Getting in, Getting on
- 1. Ruchira Ghosh Regional Director, South Asia Cambridge International Examinations Getting In, Getting On Univariety Conference 2016
- 2. Schools are responsible not only for preparing students for entry into higher education, but preparing them to be successful once there. The bottomline
- 3. What universities want… Content knowledge Independent learning skills Ability to organise thoughts and information Research skills Higher order thinking Technology skills Agility and adaptability How are schools doing? Flexibility and choice of subjects Access to up-to-date syllabuses Pedagogies catering to learner styles and abilities Projects; experiential learning Fit for purpose assessments University and industry connections “When students have reached the stage of owning their progress and learning before leaving school, then we know they are equipped for university.” Capetown International School Head
- 4. Getting In, Getting On A Cambridge Perspective
- 5. Aligning the 3 pillars Assessment Pedagogy Curriculum
- 6. Curriculum School curriculum should allow students to: • Build on their previous learning • Make connections across content areas • Apply their knowledge in unfamiliar circumstances Spiral approach to syllabus design Rooted in academic rigour, backed by latest research Interdisciplinary learning and transferable skills: E.g. Cambridge Global Perspectives
- 7. Teaching and Learning Teachers have a responsibility to: • Provide opportunities, tasks and instruction that foster deep learning • Help students build connections between what they are learning • Challenge, stretch and inspire learners • Reflect upon and improve their own knowledge and practice Active learning approach to engage learners in their own learning Teacher Training and Professional Development Qualifications Cambridge learner and teacher attributes: habits and culture of lifelong learning
- 8. Assessment • What we assess and how we assess has a backwash effect on curriculum and pedagogy • Assessment practices that provide a positive backwash effect: • Questions/ tasks focusing on higher order thinking skills • Problem solving • Application of knowledge • Interpretation and evaluation Assessment objectives explicitly defined and linked to learning goals Linear approach to allow students more time to think, mature and practice before being assessed Assessment for Learning – using assessment for feedback and improvement