Cambridge IGCSE Computer Science: Session 1

Cambridge IGCSE™
Computer Science
2 day Extension training
Day 2
Session 1
 Welcome and outline of the day.
Session 2 – appropriate challenge
The objectives of this session are to:

 build a list of ideas to stretch and challenge more able
learners
 create a list of ideas for supporting and encouraging less
able learners.
1
Activity 7 – stretch and challenge
 In your groups discuss the ideas that you have had for
stretch and challenge.
 List your ideas and be prepared to offer them to all
delegates.
Stretch and challenge
 HOTs not MOTs

 Task wall
 Bloom’s Taxonomy
Bloom’s Taxonomy diagram
2
Useful website
http://resources.depaul.edu/teaching-commons/teaching-
guides/learning-activities/Pages/activities-for-
metacognition.aspx
Activity 8 – support for learners
 In your groups discuss the ideas that you have had for
supporting and encouraging less able learners.
 List your ideas and be prepared to offer them to all
delegates.
Support strategies – some examples
 Oral rehearsal
 Exemplar pieces
 Provide a scaffold
 Modelling the thought processes required to solve the
problem
 Paired peer support
 Praise achievements
3
Four Bs
This is a classroom management idea to deal with large

numbers of questions:
 Use your Brain
 Look in the Book – or on the weB
 Ask a Buddy
 And only after doing these – ask the Boss
Break
 Please be back in 20 minutes.

 Refreshments are available.
Cambridge teacher support
There are many useful documents available from the School

Support Hub: www.cambridgeinternational.org/support
 Syllabus
 Pseudocode guide for teachers
 Schemes of work
 Example candidate responses
 Principal Examiner’s Report
 FAQ
4
Session 3 – assessment
The objective of this session is to understand the way that

candidates are assessed.
Understanding the mark scheme
In order to support your learners, it is important to understand

the terminology and instructions in the mark scheme.
Activity 9 – marking candidate scripts
Mark the scripts in accordance with the mark schemes

provided.
5
Feedback on marking
 We are now going to go through some feedback for the

marking activity.
 You will need to refer to the marking feedback handout to do

this.
Lunch
 Please be back in 1 hour.
Session 4 – learning from past papers
The objective of this session is to learn how to use The

Examiner’s Reports to inform your teaching.
6
Activity 10 – analysing reports
 Read the key messages from the Principal Examiner’s

Report.
 List any points which may inform your teaching or would be
useful to pass on to your learners.
 Be prepared to share your ideas.
Activity 11 – using past papers
 Discuss ways in which you could use past paper materials in

your classroom.
Uses of assessment materials
 Lesson starter – then revisit as a plenary

 Group work for learners:
 build a model answer
 create a mark scheme
 identify common errors from Principal Examiner’s Reports
 Use as a formative or summative assessment
7
Assessment types
 Initial – establishes the base line of current knowledge

 Formative – informs both teacher and learner of progress
during the course
 Summative – summarises and proves the learning at the end
of the topic or course
Useful website
http://www.assessmentforlearning.edu.au/
Session 5 – schemes of work
 The objective of this session is to write a scheme of work for

the topic, unit or section of the syllabus which was used
yesterday.
8
Scheme of work example
 An extract from a scheme of work is in your delegate pack,

we will now go through this.
Differentiation discussion
 What is differentiation?
 The process by which differences are accommodated so that

all learners in a group have the best possible chance of
progressing
 How can we do this in the classroom?
Useful website
 http://www.bbcactive.com/BBCActiveIdeasandResources/Me
thodsofDifferentiationintheClassroom.aspx
9
Activity 12 – scheme of work
Using the template, build a SOW, making sure you include a

selection of the following:
 initial, formative and summative assessment
 different teaching approaches
 learning resources and activities
 past assessment materials
 differentiation
 stretch and challenge
 sequencing
 bridging the gap
Break
 Please be back in 20 minutes.

 Refreshments are available.
Session 6 – planning lessons
 The objective of this session is to plan a lesson in detail

based on the scheme of work started in Activity 12.
10
Planning lessons – structure
 Aims
 Learning Objectives – these must be shared with learners
 Starter, main and plenary if appropriate
 Assessment – initial, formative and summative
Activity 13 – planning a lesson in detail
 Plan a single lesson in detail for a section of the syllabus of

your choice.
Session 7 – preparing for assessment
The objective of this session is to understand how to prepare for

assessments including:
 advice to teachers
 revision strategies
 approaches to the examination.
11
Advice to teachers
 Check that you are teaching the correct syllabus for the year
of the assessment and that all content is covered even if it
has not been tested recently
 Check that the module combination is valid
 Check what learners are permitted and not permitted to take
into the assessment and practise assessments under these
conditions
Revision
Exam wrappers
 Learners record:
 how they prepared for the
exam/test
 an analysis of types and causes
of errors in answers
 ways in which the errors could be
avoided in future
Ebbler, J. (2013, July 31). Exam wrappers. Retrieved from

http://teachingwithoutpants.blogspot.com/2013/07/exam-
wrappers.html
12
Revision – ordering responses
 Give your learners three possible responses to a question

and asked them to list the good and bad points of each and
then place them in order of merit.
 Learners can use this to help them produce better exam
responses
 The Example Candidate Response Booklet can be used to
provide suitable material
Revision – peer marking
 Use the Example Candidate Response Booklet to find

examples for your learners to mark, comment on and
discuss.
Revision strategies
 There are numerous articles online about revision, a good

one is:
 http://www.bbc.co.uk/news/health-22565912
13
Closing the loop
Assess
Teaching
Review
learning
Set
targets
Summary
Over the two days we have covered the following areas:

 the syllabus and its requirements
 teaching approaches
 formative assessment
 the assessment process
 the use of assessment materials in the classroom.
Plenary
 Have all your questions on the sticky notes been addressed?

 Are there any questions that still need answers?
14
Assessment documents
Question papers, mark schemes, principal

examiner reports, and grade thresholds
PDF copies of these can be found on:
 www.cambridgeinternational.org (public website)
 School Support Hub (Cambridge centres only)
https://schoolsupporthub.cambridgeinternational.org
 Ask your Exams Officer for your School Support Hub login
Also available in hard copy via the Catalogue of Resources

www.cambridgeinternational.org/orderpub
Support materials and resources from the

Curriculum Support team at Cambridge
All Cambridge International endorsed, and

suggested resources can be found on the syllabus
pages at www.cambridgeinternational.org
All Curriculum Support materials can be found at

https://schoolsupporthub.cambridgeinternational.org
The Samples Database for syllabuses with

coursework can be found at
www.cambridgeinternational.org/samples
Resources from the Teaching and Learning

team at Cambridge
Our series of resources
support the teaching
and learning in your
school. They explore
different aspects of
educational practice,
from designing a
curriculum to improving
the quality of classroom
activity.
http://www.cambridgeinternational.org/teaching-and-learning/
15
Cambridge PDQs – school-based
professional development
 Internationally recognised
 Offered at Certificate or Diploma level
 Designed to:
 Support the Cambridge curriculum
 To enrich your teaching
 To empower you as a professional
 Based in schools or training centres and led

by a programme leader, trained by
Cambridge
Syllabuses:
 Embedded, practice-driven and enquiry- • Teaching and Learning
based • Educational Leadership
 Structured around the key concepts of • Teaching Bilingual
collaboration, observation and reflection. Learners
 For more information: • Teaching with Digital
http://www.cambridgeinternational.org/pdq Technologies
[email protected]
Become a Cambridge trainer
Are you?
 Full of good teaching ideas to share with other teachers?
 An engaging presenter and facilitator?
 Confident in your subject area and in teaching Cambridge
programmes and qualifications?
 Always developing your own teaching skills?
 Well organised and capable of meeting deadlines?
If yes, we are looking for people like you to become teacher

trainers for Cambridge International. For more information, visit
www.cambridgeinternational.org/cambridge-for/trainers/
Reminders – How to keep in touch
 [email protected]
 For more information about future training please go to the

events calendar at www.cambridgeinternational.org/events
 www.facebook.com/Cambridgeint
 Twitter - @Cambridgeint
- #cambridgetraining
 linkedin.com/company/cambridgeint
16
Feedback
Please fill in the feedback form provided. We value

your feedback and use it to improve our products
and our training.
End of day 2
Thank you for taking part in today’s training.

Please stay behind now if you have any further
questions.
17

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Cambridge IGCSE™

 Welcome and outline of the day.

Session 2 – appropriate challenge

The objectives of this session are to:

Stretch and challenge

 HOTs not MOTs

Bloom’s Taxonomy diagram

Activity 8 – support for learners

Support strategies – some examples

This is a classroom management idea to deal with large

 Please be back in 20 minutes.

Cambridge teacher support

There are many useful documents available from the School

The objective of this session is to understand the way that

Understanding the mark scheme

In order to support your learners, it is important to understand

Activity 9 – marking candidate scripts

Mark the scripts in accordance with the mark schemes

 We are now going to go through some feedback for the

 You will need to refer to the marking feedback handout to do

 Please be back in 1 hour.

Session 4 – learning from past papers

The objective of this session is to learn how to use The

 Read the key messages from the Principal Examiner’s

Activity 11 – using past papers

 Discuss ways in which you could use past paper materials in

Uses of assessment materials

 Lesson starter – then revisit as a plenary

 Initial – establishes the base line of current knowledge

Session 5 – schemes of work

 The objective of this session is to write a scheme of work for

 An extract from a scheme of work is in your delegate pack,

 The process by which differences are accommodated so that

 How can we do this in the classroom?

Using the template, build a SOW, making sure you include a

 Please be back in 20 minutes.

Session 6 – planning lessons

 The objective of this session is to plan a lesson in detail

Activity 13 – planning a lesson in detail

 Plan a single lesson in detail for a section of the syllabus of

Session 7 – preparing for assessment

The objective of this session is to understand how to prepare for

Ebbler, J. (2013, July 31). Exam wrappers. Retrieved from

 Give your learners three possible responses to a question

Revision – peer marking

 Use the Example Candidate Response Booklet to find

 There are numerous articles online about revision, a good

Over the two days we have covered the following areas:

 Have all your questions on the sticky notes been addressed?

Question papers, mark schemes, principal

Also available in hard copy via the Catalogue of Resources

Support materials and resources from the

All Cambridge International endorsed, and

All Curriculum Support materials can be found at

The Samples Database for syllabuses with

Resources from the Teaching and Learning

 Based in schools or training centres and led

Become a Cambridge trainer

If yes, we are looking for people like you to become teacher