Ensuring fairness in unique times – comparing teacher predicted grades to...
The education world has undergone a greater disruption as a result of the Covid-19 pandemic than at any other time in most of our lives. When the outbreak struck, exam boards, including Cambridge...
View ArticleStrengthening Cambridge’s foundations – our journey revising the Cambridge...
Decisions on whether to change a curriculum are never easy. For Cambridge International, it’s about striking a balance between ensuring our learners are receiving the very best international education,...
View ArticleHelping learners with the transition back to school – ‘professional love’
In my role as an Emotional Health Practitioner, I recently delivered an online teacher training day about working with students post-lockdown, and on staff wellbeing. Over the course of the training,...
View ArticleFood for thought: the impact of nutrition on teaching and student learning
What we eat and drink – and how much – has a great impact on how we function, both on a daily basis and over the longer term. Moreover, our food and drink choices don’t only impact ourselves, but also...
View ArticleFrom making tea for the minister to presenting to 10,000 – one school’s...
An interview with Rob Ford, Director of Heritage International School, Moldova. Tell us about the school Heritage International School was established in 2017 as the first truly international school in...
View ArticleA clear path for learners: two schools talk about their experiences of...
Rachel Evans has been Principal at Novaschool Sunland International in Spain for six years and is a NABSS Inspector (National Association of British Schools in Spain). The school caters for students...
View ArticleInclusive education – new resources for new thinking
The pandemic is a useful moment to experience and reflect on the experiences of students who have special or diverse needs. Many of us who don’t have such needs have, perhaps for the first time, been...
View ArticleDeveloping Curriculum Progression – forwards, backwards, up, down and across
In Cambridge International’s Curriculum Programmes team, we are often asked how we design our curriculum and how we ensure progression of learning. Well, let me start by saying it is a complex,...
View ArticleWhere do Cambridge International students go to university and what do they...
Every year, Cambridge International sends out a survey to over 2,500 schools in over 130 countries. We ask schools to let us know where their AS & A Level students from the previous year have...
View ArticleTeaching through the lens of Covid-19
The Covid-19 pandemic has undoubtedly disrupted teaching and learning for many schools. However, what has become clear is that this disruption has been both negative and positive. Teachers have had to...
View ArticleMy positive experience of teaching Art & Design virtually
Many schools around the world are now more settled into the routine of online teaching or a mix of in-class and online sessions. It is truly amazing how teachers and students have adapted and how they...
View ArticleTop tips for using Assessment for Learning in maths
As teachers around the world try to find new ways to support students who have experienced disrupted learning, I believe that Assessment for Learning (AfL) techniques are more important than ever. AfL...
View ArticleThinking and Working Mathematically: an exciting new feature of the Cambridge...
How do you get learners to really think like mathematicians? That question was the starting point for the development of ‘Thinking and Working Mathematically’ (TWM) – one of the most exciting new...
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