Excellence in education CLIL Conference Florence October 2013 Ann Gibson Regional Manager Europe Cambridge International Examinations

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

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

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

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

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

Cambridge IGCSE ®  The world’s most popular international qualification for 14 to16 year olds  Taught in over 4,000 schools in more than 140 countries  Offered by over 3,000 UK schools  Over 75 subjects available – can be taken in any combination  Builds skills in creative thinking, enquiry and problem solving

Cambridge IGCSE  Available for learners whose first language is English  Develop the ability to communicate clearly, accurately and effectively  Encourages an appreciation for literature CurriculumClassroomCommunityQualifications Subjects English - First Language English - Second Language English Literature World Literature Cambridge English

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

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

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

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

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

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, 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 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

Curriculum models for CLIL and bilingual integration “There are many ways of organising bilingual education, depending on individual contexts (e.g. resources, environment, language skills, goals). There can be different balances of first language and second language at different stages, starting with the first language, or starting with the second language, 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.” Extract from Implementing the curriculum with Cambridge

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

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.  double timetabling is avoided.  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.  The remaining subjects are studied in the first language. What is the normal model in Italy?

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

Combining Cambridge programmes with national programmes  issues of balance, 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.  better for teaching and assessment methodologies for both systems to be compatible and mutually supportive.  Running a dual programme can create periods of excessive workload and high levels of stress for both learners and teachers.  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.

Points for consideration There is a lot of expertise on implementing IGCSEs within Italian state schools: need to share ideas, exchange expertise, 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, Netherlands, Spain, Portugal, France, Indonesia, 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: heads/ heads/

Things you need to know about using Cambridge qualifications  Schools need to be accredited centres (Cambridge International School - 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. There is also an exam fee for each subject a student enters.  For state schools, 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

 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, past papers, teacher training on line and face to face, discussions forums for each subject, standardisation booklets and other exam related materials such as listening CDs.  Many subjects also have support teaching materials on line. Cambridge do not publish books which are provided by educational publishers (CUP, OUP, Hodder, Collins, 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

Learn more To learn more about Cambridge qualifications visit our website at: Or contact Ann Gibson, Regional Manager Europe