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Ruchira GhoshRegional Director, South AsiaCambridge International Examinations
Getting In, Getting OnUnivariety Conference 2016
Schools are responsible not
only for preparing students
for entry into higher
education, but preparing
them to be successful once
there.
The bottomline
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
Getting In,Getting On
A Cambridge Perspective
Aligning the 3 pillars
Assessment
Pedagogy Curriculum
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
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
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
The bottomline
