IT’S UP TO TODAY’S STUDENTS
TO CREATE THE IDEAL FUTURE*
What does a classroom ‘fit for the future’ look like? Ask
any teacher or student and they will give you a personal
and unique view on this (see ‘The students’ view’, right).
It is a question without a correct answer, perhaps, but
we can identify some common traits of excellent learning
environments. Dr Phil Kirkman is a Teaching Associate
in Pedagogy, Language, Arts, Culture and Education at
the University of Cambridge, UK. His research interests
span educational anthropology and the relationship
between educational development, identity, and student
and teacher voice. His view of exemplary learning
environments that are fit for the future are those that are
characterised by a flexible range of pedagogical resources,
including different sorts of technology, where knowledge
and skills combine and where students can take an active
role in their own learning.
BALANCING ACT*
nne Smith, Cambridge’s Deputy Director, Qualifications
Development and Support, explains how Cambridge
qualifications are designed to balance knowledge,
understanding and skills – and to prepare learners for
the future
Children must be taught how to think, not what to think,”
said the anthropologist Margaret Mead. In 2015, science,
literature and language courses are offered to teenagers
across the world. But does today’s curriculum really
teach children how to think? Let’s visit a high school in
2065. In a science lesson, each student has his or her
own minilab: they are discovering for themselves by
observing, evaluating and analysing what we in 2015
learn theoretically. Literature and language lessons
encourage international-mindedness. Children are
taught to interpret a literary piece instead of learning
how poetry and prose are interpreted by the experts.
Most importantly, they are aware of the fact that what
they learn is for the betterment of Earth, and not just
for passing exams and graduating from school. Children
in 2065 have awareness of their environment through
courses about environmental consciousness, ecology and
global warming. Back in 2015, we high school students
need to understand that the small steps of ordinary
people create real change and help us to create the ideal
future.
*Published in “Cambridge Outlook” Issue 20 2015
Rabia Hilal ŞENER
11-B
Why is deep subject understanding so important?
“We believe in the intrinsic value of studying a subject
in depth. Deep subject understanding is important in
order to develop the ability to solve problems, to apply
understanding to new situations and to enable learners
to progress to the next stage. It’s especially important
at Cambridge International A Level because most
learners aspire to go to university, where deep subject
understanding is so vital.”
How do Cambridge syllabuses support this?
“A really good example is the introduction of key concepts
to the Cambridge International A Level syllabuses we
revised for examination in 2016 (see panel). These
key concepts are essential ideas, theories, principles
or mental tools that help learners to develop a deep
understanding of their subject through making links
between the different topics. We have clearly set out
the key concepts in the syllabus and support materials
so that teachers can refer to them again and again and
build them into their teaching.”
How do you redevelop a syllabus?
“We begin by gathering information about our current
syllabus, talking to schools, to learned societies and to
our subject and assessment experts, including examiners.
For Cambridge International A Levels, we also consult
universities around the world to get opinions from
admissions and faculty staff. As we look towards syllabus
development for 2018 and beyond, we have had recent
meetings with faculty staff at Yale and the University of
Michigan, and these have reinforced our commitment
to key concepts. They were very positive about how we
have used them.”
*Published in “Cambridge Outlook” Issue 19 2015
THE CLAPPER 2015 - 2016 117
INTERNATIONAL
PROGRAMS