Every year millions of students and teachers around the world benefit from English language learning and assessment products from Cambridge. This includes Cambridge English Qualifications, courses, support and digital resources to help people to learn English and prove their skills to the world. Cambridge’s new look and feel for its English range also includes a promise ‘where your world grows’, which is a commitment to its customers around the world.

Francesca Woodward, Global Managing Director English, says the new brand will give the organisation a strong, single identity going forward. She will be supported by Paul Colbert, Deputy Global Managing Director, English & Commercial Director.

Francesca Woodward said: ‘‘Last year we combined our publishing and assessment operations and now our team works even more closely together to deliver the very best solutions for English language learners and teachers worldwide. In the past learners and teachers have taken exams, used textbooks and digital resources from different parts of our Cambridge family, and our new single brand for English brings all of this together under one roof. It helps us to show the world that we create unique learning and assessment experiences that could only come from Cambridge.”

In the coming months Cambridge’s new brand for English will come to life in exam centres, schools and on learning and assessment products around the world. This will be a gradual process, and Cambridge will be working with its partners and distributors to take the transition to its new look step-by-step.

Woodward added: “As part of our commitment to the environment we’re not asking our partners and distributors around the world to throw away existing branded materials. We want them to take a step-by-step approach to the transition to our new Cambridge brand for English.”

Read Up On the Subject

An informative essay is precisely what the name sounds like. Those reading want to learn about something. For that to be possible and to offer them that, the author has to be well-informed on the matter.

In situations where you can choose the topic yourself, it can make things easier to choose a topic with which you are already familiar. Alternatively, if the subject of the essay is assigned, it’s best to read up on it before you even start. It would be extremely difficult to even create a plan of attack for the paper when you aren’t knowledgeable about the material.

Due to the amount of work a good informative essay takes, it’s absolutely critical to resist the draw of procrastination on them. Some find it helpful to schedule in a little bit of time each day leading up to the assignment to avoid last minute all-nighters. Also, leave open the possibility that you would have to request assistance from a professional UK essay writer at EssayPro or some other writing services. You never know what problems are you going to run into, so don’t shy away from help, if necessary.

Start to Work On a Framework

From here, it’s time to begin to create a framework for the project. The exact format will depend on what you will be covering.

For instance, an informative essay on a historical issue, the writer would probably tackle it from a chronological direction starting at the beginning of the event leading towards their end. Other themes might allow a bit more freedom in how the piece can be formatted.

Give the Audience Hard Facts

When someone is delivering a piece such as this, it’s essential that the reader receives definitive evidence. While opinions might be in these pieces, the main focus is informing. Deliver facts, statistics, dates, numbers, and – most importantly – a reliable bibliography.

One great place to data on topics is in databases. Peer-reviewed scientific studies can also easily be found on many subjects. It’s also wise to stick to recent research. If you have to pick between a study from last year and ten years ago, it’s usually best to choose the one from last year.

If the essay calls for an author opinion, do so properly. The opinion on the matter should be stated and clear. However, it shouldn’t be reached via distortion of facts. This is something that most professors are very intent on.

Consistent, Concise, and Needed

There are a few general rules to follow in most writing that can be beneficial to recall. To start, be sure to be concise in the used wording. Don’t repeat points over and over again – that’s a quick way to get a reader to tune out.

On a similar note, limit elaboration on points given to relevant and necessary insight. It doesn’t help explain anything to a reader if there is extra, unnecessary facts are confusing them.

Finally, be sure to be consistent. The main idea you are making needs to be simple to follow. Readers shouldn’t have to struggle to keep up. A part of informing or teaching someone is guiding them toward the knowledge you want them to obtain.

Conclusion

Any student can craft the ideal essay. All it takes is a little work, planning, and attacking the assignment with the right strategy. With tips like these, you’ll have the perfect essay for your class with no trouble.

To show its appreciation to everyone who has championed the CELTA qualification over the past 30 years, Cambridge Assessment English provided CELTA centres with a ‘Birthday in a Box’ party kit. More than 45 CELTA centres hosted parties for their CELTA staff, alumni and current CELTA trainees.

Established in September 1988 by Cambridge Assessment English, CELTA is a qualification for teachers of English as a foreign language. Based on an intensive four-week course, or more extended part-time study, it combines theoretical study with assessed practical teaching experience. CELTA courses are available at over 300 approved centres in more than 70 countries.

Blandine Bastie, Country Head (UK and Ireland), Cambridge Assessment English, says: “Over the past 30 years CELTA has become very highly regarded across the globe, and this is thanks to our dedicated tutors who teach the qualification year after year, and the bright trainees who use their CELTA qualification to teach English as a foreign language all over the world. We wanted to take this opportunity to celebrate with our centres. From London to Dublin to Malta, the birthday parties truly represent the strong international reputation that CELTA upholds.”

David Riddell, a CELTA trainer at International House London, the renowned language school that played the leading role in the development of the qualification that became CELTA, said: “I have been teaching on CELTA courses for 30 years, and on every course I do it is inspiring to see our trainees develop their teaching skills as they progress through the course. Whether they use the qualification to seek work as an English language teacher in the UK, or go off to teach in other countries, it is always incredibly rewarding to see trainees go on to apply what they have learnt on their CELTA course to the benefit of English-language learners around the world. Through the 30th birthday party, Cambridge Assessment English has given us the opportunity to bring our community together and celebrate with current staff, trainees, students and alumni. We all look forward to the next 30 years of CELTA!”

CELTA is highly regarded internationally and, according to recent research which looked at requirements for English language teaching (ELT) jobs around the world, CELTA is the qualification most often requested by employers. The study revealed that CELTA is requested by 71.5 percent of ELT employers in Europe, the Middle East and Africa, compared to just 23.6 percent asking for CELTA’s nearest equivalent the Trinity CertTESOL. The data from the study further revealed that, in the UK, 88 percent of jobs that require an ELT qualification specifically ask for a CELTA qualification.

All learners must hold a Level 3 qualification in Supporting Teaching and Learning or Supporting Physical Education in Schools (or equivalent) and a qualification in safeguarding prior to studying the diploma. The purpose of this qualification is to provide learners with the knowledge and skills to be able to contribute to the planning, delivery and development of schemes of work in primary physical education.

The Active IQ Level 4 Diploma in Primary Physical Education Practice links to National Standards and is on the Regulated Qualifications Framework (RQF). The guided learning time is approximately 585 hours and the total qualification time including theoretical and practical assessments is around 730 hours. Learners will be placed with a school for an academic year for a minimum of 30 hours a week for 38 weeks during which time they will enjoy on and off-the-job training, supervised teaching and shadowing/mentoring by a qualified teacher.

Progression from this qualification could be to a higher-level teaching assistant, foundation degrees in teaching and learning, sport science, physical education and school sport and primary education.
“Physical activity among children is an absolute priority with rising levels of obesity and inactivity threatening the health of today’s youngsters and future generations,” says Lee Buck, Active IQ Head of Product Development.

“Key to children’s activity levels is the physical education they enjoy at school. Our Diploma aims to bring a high level of skill, understanding, confidence and enthusiasm to teaching and support staff to boost the time and scope of activity offered within primary schools. As a nation, we need to prioritise children’s health and wellbeing: upskilling staff in primary physical activity will really help drive provision and raise standards,” says Lee.

“This new Diploma is far reaching and rich in content to enable learners to have a full understanding of the national curriculum for primary physical education and explore creative ways to engage young children in physical activity,” says Jo Pountney, Director at Sporting Futures Training. “As an advanced level diploma, we are looking to promote sustainable high-quality primary physical education programmes and give learners the skills and confidence to engage with children, parents and school staff. By understanding the full context of physical activity in schools, appreciating inclusivity and managing any special education needs children may have, this Diploma can really enhance the physical activity provision at primary level.”

www.activeiq.co.uk

In this first session of 2018, more than 607,000 examination papers—the largest number since the introduction of the Diploma Programme in 1968—were processed in 75 languages. Over 13,000 examiners across the world worked together to establish accurate, internationally-benchmarked grading criteria across subjects, and ensure consistency throughout the evaluation process.

“I wholeheartedly congratulate the May 2018 graduates. They are to be highly commended for their hard work, their drive and commitment”, said Dr Siva Kumari, IB Director General. “Research suggests that an IB diploma is the best preparation for further education and for future careers. IB graduates show continued curiosity and critical thinking throughout their lives. These are the skills of the future, as both universities and employers attest. IB graduates are highly prepared to contribute to their own communities and, increasingly, to help find solutions to the broader challenges facing the world. I wish this year’s graduates all the best for the future and for making a better world through education”.

IB Chief Assessment Officer, Paula Wilcock, says: “I offer many congratulations to all students receiving their DP and CP results today. Today not only will students celebrate their academic success, but also their personal learning journey that has helped them to develop the critical skills needed for 21st century living. I would like to thank our global community of teachers, invigilators and examiners who ensure that every student receives a fair and, meaningful result. As we celebrate our 50th year I look forward to continuing to ensure that our assessments measure what is important, and continue to evolve with our rapidly changing world”.

Following its founding in 1968, the first IB exams took place in 1971 with a total of 29 students taking part. Since then, the IB has gone on to continually develop innovative assessment that is recognized globally. To learn more about the history of the IB and the achievements of our alumni, visit the organisations 50th anniversary timeline at https://www.ibo.org/50years/#1968

Up against stiff international competition in the category, including the French Ministry of Education, judges commented that the MYP eAssessment “was impressive in how the examinations are designed to assess students’ higher thinking skills which previously had been harder to do using paper testing” and that it “clearly demonstrates that it is possible to successfully deliver online summative assessment in schools anywhere in the world”.

Dr Sue Wilkinson, IB’s Head of eAssessment, said: “We are so proud that the MYP eAssessment has been recognised for its innovative examination techniques which make learning and assessment more meaningful. The eAssessment is a key stage in the IB journey to developing students who are independent and critical thinkers with the skills to create a better world”.

Beyond rote memorisation

The MYP eAssessment, which is regulated by Ofqual in the UK, is for MYP Year 5 students and goes beyond rote memorisation—75% focuses on inquiry, communication and critical thinking skills.

Wilkinson said: “Students are challenged to connect what they have learned with what they might learn next, collect data, analyse results and apply big ideas to solving real-world problems. As such, a single examination provides an effective assessment of the broad range of knowledge, skills and concepts needed to thrive and succeed in the 21st century”.

Different types of tasks are used within the on-screen examinations to test specific skills meaning that student’s achievement against all subject objectives is thoroughly tested. For example, a short essay assesses writing capabilities, creating an infographic to assess communication skills.

Commenting on the relevance of the eAssessment for MYP students, Angela Brassington, an MYP coordinator at Munich International School said: “Students prefer the on-screen examinations because this reflects how they learn on a daily basis. The on-screen examinations are media rich and dynamic, so questions can be designed that require much more creative responses or responses that require students to manipulate data and present new understandings, in a way that is not possible on paper”.