Cambridge English Learners Book 4

[Sourn Rose]

Werecognise that meaningful education is more than just building subject knowledge and conceptual understanding. To thrive in life, learners must also develop a broad range of skills, values, attitudes and behaviours.

We design all our curriculum and assessments with the Cambridge learner attributes in mind. The five attributes are our way of recognising that students need to develop attitudes and life skills throughout their education, as well as academic skills, in order to be successful at university and in employment.

Cambridge students are confident, secure in their knowledge, unwilling to take things for granted and ready to take intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical and analytical way. They are able to communicate and defend views and opinions as well as respect those of others.

Cambridge students take ownership of their learning, set targets and insist on intellectual integrity. They are collaborative and supportive. They understand that their actions have impacts on others and on the environment. They appreciate the importance of culture, context and community.

Cambridge students welcome new challenges and meet them resourcefully, creatively and imaginatively. They are capable of applying their knowledge and understanding to solve new and unfamiliar problems. They can adapt flexibly to new situations requiring new ways of thinking.

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Some physical schools have been inspired by the growing numbers of fully online schools entering the education landscape, who offer a different kind of education for students working remotely. These schools can reach more learners and cater to specific needs more effectively.

Physical schools that are already registered with us can also apply to offer our programmes online. These schools already meet our quality standards as physical Cambridge International schools, but we also ask them to show that they meet our requirements for online provision.

Cambridge is developing and trialling digital high stakes assessments, but for now students at Cambridge Upper Secondary and Cambridge Advanced stages still need to physically sit their exams. Students at fully online schools will be entered as private candidates and sit their exams at a registered Cambridge International school or another exam venue in their local area. Students learning online via a school with a physical campus will sit their exams there.

A successful online education should provide opportunities for active learning, and for both collaborative and individual work. It should also cater for individual learner needs, use formative assessment to help learners progress, and prioritise wellbeing.

Our registration process gives parents the reassurance that online schools match the standards of physical schools so that students experience an excellent Cambridge education, regardless of how they learn.

Matt James has over 20 years' experience of working with schools and educational organisations around the world, developing strategy, implementing change, developing and delivering products which positively impact teaching and learning. After an early career in radio broadcasting, he taught English, Media and Film Studies in the UK and has held leadership roles at the International Baccalaureate, Fieldwork Education as well as Cambridge University Press & Assessment, where he has led work on professional development, teacher support and assessment. In his current role as Head of Online Education, he oversees Cambridge International's work with online schools.

The Cambridge Learner Corpus First Certificate in English (CLC FCE) dataset consists of short texts, written by learners of English as an additional language in response to exam prompts eliciting free-text answers and assessing mastery of the upper-intermediate proficiency level. The texts have been manually error-annotated using a taxonomy of 77 error types. The full dataset consists of 323,192 sentences. The publicly released subset of the dataset, named FCE-public, consists of 33,673 sentences split into test and training sets of 2,720 and 30,953 sentences, respectively.

Above all, we want parity for those studying Cambridge Nationals and Cambridge Technicals, so your learners are supported with appropriate measures to achieve a result and to progress. We communicated last week about why measures such as advance notice and exam aids are not appropriate for Cambridge Nationals and Cambridge Technicals.

With the approval of the DfE, we are allowing assessments of moderated units to be reduced where disruption to teaching has been so great that it is necessary. We believe schools and colleges are best placed to decide which assessments to reduce. If you are teaching a course with optional and mandatory units, we will require you to prioritise the assessment of mandatory units. Any reduction in the assessment of moderated mandatory units, including if you are teaching a course with only mandatory units, should be as a last resort where all other options to complete them have been exhausted.

For both Cambridge Nationals and Cambridge Technicals, we will calculate the qualification-level result for learners taking account of the reduction in assessments. You will not be expected to provide centre assessment grades for these units.

This report is intended as an attempt to explore the possibility of fostering autonomous learners in college English language classrooms through the process of allowing individual students to make a presentation of an English newspaper article of their own choice. The online newspaper database, LexisNexis, was introduced as a means of helping learners search for an article which was interesting and relevant to them as well as appropriate for their presentations. A questionnaire was distributed to all participants to elicit such information as to how long they had spent preparing for their own presentations and to what extent they agreed with the statements about the implementation of a student-centered approach in the language classroom. Drawing on the model of Autonomy in Language Learning proposed by Benson (2001), pedagogical implications were also discussed from both learners' and a teacher's perspectives to pave the way for EFL learners to develop autonomy effectively.

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