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Cambridge International

Examinations

Excellence in education

CLIL Conference
Florence
October 2013

Ann Gibson
Regional Manager
Europe

Thanks

 The Principal and staff from ISIS Gobetti-Volta school in Bagno a Ripoli
 Mrs Elisabetta Paoli – vice Principal and Cambridge Exams Officer
 The Principal Mrs Gallo and Cambridge Co-ordinator Mrs Noli from Luigi Galvani
Bologna
 Mrs Rosalba Machetti from Antonio Pesenti Cascina
 All Principals and teachers from Cambridge schools attending
 Schools from the Florence region attending
 Distinguished guests and the authorities from the Province of Florence
 Mr Simon Lind from CUP

Who are we? .The Cambridge Assessment Group .

000 Growing fast – provider of students in worldwide entries international education schools increased by over 160 worldwide programmes and 20% the past qualifications for countries 5 to 19 year olds year .What do we do? .Cambridge International Examinations The world’s largest Develops successful Valued by over 9.

Why do schools chose Cambridge?  Part of the University of Cambridge  Not-for-profit  Investment in education  Excellence in education  Learner-centred approach  Internationally recognised  Progressive and flexible  Comprehensive support .

Why do schools chose Cambridge? Learner-centred approach Developing skills for the 21st Century We develop Cambridge learners and Cambridge teachers who are: Confident Responsible Reflective Innovative Engaged .

What do we offer? – the Cambridge stages of education Progressive and flexible Cambridge Primary Cambridge Secondary 1 Cambridge Secondary 2 Cambridge Advanced 5 to 11 years* 11 to 14 years* 14 to 16 years* 16 to 19 years* Cambridge Primary Cambridge Secondary 1 Cambridge IGCSE® Cambridge International AS and A Level Cambridge Primary Cambridge Checkpoint Cambridge O Level Checkpoint Cambridge Pre-U Cambridge ICT Starters Cambridge ICT Starters *Age ranges are for guidance only .

Cambridge Secondary 2 Cambridge Primary Cambridge Secondary 1 Cambridge Secondary 2 Cambridge Advanced 5 to 11 year olds* 11 to 14 year olds* 14 to 16 year olds* 16 to 19 year olds* Cambridge Primary Cambridge Secondary 1 Cambridge IGCSE® Cambridge International AS and A Level Cambridge Cambridge Checkpoint Cambridge O Level Primary Checkpoint Cambridge Pre-U Cambridge ICT Starters Cambridge ICT Starters *Age ranges are for guidance only .

Cambridge IGCSE®  The world’s most popular international qualification for 14 to16 year olds  Taught in over 4.000 UK schools  Over 75 subjects available – can be taken in any combination  Builds skills in creative thinking.000 schools in more than 140 countries  Offered by over 3. enquiry and problem solving .

First Language language is English English .Cambridge IGCSE Cambridge English Subjects  Available for learners whose first English .Second Language  Develop the ability to communicate English Literature clearly. accurately and effectively World Literature  Encourages an appreciation for literature Curriculum Classroom Qualifications Community .

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

Cambridge IGCSE Cambridge sciences Subjects  Students learn how science is Agriculture studied and practised Biology Chemistry  Helps learners become aware that the results of scientific research can Environmental Management have on individuals Physical Science Physics Science – Combined Science – Co-ordinated (Double award) Curriculum Classroom Qualifications Community .

Cambridge IGCSE Cambridge languages Subjects  Wide range available First Language Second Language Foreign Language  First Language Afrikaans Afrikaans Arabic  Second Language Arabic Hindi Dutch  Foreign Language Chinese IsiZulu French  Encourages enjoyment Czech Kazakh German and appreciation of Dutch Greek language French Indonesian German Italian  Helps learners Japanese Japanese understand and respond Korean Malay to what they read and Portuguese Mandarin Chinese hear Russian Portuguese Spanish Spanish Thai Spanish – Literature Turkish Curriculum Classroom Qualifications Community .

Cambridge IGCSE Cambridge humanities and social sciences  Enables learners to gain a deeper Subjects insight into the different communities Bangladesh Studies  Builds an understanding of the Development Studies different cultures that exist around Economics the world Geography Global Perspectives History India Studies Islamiyat Latin Pakistan Studies Religious Studies Sociology Curriculum Classroom Qualifications Community .

Cambridge IGCSE Cambridge business technical and vocational  Introduce theory and concepts that Subjects underpin the subjects Accounting Art and Design  Provide a good opportunity to Business Studies engage with the subject practically Child Development  Provide both a solid foundation for Computer Studies Design and Technology further study Drama  An ideal preparation for the world of Enterprise work Food and Nutrition Information and Communication Technology Music Physical Education Travel and Tourism Curriculum Classroom Qualifications Community .

some offer Secondary 1/Checkpoint/ and some offer AS/ALs  Different range of IGCSE subjects but the most popular are:  English Second Language  Biology  Geography  Maths  Physics  History .Cambridge International Examinations in Italy  Total of 37 Centres – (Cambridge International Schools) expected to rise to 45 July 2014  30 of these offer Italian National Curriculum and 22 are State schools  8 more state schools are expected to become centres in 2013/14 = total of 30  State schools are offering mostly a range of IGCSEs.

Cambridge IGCSEs in the Italian state system  Integrated with national curriculum as part of CLIL or internationalisation programme  Could also be run as parallel but separate programme  Different approaches. rates of adoption. range of subjects and methods of implementing .

depending on individual contexts (e. or starting with both languages as media of instruction. A curriculum model is based on how many subjects are taught and learnt through each language and over how much time.g. environment. or starting with the second language. starting with the first language. resources.” Extract from Implementing the curriculum with Cambridge . goals). There can be different balances of first language and second language at different stages.Curriculum models for CLIL and bilingual integration “There are many ways of organising bilingual education. language skills.

low intensity)  teach a substantial part of the curriculum in English over several years (long term. high intensity)  teach one or two content subjects in English over several years (long term. .g. high intensity). low intensity)  prepare learners by immersing them in English for a short period – e. by teaching all curriculum subjects in English for one school term (short term.Curriculum models for CLIL and bilingual integration begin in a small way by teaching one module or project in English (short term.

Curriculum models for CLIL and bilingual integration Approach A: Split curriculum  learners study some subjects as part of the national curriculum and other subjects as part of an international curriculum. What is the normal model in Italy? .  The remaining subjects are studied in the first language.  This model is only feasible if equal official recognition is given to the qualifications taken in both curricula. Approach B: Shared subject curriculum  learners study selected subjects in both the first language and in English.  this could lead to awarding both national and Cambridge qualifications.  double timetabling is avoided.

g.  learners can take two qualifications: the national qualification and the Cambridge qualification in English. planning and teacher coordination. IGCSE) class. integrated curriculum.  may be easier for the school to organise if it is hard to to produce and teach a single. with no mapping of areas of overlap/difference.  Learning is in the same class by a bilingual teacher or two team-teachers.  some of the learning may be duplicated. What is the normal model in Italy? . and are then covered  this requires curriculum mapping.  The national and Cambridge curricula for a subject are covered in separate classes and languages.Shared subject curricula – different approaches The common subjects could be taught using: An integrated curriculum:  Both national and Cambridge curricula are mapped to identify areas of overlap and difference. the learner is aware they are going to a national curriculum class and then to a separate Cambridge (e. Two separate curricula.  the curricula are separate.

better for teaching and assessment methodologies for both systems to be compatible and mutually supportive. coherence and consistency are particularly important Ideally the school curriculum should form a complementary whole rather than two separate curricula Where there are differences in approach these need to be understood and planned.Combining Cambridge programmes with national programmes issues of balance. The leadership team should support teachers and learners by considering these factors Needs careful design and timetabling to ensure that the programmes are appropriately resourced. . Running a dual programme can create periods of excessive workload and high levels of stress for both learners and teachers.

exchange expertise. France. Spain. Vietnam and elsewhere around the world so specialised training and support is increasing for these contexts = growing expertise and guidance from Cambridge Support from Cambridge includes a Guide on Implementing a Cambridge Curriculum availabe at: http://www. Netherlands. work as teams to help and support each other – not ‘reinvent the wheel’ = a network of Cambridge schools Cambridge is working increasingly within CLIL and Bilingual projects – Argentina.cie.org. Indonesia.Points for consideration There is a lot of expertise on implementing IGCSEs within Italian state schools: need to share ideas.uk/cambridge-for/principals-and- heads/ . Portugal.

CIS) to access the teaching resources and to offer the examinations in their school  Schools that register as a CIS can offer any subjects at Secondary 1. IGCSE and AS/AL stages (Primary is an extra fee for membership)  There is an annual fee to be a CIS – this is paid yearly unless revenue reaches a certain level. Directors have agreed to discount the yearly registration fee  There is no restriction on the subjects a CIS can offer – from 1 to 75 at IGCSE and from 1 to 45 at AS/AL as long as the school has the resources and facilities to deliver teaching and arrange the exams for the subjects they choose  Students must be prepared according to the IGCSE syllabus so teachers need to be able to deliver the syllabus alongside the national curriculum  Students need practice in taking the IGCSE exams which are very different from Italian exams – we do not want students set up to fail!  The exams are timetabled by Cambridge – they are taken on set dates at set times which cannot be changed and exams must be administered according to regulations .Things you need to know about using Cambridge qualifications  Schools need to be accredited centres (Cambridge International School .  For state schools. There is also an exam fee for each subject a student enters.

Cambridge do not publish books which are provided by educational publishers (CUP. teacher training on line and face to face.  Many subjects also have support teaching materials on line. OUP. discussions forums for each subject. Nelson Thornes)  There are many different models of implementing and integrating IGCSEs into national curriculum CLIL and bilingual programmes – the model used depends on resources and structure in school . Hodder. past papers. Collins. All the exams are provided by Cambridge and marked by Cambridge except for Speaking tests and course work – these are subject to external moderation  All schools are subject to security inspections during examination sessions – a spot check on security that is not announced and is carried out by a Cambridge inspector  Cambridge provide full syllabus material. standardisation booklets and other exam related materials such as listening CDs.

uk . Regional Manager Europe Gibson.org.Learn more To learn more about Cambridge qualifications visit our website at: www.uk Or contact Ann Gibson.org.cie.a@cie.