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Enrichment professional development

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Our Enrichment Professional Development is perfect for teachers and school leaders who want to transform their approach to teaching.

We design our Enrichment workshops to be dynamic and engaging. Our experienced trainers encourage teachers and leaders to reflect on their professional practice and help them to develop practical strategies they can use in their schools. Participants are also encouraged to share ideas and learn from other members of the Cambridge International community.

Each workshop focuses on a specific skill or concept in teaching and learning. Some workshops also concentrate on a particular subject or syllabus.

Workshops for teachers and middle leaders

  • Active learning and assessment for learning
    • Explore active learning and assessment for learning, and find out how you can use these approaches to develop your classroom practice.

  • Metacognition: boosting students’ learning
    • Discover practical strategies for encouraging metacognition to boost thinking and learning, encourage engagement and support examination success. This workshop provides an excellent next step for teachers who have attended our Active Learning and Assessment for Learning workshop.

  • Effective talk and questioning
    • Explore ways of using advanced questioning techniques and effective classroom talk to engage learners, improve learning and enhance academic achievement. This workshop provides an excellent next step for teachers who have attended our Active Learning and Assessment for Learning workshop.

  • Language awareness
    • Many Cambridge learners use English as an additional language, and can face challenges when teaching is delivered in English. Understand these challenges and discover ways you can help your learners.

  • The inclusive classroom
    • Learners of all abilities face a wide range of challenges that can limit their progress. Discover more about these challenges, and how you can shape your teaching to help your learners achieve their full potential.

  • Understanding impact for teachers and middle leaders: How do I know if I’m making a difference to my learners?
    • Effective teachers don’t just try new things – they also reflect on whether they work. Find out how you can reflect on the impact you are making to improve your teaching and your students’ learning.

  • Getting started with Mentoring
    • A mentoring programme can help develop confidence and enhance the quality of teaching. Discover what effective mentoring looks like and how to apply it to your own practice.

Workshops for school leaders

  • Primary curriculum coordinators
    • Find out how to review, implement and evaluate the Cambridge Primary curriculum within your own school context. Explore the role and responsibilities of a curriculum coordinator and discover techniques for supporting your teaching team.

  • Creating a culture of coaching and mentoring for school improvement
    • Explore different models of coaching and mentoring that can help to embed a culture of reflection and continuous improvement in your school and support teachers to have an even greater impact on student learning.

  • Understanding impact for senior leaders: How do I know if I’m making a difference to my learners?
    • Discover tools to help you monitor and evaluate whether effective teaching and learning is taking place across your school, and plan further improvements to teaching and learning at both an individual and whole-school level.

  • Developing your leadership with Cambridge
    • Are you new to the senior leadership team? Develop strategies that will help you to implement the Cambridge curriculum in your school and increase your understanding of the Cambridge approach to teaching and learning.

All of our Enrichment workshops are designed to complement our syllabus-specific Introductory and Extension courses. They also complement our Cambridge Professional Development Qualifications (PDQs) and could be delivered before or during a Cambridge PDQ programme to support and extend learning.

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