CIE Direct website in late September,
parents, Ministries of Education, We will be adding a new tool to the the first of which will be the launch of a
journalists and CIE staff, who want to Teacher Support Website to allow brand new design.
find out more about CIE or to keep up teachers to upload lesson plans, As well as improving the look and
to date with latest developments. You worksheets and other teaching tips and feel of the site, this new structure is
will find it at www.cie.org.uk materials. Feedback from the Online necessary to incorporate additional
Tutor-led courses tells us how much you services, which will be added over the
Teacher Support Website enjoy the opportunity to engage with coming months.
CIE’s Teacher Support website is an other teachers around the world online Planned future developments
essential resource for teachers around and share information and experiences. include the facility to make estimated
the world. Access is free for all schools This new tool will help teachers to entries, final entries and enquiries
and colleges signing up with CIE introduce new ideas to the classroom about examination results via the site.
directly. Many schools registered with by making it easy for resources to be These new features are all part of
CIE through the British Council have exchanged and downloaded. CIE’s ongoing commitment to help
also subscribed to the website and To make full use of these features, Centres administer CIE examinations.
find its resources invaluable. CIE Online you need to have a login. If you have
gives a taste of the Teacher Support any queries about your login, visit:
Website and easy-to-follow instructions www.cie.org.uk/contactus/faqs Visit CIE Online for news of
on how to use it - visit www.cie.org.uk/ future updates.
profiles/teachers Student Support Website www.cie.org.uk
Teachers will find it even easier to We have increased the number of http://teachers.cie.org.uk
exchange ideas with other CIE teachers syllabuses which are supported and www.cambridgestudents.org.uk
around the world using these new have made clearer links to the pages https://direct.cie.org.uk
features: which list the institutions around the

Cambridge Outlook Issue 6 2008 23

Ask Cambridge:
Val Sismey, CIE Qualifications Development Manager, answers
questions about the acceptance and recognition of Cambridge
qualifications in universities around the world.

Cambridge qualifications are secure and extend Higher Education countries. For example, you maywant
internationally recognised and awareness of CIE qualifications. If to know if a particular university awards
accepted - what does this mean? schools encounter any difficulty in their course credit on the basis of an AS or A
own dealings with Higher Education level examination grade.
Schools and universities around the they are encouraged to contact CIE for The database provides a service
world recognise the value of Cambridge assistance. for schools and students in helping
qualifications. They are an official record them to identify where and how

of academic achievement. Students How can I find out where Cambridge CIE qualifications are recognised by
who have Cambridge qualifications qualifications are recognised? education providers and employers.
can progress onto the next level of There are benefits for the organisations
education or into the world of work. For On the CIE website there is a too, as direct links to their websites are
example, with IGCSE you can progress recognition database with useful provided and they are able to promote
onto A levels, the IB Diploma, the Indian documents such as FAQs. These are their organisations through the
year 11 and many other national systems in the recognition overview in the database. Some of this information is
and can enter freshman level study in qualifications section. also used in CIE marketing materials.
the US. With A Levels you can enter The CIE Recognition Database
undergraduate programmes around allows you to search find out which CIE
the world including the UK, Australia, qualifications are accepted in which
Canada and Europe and can also get
academic credit in some countries such
as the US.

QHow does CIE work on developing

international recognition?

CIE has a recognitions team based in

Cambridge. The team deals with queries
from schools and universities, sends
out information to Higher Education
Institutions, universities and key
stakeholders around the world. The
team also aims to facilitate the smooth
progression of students onto the next
level of education.
The Centre Satisfaction Survey has
been very helpful in identifying further
areas for action, not least in the United
States. In the US and India, CIE has
recently expanded its team working to

24 Cambridge Outlook Issue 6 2008

What will the new CIE consultants
focus on?
We are setting up Higher Education
Advisory Councils in the US and India,
where Council members will advise on
the recognition of CIE’s qualifications.
The UK, the US and India are the most
popular destinations for Cambridge
international students who wish to
continue with their higher education.
Anil Bakshi (India), and Bill Kolb and
Paula Johnson (US) are working with the
universities to ensure recognition of CIE

Dr. Paula Johnson, Higher Education Recognition Consultant, USA

Paula is based in Virginia and has held Principal. She was also a General
several key roles in education during Social Science Teacher in Germany
her career. These include Associate and in the US. Paula was instrumental
Professor at George Mason University, in the introduction of the Cambridge
Superintendent of Area II in Fairfax programme to schools in Virginia ten
Public Schools, District Coordinator of years ago.
Instructional Services, and High School

Mr. S. William “Bill” Kolb,

Higher Education Recognition Consultant, USA

Bill served as Director of Admissions selection committee for Davis Scholars

at the University of Florida for over of the United World Colleges and has
twenty years. During his tenure he also also worked with international students
served as President of the Southern at the University of Florida.
Association of College Admission Paula and Bill will work on various
Counsellors, Chair of the Association projects aimed at improving credit
of Chief Admission Officers of Public policies for Cambridge A/AS Levels in
Universities, and Chair of College US universities. They will also conduct
Board’s SAT Committee. Since his research on AICE student performance
retirement, Bill has served on the US at the university level.

Ms. Anil Bakshi, Recognition Consultant, India

Anil worked for the British Council for events and Education and Book Fairs
over twenty years. She coordinated to her role, and turned the British
the activities of thirteen British Council Library into a popular cultural centre.
Centres in India and went on to manage Speaking about her new role with CIE,
the British Library (part of the British Anil said: ‘The work is challenging but I
Council Library network) in Pune. Here, am determined to achieve as much as
she added responsibility for publicity, possible.’

Learn more! Recognitions Database

is available online in the recognitions
section of the CIE website at

Cambridge Outlook Issue 6 2008 25

and finally

New appointments …
Nie Xiaoyuan (Alice) Regional Representative, China
‘Being able International A Levels, and how working with CIE. I believe that if
to study in students could apply for prestigious people in a country have access to a
renowned universities abroad with these variety of educational resources, they
universities qualifications. are able to compare what is on offer
across the ‘Before joining CIE, I worked as the and then make their own choices.’
world is now a China Representative for an Australian
Email Nie Xiaoyuan at:
reality for many International School in Beijing, which
Chinese students. I was at university specialised in IB courses.
when I first heard about Cambridge Now I am really honoured to be

Patricia Borman Regional Representative for Southern Africa

‘I have been working in education Principal / Director of a CIE College in languages. I am looking
for 20 years and have been involved Johannesburg, and so I have a good forward to being involved
with University of Cambridge understanding of the issues that are with and learning from
International Examinations for the important to schools in this diversity in my new
past 9 years, teaching Cambridge Southern Africa. role.’
IGCSE and International A Level Southern Africa is a large
English Literature and Language. geographical region supporting Email Patricia at:
Prior to joining CIE I was the a vibrant diversity of cultures and Borman.P@cie.org.uk

Jenny Rosoga Country Manager Education Development, Pakistan

‘I started countries including the UK and organisation of seminars, workshops
my career in Pakistan. After being associated with and conferences. Another important
Romania as an Bloomfield Hall Schools and University aspect of my role is to develop
economist but College Lahore for almost a decade, relationships with key stakeholders in
realised that I have taken up my new assignment governmental or non-governmental
what I really with CIE as Country Manager organisations. ‘
wanted to do Education Development in Pakistan.
was teach. I have taught mathematics ‘One of my main responsibilities Email Jenny at:
and been a head teacher for a number is to provide support to schools Rosoga.J@cie.org.uk
of years in schools in different offering O and A levels via school visits,

Uzma Yousuf Country Manager Relationships and Communication, Pakistan

‘I studied an MA in Economics at and brand projects. and countries.
the University of Peshawar in 2001, Having worked in development, as a I look forward to
followed by an MA in International business consultant in the UK and as an working with CIE and
Business and Management at the honorary research consultant for contributing towards
University of Westminster in the UK, India-Pakistan relations, I believe making CIE a continued
as a Quintin Hogg Scholar. I went education plays a crucial role in creating partner of choice for
on to work with the British Council a safe and happy environment for all Pakistani institutions and students.’
for four and a half years as Education – not only as an engine of economic
UK Manager, focussing on market growth, but also by creating harmony Email Uzma at:
intelligence, media, communication and understanding between societies Yousuf.U@cie.org.uk

26 Cambridge Outlook Issue 6 2008


CIE Professional Development for

Teachers Calendar 2008
September 2008 October 2008 Location: Dubai, U.A.E
Location: Buenos Aires, Argentina Location: Kuala Lumpur, Malaysia Stage 1 Courses: IGCSE Mathematics, Biology,
Stage 2 Course: Cambridge International Stage 1 Courses: AS/AL Mathematics, Physics, Chemistry, Physics, English as a Second Language,
Primary Programme Chemistry, Business Studies, Biology and Economics Business Studies, Economics and Accounting
Details: 8th – 9th September. Details: 7th – 8th October. Details: 29th – 30th October. Open to all Cambridge
Open to all ESSARP schools in Argentina. Open to all Cambridge International Centres. International Centres.

Location: Montevideo, Uruguay Location: Islamabad, Lahore, Karachi - Pakistan Location: UK

Stage 2 Course: Cambridge International Stage 2 Courses: AS/AL Business Studies, Stage 2 Course: Pre-U Global Perspectives and the
Primary Programme Accounting, and Psychology. O Level Mathematics, Independent Research Project
Details: 11th – 12th September. Chemistry and Computer Studies Details: Dates to be confirmed. Open to all schools in
Open to schools in Uruguay. Details: 10th – 11th October (Islamabad) the UK.
13th – 14th October (Lahore) 16th – 17th October
Location: Hyderabad, India Location: Worldwide, online seminars
(Karachi). Open to all Cambridge schools in Pakistan.
Stage 1 Courses: IGCSE Biology and Chemistry Ask the Examiner sessions:
Details: 20th – 21st September. Open to all Location: Dhaka, Bangladesh AS/A Level Sociology, Mathematics, Applied ICT,
Cambridge International Centres. Stage 1 Courses: O Level English Language, Physics, Literature in English, Accounting, Chemistry,
Mathematics, Bengali, Chemistry, Biology, Physics, Business Studies, Biology, English Language, Economics;
Location: New Delhi, India Economics IGCSE English as a Second Language, History, Biology,
Stage 1 Courses: IGCSE First Language English, Details: 24th – 25th October. Open to all First Language English, Business Studies, Coordinated
Business Studies and Mathematics Cambridge schools in Bangladesh. Sciences, Chemistry, Literature (English), Mathematics,
Details: 20th – 21st September. Open to all Geography, Physics, French; O Level Physics,
Cambridge International Centres. Location: Dusseldorf, Germany Economics, Biology, Mathematics Syllabus D, Business
Stage 2 Courses: IGCSE English Literature, History, Studies, Principles of Accounts, English Language,
Location: Bangalore, India English as a Second Language and Mathematics Additional Mathematics.
Stage 1 Course: Cambridge Checkpoint Details: 25th October. Open to all Cambridge See page 15 for further details.
and Lower Secondary Programme International Centres.
Details: 27th September. November 2008
Open to all Cambridge International Centres. Location: Mumbai, India Location: Dubai, U.A.E
Location: Nairobi, Kenya Stage 1 Course: Cambridge International Stage 2 Courses: IGCSE Mathematics, Biology, Chemis-
Primary Programme try, Physics, English as a Second Language, Business
Stage 2 Courses: IGCSE First Language English, Details: 25th – 26th October. Open to all Studies, Economics, Accounting
Foreign Language French and History Cambridge International Centres. Details: 1st – 2nd November. Open to all Cambridge
Details: 29th – 30th September. Open to all International Centres.
Location: Johannesburg, South Africa
Cambridge International Centres.
Stage 1 Courses: AS/A Levels Geography and
Location: Worldwide, Online tutor-led
Economics. IGCSE Mathematics, Chemistry, Physics and
Geography Visit the CIE website for further details:
Stage 2 Courses: International A level and Details: 27th – 28th October. Open to all Cambridge www.cie.org.uk/events
Cambridge IGCSE International Centres.
Details: 29 September – 10 November (registration
closes on 15 September). Open to all Cambridge Location: Auckland, New Zealand
International Centres. See page 20 for more details. Stage 2 Assessment Courses: AS/A Level
January 2009 sessions will run from 26 January – Mathematics, English Literature, Business Studies,
9 March. Economics and Accounting
Details: 28th – 29th October. Open to all
Cambridge International Centres.

Cambridge Outlook Issue 6 2008 27

In Depth

University of Cambridge International Examinations

1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 1223 553554 Fax +44 1223 553558
international@cie.org.uk www.cie.org.uk
© University of Cambridge International Examinations 2008

*6632834884* Cert no. SA-COC-1527

28 Cambridge Outlook Issue 6 2008