Setting up for success
Cambridge learner and teacher attributes This course helps develop the following Cambridge learner and teacher attributes. Cambridge learners
Cambridge teachers
Confident in working with information and ideas – their own and those of others.
Confident in teaching their subject and engaging each student in learning.
Responsible for themselves, responsive to and respectful of others.
Responsible for themselves, responsive to and respectful of others.
PL E
Reflective as learners, developing their ability Reflective as learners themselves, developing to learn. their practice. Innovative and equipped for new and future challenges.
Innovative and equipped for new and future challenges.
Engaged intellectually and socially, ready to make a difference.
Engaged intellectually, professionally and socially, ready to make a difference.
Reproduced from Developing the Cambridge learner attributes with permission from Cambridge Assessment International Examinations.
Series-specific approaches
M
Cambridge Lower Secondary Science has been developed with scientific investigation at its heart, to support learners to understand and explain their world around them. Think like a scientist features offer engaging opportunities for learners to predict, observe and identify the patterns in what they see. Encouraging learners to see and investigate for themselves promotes active learning and deep understanding.
Opportunities for active learning are included throughout the series, in Activities and Questions at every point. Learners are also encouraged to self-assess and reflect on their learning, to develop their metacognitive skills and their awareness of their own progress.
SA
Projects provide valuable opportunities to delve deeper into learners’ own personal and local contexts, as well as global contexts as they progress through the course. This ensures that scientific learning is relevant for every learner.
Setting up for success
Our aim is to support better learning in the classroom with resources that allow for increased learner autonomy while supporting teachers to facilitate student learning. Through an active learning approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking in a variety of ways, learners will develop analysis, evaluation and problemsolving skills. Some ideas to consider to encourage an active learning environment are as follows: •
Set up seating to make group work easy.
•
Create classroom routines to help learners to transition between different types of activity efficiently, e.g. move from pair work to listening to the teacher to independent work.
15 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
