23 - 25 March 2021
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You can take part in as many sessions as you like for free. We’ll also be sharing the sessions on our YouTube channel so you can catch up on any that you missed.
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A series of pre-recorded and live talks from a range of education and language experts on topics and issues important to teachers across the world, including active learning, effective assessment and supporting students' language development.
Plus, don’t miss our sessions on changes to the Cambridge primary and lower secondary curriculum frameworks, as well as thinking and working scientifically.
What to expect:
Join us for three days of free online sessions covering key pedagogy, language support and curriculum information for primary and lower secondary.
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Second day
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Third day
Tuesday 23 March
7.00
Practical Differentiation That Doesn't Increase Your Workload • Mike Gershon
45 mins
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Effective differentiation doesn't have to mean creating lots of extra resources or planning multiple lessons. In fact, any teacher can differentiate incredibly effectively without increasing their workload. Join bestselling author and trainer Mike Gershon in this session where he unlocks the secrets of differentiation. With a highly practical focus, Mike will show you some of the most effective techniques you can use to meet the needs of all learners, without having to spend hours working up complex lesson plans. You'll leave the session not just energised and enthused, but with a new toolkit of differentiation strategies you can immediately start using in your classroom.
All the times quoted below are in GMT.
The ability to build rapport with students is one of the key factors of successful teaching. In this presentation Nik will outline the 6 key areas that teachers need to be aware of in order to transfer their teaching skills from the physical to the remote classroom. He will focus on one of the key elements - Interpersonal - and how teachers can develop their teacher presence and build rapport with students. You should leave the session with an awareness of how your use of the webcam and microphone impacts on your students. You will also get some tips for building better rapport and some suggestions for activities and procedures that will encourage your students to be more engaged and active participants during the remote lessons.
8.00
Engaging Students and Building Rapport in the Remote Classroom • Nik Peachey
This session explores what makes learning active and why is it necessary to make it so. We will touch on the influence of Piaget, Montessori, and other educational theorists who championed active learning at the heart of their research and studies. The key aspects we’ll cover in this session include: - How the brain works - Learning styles - The social side of learning - Layouts for setting up the classroom - Some concerns about active learning - Short and snappy strategies to inject the active learning element in our daily teaching and learning - Challenges in making active learning visible and felt in online learning
9.00
The Nuts and Bolts of Active Learning • Siti Zaleha
For school leaders and teachers at registered Cambridge International Schools. This session will provide details of recent changes to the Cambridge Primary and Lower Secondary programmes. Learn more about the changes we’ve made to the curriculum and the assessment options for each of the 10 subjects available.
10.00
Changes to Cambridge Primary and Lower Secondary programmes • CI session on curriculum
When young children write, they bring together a collection of skills that are still very much in development. Proficiency and confidence in each allows the flow of content onto the page, enabling a child to flourish as a writer. This session is an introduction to tried and tested strategies for facilitating writing fluency.
12.00
Becoming a Real Writer: Strategies to Develop Learners’ Writing skills • Christine Chen
Assessment for learning (AfL) is a powerful way to support your students’ learning and enhance your teaching practice. But a huge amount of information on AfL exists, and so knowing where to start with it can sometimes feel like a daunting, time-consuming task. This session breaks down the concept of AfL by sharing with you three simple questions that are central to understanding what AfL is, why we might want to use it and how we can implement it. Importantly, these three questions can be returned to again and again throughout a lesson, unit or year of study, and they are transferable between educational contexts – subject, year group, country...So come along to this session to gain confidence in understanding what AfL is, why AfL enhances student learning and how to implement AfL as soon as you teach again!
13.00
Assessment for learning: what, why and how? • Dr Karen Angus-Cole
If you have ever found that learners’ language ability made teaching your subject challenging or frustrating, then this webinar is for you. Teaching through a second language has enormous benefits for learners but also more for non-language teachers to consider. You don’t need to become a grammar expert, but building an awareness of how we use language in the classroom, and what we expect our learners to do will make your teaching more effective and successful, and maybe more interesting for you too! Practical ideas for a whole school approach to supporting teachers and learners in the classroom makes this webinar relevant to school managers and teachers alike.
14.00
How to use language effectively and successfully in the non-language classroom • Margaret Cooze
LIVE
Wacth now
Wednesday 24 March
People with strong oracy skills are excellent communicators. They listen actively and are successful facilitators and collaborators. They are confident speakers who connect with their audience and are good at persuading others. They are natural leaders! Given the importance of being an effective communicator in today’s world, oracy should be considered an essential skill to be developed in primary education. Yet, as an English teacher with a tight schedule and established syllabus, you may question whether you have time to integrate a new approach. In this presentation, Kimberley will offer a practical, step-by-step strategy to help you implement oracy skill-building into your English classes as part of regular speaking practice. Surprisingly, it’s neither complicated nor time-consuming — and with consistent oracy work, your students can make significant progress toward becoming more confident and effective communicators.
How to integrate oracy strategies into your English lessons • Kimberley Silver
This webinar will show how the important scientific enquiry skills can be developed by learners in your classroom working as scientists. It will give you examples from Cambridge resources that you can take into your science lessons. It will emphasise the importance of students thinking and being active as learners. As part of thinking and working scientifically we will look at how scientific models can help us teach, but more than that, get learners thinking even more deeply.
Developing Learners Thinking And Working Scientifically skills in Science Lessons • Alan Cross
We know that teachers are the most important resource that a school has. But how can schools make the most of their teachers? In this webinar we will look at what we know makes effective professional development for teachers at every stage of their career, and how this can be applied in any school context.
Effective teacher development - why and how? • Kathryn Joy
It is undisputedly the case that the people who will inhabit the future are today's school children. But what can we do as educators to help learners develop the understanding and skills needed for life in a more sustainable, global society? And what is the place of global concepts such as peace, international solidarity and justice in the school curriculum? Join our Cambridge Primary Global Perspectives authors as we address what thinking globally and acting locally means for primary children.
Thinking globally and acting locally. What does that mean for primary children? • Tom Holman and Adrian Ravenscroft
Research shows that effective use of metacognition strategies has a positive impact on students’ achievement. This webinar will introduce the different elements of metacognition and the practical strategies teachers can use to encourage successful learning from K-12.
Using metacognition to boost students’ achievement • Dr Liz Taylor
The OECD is unflinching in its belief that reinforcing global competence is vital for individuals to thrive in a rapidly changing world and for societies to progress without leaving anyone behind. Against a global context in which we all have much to gain from growing openness and connectivity, more than ever the next generation need to develop the social and emotional skills, as well as values like respect, self-confidence and a sense of belonging, to create opportunities for all and advance a shared respect for human dignity. Growing such values starts in the home, making the relationship between schools and families ever more important. Jonathan will explore a range of ideas around family/parental engagement and involvement. Jonathan will also explore how technology can be utilised more effectively to aid the process and open up the classroom walls.
Promoting parental participation. • Jonathan Ellams
In this session, we will briefly look at what CLIL means and what it looks like in practice for both EAL and subject teachers. As we work through an action plan together, we will address the different issues that can arise and look at some practical solutions to make this move toward CLIL successful for all parties involved.
Moving Towards a Whole School Approach to CLIL • Ali Talbot
Thursday 25 March
This webinar explores different types of language needed to teach school subjects in English. These include subject-specific language, functional language for collaborative tasks and language to develop learners’ creative and critical thinking skills in different subjects. Support strategies to enable learners to communicate their ideas about subject concepts are also presented and ways to carry out evaluation of subject language are proposed. Addressing types of language, support to produce language, and evaluation of subject learning thus bridges the gap between ELT and EML.
Bridging the gap between ELT and English as a Medium of Learning (EML) • Kay Bentley
This session will explore the 'low threshold, high ceiling' approach which encourages learners to adopt a highly engaging 'hands-on' approach to learning mathematics. NRICH Director, Dr Ems Lord will also share engaging activities and detailed teacher materials ideal for developing mathematical reasoning and discussion in your classroom.
Developing a hands-on approach to mathematics • Ems Lord
Foundations are essential but can be diverse and exciting too! In this session we explore the importance of systematic, structured synthetic phonics for the development of independent reading and writing and also consider the place of high quality texts for shared reading and writing experiences
Setting the right foundations for reading and writing • Gill Budgell
We know it is vital that teachers have access to reliable information to support them in making the best decisions, so they can transform the academic outcomes of their students. Baseline assessments help schools to understand their students’ needs, obtain a measure of each individual's aptitude for learning and their potential, and understand the impact they have on learners as they progress through school. Join Sue Holt, former senior leader in international education, to discuss: - Utilising baseline assessment data to ask the right questions and make informed decisions - Gaining insights from baseline data to support students to meet their full potential - Applying data to teaching and learning, making it useful in your school/classroom
Why you need to be using baseline data – an approach for international schools • Sue Holt
Active Learning is an approach to teaching and learning that encourages learners to use their prior knowledge and skills to deepen their understandings of the taught content. This approach can be highly successful in the classroom and is connected to theories of learning and metacognition; it can also provide a rich and stimulating context for students to learn and value what they are learning. The session will unpack some ideas about how our brains acquire information and the role of memory in the process of learning; the role of the teacher in facilitating Active Learning and the benefits of introducing Active Learning into the classroom. Practical examples of how it can be used in your lessons easily and quickly to develop your students' learning will be modelled and there will be opportunity for you to begin to plan how you will use it in your next lesson.
Approaching Active Learning • Fleur McLennan
In this session, Graham discusses the use of metaphor and symbol in stories. Ways of opening up meanings and helping students to analyse - and use - figurative language in their own writing will be explored using a range of texts aimed at stages 7-9.
Teaching figurative language in the lower secondary classroom • Graham Elsdon
In the last few years, the term ‘21st Century Skills’ has formed an integral part of our thinking and strategy in education, as we look to the future for our learners. More recently, the impact of Covid-19 has also radically transformed the way we teach and think about learning. In this session, we reflect on the lessons learnt from our response to the current pandemic and explore the opportunities presented, to reimagine and redefine what ‘21st Century Skills’ exactly means. We will consider the implications for future learning design, as we navigate how to conceptualise and implement the development of these into our classroom pedagogy.
Teaching for the 21st Century • Sharon Hennam-Dale
For school leaders and teachers who are not at registered Cambridge International Schools. This session will provide the opportunity to learn more about Cambridge Primary and Lower Secondary Programmes. Find out about the broad and balanced curriculum, our assessment options, teacher support and the benefits of offering the programmes at your school.
15.00
Learn more about Cambridge Primary and Lower Secondary programmes • Cambridge International
Dr Karen Angus-Cole
Karen is an Education Consultant and Lecturer in Education at University of Bath, UK
Gill Budgell
Gill has worked in education as a teacher, adviser, consultant publisher and author.
Christine Chen
Christine is an established primary education advisor and author, specialising in English & curriculum development
Kay Bentley
Kay is a consultant for primary and lower-secondary CLIL and bilingual education
Margaret Cooze
Margaret is a language specialist, trainer and author focusing on international teaching contexts
Alan Cross
Alan is a very successful author and consultant in primary STEM subjects
Jonathan Ellams
Jonathan is Director of Standards and Director of International Education at Cambridge Academic Partnership
Graham Elsdon
Graham is an author, former English leader, teacher trainer and visiting lecturer
Sharon Hennam-Dale
Sharon has worked in education for over 25 years - as a Headteacher, Coach and International School Consultant
Mike Gershon
Mike is a trainer, consultant and bestselling author of over 40 books
Ems Lord
Ems is director of NRICH, member of the Joint Mathematical Council and a research fellow
Fleur McLennan
Fleur is a practicing English Teacher and accredited Teacher Trainer with over 20 years’ experience
Nik Peachey
Nik is a consultant and trainer with more than 20 years experience of working with online and blended learning
Kimberley Silver
Kimberley has taught English in the US, Japan and Mexico and is Commissioning Editor at Cambridge University Press.
Ali Talbot
Ali Talbot is a EAL teacher, trainer and leader, specialising in change management.
Dr Liz Taylor
Liz is an education consultant and lead trainer for Cambridge International
Siti Zaleha
Siti is an experienced maths teacher, teacher trainer and examiner
Kathryn Joy
Kathryn is teaching and learning lead at Cambridge University Press
Sue Holt
Sue has extensive experience in international education and has held a range of posts in schools.
Tom Holman
Tom is a former teacher and trainer, he now works as consultant assessment specialist
Adrian Ravenscroft
Adrian is a tutor for qualifying teachers. He taught both Primary and Secondary.
The speaker presentations will not be shared with attendees but recordings of the sessions will be shared on our YouTube channel so you can view the slides again.
Will the presentations be shared with us?
Unfortunately we are unable to supply certificates for these sessions.
Will I receive a certificate for the sessions?
All of our sessions will be available to watch again on our YouTube channel after the event.
I missed a session. How can I watch it again?
It may take a while for the email to come through, if you haven’t received an email within 48 hours please check your junk mail folder to make sure it isn’t in there.
I haven’t received a link to the session I registered for. What should I do?
No, all the sessions are completely free of charge.
Do I need to pay to attend the session?
You can choose to attend as many sessions as you like over the three days of the event (capacity permitting). When you register, you will be asked to select the sessions you would like to join and you will be sent links to access them.
Do I need to attend every session?
We’re sorry, we need to cap the number of attendees for some of the sessions. If you’ve been unable to join, you can still access recordings of all sessions on our YouTube channel after the event.
I’ve tried to register and been told the event is full, what can I do?
Frequently asked questions
