Cambridge Professional

Development

Syllabus
Cambridge International Certificate
in Teaching and Learning 6208
Cambridge International Diploma
in Teaching and Learning 6209
Centres using this syllabus must use PDQ Connect for collation of evidence and
the submission of ePortfolios.

For examination in 2020 2021 and 2022 Version 3

Why choose Cambridge?
Cambridge Professional Development Qualifications (PDQs) provide a strong framework to support
the effective continuing professional development of candidates.

They help candidates to:

• engage critically with relevant concepts, principles, theories and best practices from around
the world • apply new ideas and approaches in reflective practice in their own teaching and
learning context • formatively evaluate experiences to plan further development
• transform the quality of teaching and school leadership to improve the outcomes of students.

Cambridge PDQs are designed to be integrated into schools’ professional development planning,
activities and culture. They help schools to improve through cost-effective, sustainable programmes
that benefit teachers and their students. They demonstrate to parents, the school community and
stakeholders that the school values and nurtures staff development.

‘It has encouraged experimentation of best practices and changes in teaching and
leadership practices, enriched professional conversations and professional judgements of
staff, and renewed interest in education among staff.’
Richard Sarpong, Head of Professional Development, International Community School, Kumasi, Ghana

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the
brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the
University of Cambridge. UCLES retains the copyright on all its publications. Registered centres are permitted to copy
material from this booklet for their own internal use. However, we cannot give permission to centres to photocopy any material
that is acknowledged to a third party even for internal use within a centre.

Contents

1 Introduction
..........................................................................................................................
....2 Purpose of this document 2 Quality 2 The Cambridge teacher 3 Support for
Cambridge Programme Leaders 4 Syllabus overview 5 Language requirements 7 What
is the qualification structure 7 What does the Certificate or Diploma involve? 8 How are
 the Certificate and Diploma assessed? 9 Evidence requirements 9 Reflective journal 10

2 Certificate in Teaching and Learning

................................................................................ 11 Introduction to the
Certificate 11 Module 1 Exploring learning and teaching 12 Unit 1 Understanding
principles of learning and teaching 12 Unit 2 Teaching an effective lesson 14 Unit 3
Facilitating active learning through effective teaching and assessment 16 Assessment
criteria 18 Recommended reading 19

3 Diploma in Teaching and

Learning.................................................................................... 20 Introduction
to the Diploma 20 Module 2 Teaching and learning in action 22 Module 3 Developing
professional practice 25 Assessment criteria 28 Recommended reading 30

4 Cambridge ePortfolio Platform, PDQ

Connect..............................................................31 Why use PDQ Connect? 31
What learning methods can be included in an ePortfolio? 31 What are the benefits of
using PDQ Connect? 31

5 Glossary....................................................................................................................................32
Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022.

1 Introduction

Purpose of this document

This syllabus sets out the details of the Certificate and Diploma in Teaching and Learning. These
are Cambridge Professional Development Qualifications (PDQs) offered by Cambridge
Assessment International Education.

The syllabus will help Programme Leaders in Cambridge Professional Development Centres
understand the design, structure and requirements of these qualifications. It will also help them to
guide their candidates accordingly.

The syllabus focuses on the learning outcomes and related scheme of assessment. For further
guidance on the design principles and features of programmes leading to these qualifications please
see the resources for Cambridge Professional Development Centres.

These are available at www.cambridgeinternational.org/pdq

Cambridge International retains the copyright on all its publications. Registered centres are permitted to
copy material from this booklet for their own internal use. However, we cannot give permission to
centres to photocopy any material that is acknowledged to a third party, even for internal use within a
centre.

Quality
Cambridge PDQs are benchmarked to the Framework for Higher Educational Qualifications (FHEQ) for
England, Wales and Northern Ireland. Cambridge PDQ Certificates are benchmarked to FHEQ Level 4
and Diplomas to FHEQ Level 5.
This means that teachers and leaders achieving a Cambridge PDQ are well prepared for their next
step in the professional development pathway and their Cambridge PDQ has value as they progress
to relevant Level 6 and 7 programmes.

‘Cambridge guides and supports us in implementing the programmes, and we

encourage the teachers, leaders and their schools to think creatively and be
innovative in their practice. The outcomes of collaborative learning have impacted
positively on schools through improved learning outcomes.’
Vardhana Lakshmi, Programme Leader CfBT Education Services, India

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and
2022. Introduction

The Cambridge teacher

Cambridge International programmes and qualifications develop not only subject knowledge and
skills but also attitudes, ways of thinking and behaviours.

There are five Cambridge teacher attributes. Cambridge teachers are:

• confident in teaching their subject and engaging each student in learning
• responsible for themselves, responsive to and respectful of others
• reflective as learners themselves, developing their practice
• innovative and equipped for new and future challenges
• engaged intellectually, professionally and socially, ready to make a difference.

More information on the Cambridge teacher and Cambridge learner attributes can be found at:
www.cambridgeinternational.org/images/271189-the-cambridge-learner-and-teacher-attributes
.pdf
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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Introduction

Support for Cambridge Programme Leaders

Every Cambridge PDQ Centre appoints a Programme Leader who is responsible for designing and
managing the programme. The Programme Leader is pivotal to the quality and success of the
Cambridge PDQ programme.

The role is wide-ranging, from designing and developing the programme to liaising with mentors,
school leadership and Cambridge International. Being an effective Programme Leader is about
shaping and supporting professional learning to have an impact on the quality of teaching and
leadership in schools. Programme Leaders evaluate their professional development learning
programme as part of their commitment to professional development.

We provide a wide range of practical resources, detailed guidance and innovative support so that
Programme Leaders can give their candidates the best possible preparation for Cambridge
PDQs.
• Exemplar ePortfolios
Programme Leader • Module Guides
Resources • Syllabus • Principal Examiner reports
• Module Guides
• Digital Resources
Support for
• Guide to Being a
Cambridge
Mentor • Resource list
ePortfolio Creation Support
Training Community
• Face-to-face workshops • Online Programme Leader
around the world • Online Community Find out more at
training http://learning.cambridgeinternat
ional.org/ pdconnect/
Recommended
reading
PDQs

There are many resources that can support candidates during their studies. Please visit the online
community on PDQ Connect to access the Module Guides, which have been developed by the
Principal Examiners. These guides contain the recommended reading lists, and detailed guidance for
Programme Leaders to use in their programmes.

‘Getting started with …’ is a series of interactive resources which introduce and develop key areas of
teaching and learning practice. They link what the research says with what happens in the classroom,
and provide new ideas to help you and your teachers. Follow the link to access the full range of
resources:
www.cambridgeinternational.org/teaching-and-learning/getting-started-with

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and
2022. Introduction

Syllabus overview
The revised Certificate and Diploma syllabus has been designed to help teachers develop their
 professional thinking and practice, and enhance the quality of teaching and learning.

It is for practising teachers, focusing on the development of knowledge, skills and understanding in the
key aspects of teaching and learning. It is inclusive and relevant to all teaching and learning contexts:
from primary and secondary general education, to vocational education and training, and to further,
adult and higher education. It helps candidates to explore and apply new ideas in their own context,
integrate new approaches in their own practice, and demonstrate their professional development as
reflective practitioners. Due to the level of support required during the programme, Programme
Leaders are not permitted to compile their own ePortfolio of evidence and submit it to Cambridge
International as part of their own PDQ Programme.

Candidates need to:

• be a full- or part-time teacher employed in an educational institution such as a school, college,
university, or adult training centre
• teach in their current school over a full academic year, for a minimum of 24 weeks and a minimum of
six hours per week
• have the regular support of a mentor who understands the essential principles that underpin this
qualification, and can provide helpful advice and observations
• teach a group with a minimum of six learners
• be responsible for planning, teaching and formatively assessing groups of learners.

The Cambridge International Certificate in Teaching and Learning is for candidates who want
to: • engage with the principles and concepts of teaching and learning to improve their
effectiveness as teachers • gain the knowledge, skills and understanding to support an inclusive
approach to teaching and learning • use opportunities to try something new in their classroom
practice
• engage with colleagues to improve professional knowledge and practice
• develop a reflective approach to the development of their professional practice
• progress their teaching career.

The Cambridge International Diploma in Teaching and Learning is for candidates who want to:
• critically engage with the principles and concepts of teaching and learning to improve their
effectiveness as teachers
• gain further knowledge, skills and understanding to develop inclusive approaches to teaching and
learning • use opportunities to adopt different approaches to teaching and learning to improve their
own practice and their students’ learning
• collaborate with colleagues to improve professional knowledge and practice
• develop their reflective practice skills to evaluate and improve their classroom
practice • improve their classroom practice using the process of practitioner
inquiry
• progress their teaching career.

Two essential principles underpin the design of the qualifications: effective teaching and effective
professional development. Research indicates that effective teaching is the most significant positive
factor contributing to students’ development. The quality of a school or school system depends on
the quality of its teachers and their teaching.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Introduction
The characteristics of effective teachers include:
• knowing their curriculum area well
• understanding their students and meeting their needs as individuals
• encouraging students to engage actively in their own learning
• ensuring formative assessment is embedded in classroom practice
• making connections, for example, to students’ experiences, the real world, and wider
contexts • using a variety of teaching strategies and activities appropriately
• being reflective and creative practitioners engaged in continuous professional
learning • being collaborative and supporting colleagues, school and community.

Research indicates that effective teacher professional development:

• is integrated into the everyday life of the school and the teacher
• considers teachers’ prior knowledge and experience
• offers opportunities for reflection and learning from experience
• encourages and supports innovation and collaboration
• helps teachers to develop, and critically engage with, their own theories of
learning • enriches teachers’ learning through critical engagement with the
theories of others • is sustained over time and supported by people with
expertise.

The Certificate and Diploma are designed to provide for such professional development. The
programme involves a spiral of professional learning, each stage being a cycle of experiential
learning and reflective practice following on from the previous cycle and leading on to the next. Areas
of learning are revisited systematically within the programme so that the candidate can engage with
these in more depth and detail, and acquire related knowledge and skills.

The spiral of professional learning in a Cambridge PDQ programme depends particularly on

three processes: • observation
• reflection
• learning with and from mentors.

These processes work together. It is crucial that learners receive feedback to inform their continuous
reflection on their learning experiences. Observation and reflection are much more effective with the
support of a mentor.

The mentor develops a learning relationship with the candidate, supporting them during their
work-based learning to make the most of the learning experience and to achieve the Cambridge
qualification. The mentor understands the essential principles of the Cambridge PDQ, and provides
helpful advice to their candidate, sharing their own experiences and knowledge.

‘A good aspect of the programme is that my mentor and I would discuss my lesson and I
would reflect during this discussion.’
Yu Wei, has been a teacher of mathematics for three years and currently teaches A Level students at ULink College of Shanghai, China
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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and
2022. Introduction

Language requirements
To take part in the Certificate or Diploma programme candidates are required to have sufficient
competence in English. All candidates should have English language competence comparable to
Level B2 in the Common European Framework of Reference for Languages (CEFR). This
framework is provided by the Council for Europe. Further details can be found on the Council’s website
at http://coe.int/t/dg4/education/elp-reg/cefr grids EN.asp

We recommend a minimum requirement of 5.5 on the International English Language Testing

System. See www.ielts.org/ for more details.

What is the qualification structure

Module 1 can be taken on its own as the Certificate. Candidates can then progress to Modules 2 and 3
to complete the Diploma.

Module 1 Module 2 Module 3

Certificate Diploma

The table below shows what is involved in each module.

Learning hours in preparation 150

Recommended programme duration 4 months
Assessment Portfolio of evidence of practice, learning
and reflection
Evidence length 3600 words with work-based records
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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Introduction

What does the Certificate or Diploma involve?

A typical Certificate or Diploma programme run by a Cambridge Professional Development Centre
consists of a broad balance of activities, appropriate to the needs and circumstances of teachers and
their schools. The programme is planned by the centre’s programme leader and team as a coherent
sequence of learning over time, with a variety of elements.

150 hours

Guided learning

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Centres must provide at least 50 hours of guided learning for each module. Candidates should
integrate as much preparation time as possible into their day-to-day practice. They should allow time
for background reading and discussion with their colleagues, to enrich their reflective practice.

During each stage of the programme, candidates explore a number of key questions and engage
in a series of activities closely related to their everyday professional work. These activities and
related reflections produce evidence for assessment.

There is an important role for a mentor to play in supporting this learning. Through discussion and their
questioning skills, mentors encourage candidates to reflect on their learning and on what it means for
their approaches to teaching. They also help candidates to demonstrate through examples and
accounts of practice that they are:
• acquiring new skills
• learning how to use their new skills and knowledge
• linking changes in classroom practice to improvements in student outcomes.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and
2022. Introduction

How are the Certificate and Diploma assessed?

Candidates are assessed through an ePortfolio of evidence, submitted to a team of Cambridge
International examiners using PDQ Connect, an online platform. In their portfolio, candidates
demonstrate their knowledge, skills and understanding in the context of their own work. Portfolio
evidence includes:
• observing a colleague’s classroom practice
• planning, teaching, learning and assessment materials that arise naturally out of the teaching
process • feedback from mentor, colleagues, students and others
• the candidate’s own reflections on their learning and practice.
 ‘Cambridge PDQs help us in getting trained teachers who can cater to 21st century
learners; teachers familiar with international standards of teaching and learning;
teachers relating their teaching practise based on international research and theories
of teaching and learning.’ Dr Vandana Lulla, , Director/Principal, Podar International School, India

Evidence requirements
In their portfolio, candidates will use the relevant Cambridge International templates to gather,
organise and present their evidence to satisfy the assessment criteria. Access to PDQ Connect
will be provided by the Programme Leader.

In the introduction to the portfolio, candidates provide background information about their professional
experience and role, and the context in which they teach. This is their opportunity to indicate significant
influences on their work and professional development. Although the introduction is not formally
assessed or judged, it does help the examiner to understand the teaching context and interpret the
subsequent assessment evidence. Please note, however, that a curriculum vitae is not required.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Introduction

With written evidence, candidates should keep to the word limits and respond to the prompts in
templates succinctly. The prompts indicate how to focus and shape explanations, reflections and
other evidence. Candidates must also follow Cambridge International’s rules for the format and size
of digital evidence, such as images and video. Guidance for this is given on PDQ Connect.

Candidates’ reflections should provide references for other people’s ideas and experiences, whether
these are in the form of academic publications, or posts to online discussion forums or blogs. All
sources must be clearly referenced.
The Programme Leader can provide further guidance on academic honesty.

Reflective journal
Candidates will maintain a reflective journal throughout their programme of learning. By keeping a
journal, candidates will more effectively evaluate their practice and develop reflective skills which
will underpin their professional development.

For further support on reflective practice see:

www.cambridgeinternational.org/teaching-and-learning/getting-started-with/

‘Teachers who have completed a Cambridge PDQ have a greater awareness of students
being at the centre of learning and thus facilitating their independence.’
Jon Murray-Walker, Headmaster, Greensteds International School, Kenya

‘The teachers have become more reflective of their practice and are able to evaluate their
lessons in an effective manner. As a result they are able to conduct active and engaging
lessons, thereby improving the teaching and learning process.’
Loh Ghee Juan, , Cambridge PDQ Programme Leader, Ipoh International School, Malaysia

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020,
2021 and 2022.

2 Certificate in Teaching and Learning

 Introduction to the Certificate
Aims
In the Certificate, candidates will have the opportunity to:
• understand principles of learning and teaching and apply these principles to their own
practice • articulate their own personal theory of learning
• design coherent learning activities that focus on planning for active learning and
teaching • use approaches to teaching and learning appropriately to help students to learn
more effectively • develop their reflective practice skills to help them evaluate and develop
their own practice • learn collaboratively, supported by their colleagues..

Candidates can work towards the Certificate at their own pace, depending on their priorities and
circumstances. Certification provides an international quality mark, enhancing their professional profile,
and opening pathways for their further professional and career development.

Structure
The Certificate comprises three units related to practice which together form Module 1: Exploring
learning and teaching

Unit 1 Understanding principles of learning and teaching

Unit 2 Teaching an effective lesson
Unit 3 Facilitating active learning through effective teaching and assessment

Each unit is set out in terms of its learning outcomes, key questions, assessment approach
and evidence requirements. Assessment criteria appear at the end of this section.

• Each learning outcome is a statement that defines the expected goal of a curriculum in terms of
demonstrable skills or knowledge that will be acquired by the candidate.
• The key questions show professional learning related to each learning outcome. These questions
will support the candidate as they explore the knowledge required to meet the learning outcome.
• The assessment approach and evidence requirements explain how candidates can show that
they have achieved the learning outcomes.
• The assessment criteria are used by Cambridge International examiners in their judgements on the
quality of the evidence presented. They specify what the candidate is expected to do in order to
demonstrate that they have achieved a learning outcome.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Certificate in Teaching and Learning
Module 1 Exploring learning and teaching

Unit 1 Understanding principles of learning and teaching

Candidates will engage with principles and concepts of learning and teaching. They will also explore
what makes an effective lesson so that they can achieve the following learning outcomes.

Learning outcomes
A: Explain their understanding of the concept of learning and how people learn.
B: Review teaching methods and learning activities they use in their practice that engage and
motivate students to learn.
C: Explain their understanding of the term ‘assessment’ and its purposes.
D: Identify and explain key features of what they think makes an effective lesson, and evaluate the
impact any new learning will have on their future professional practice.

Learning outcomes and key questions

Learning outcome A: Explain their understanding of the concept of learning and how people learn.
• What is your personal understanding of the term ‘learning’ and how people learn?
• What is your understanding of the major theories of learning: behaviourism, cognitivism,
constructivism and humanism?
• How does an understanding of the acquisition and participation models of learning help you to
teach and your students to learn?
• What is the relationship between ‘active learning’ and the theory of
constructivism? • Why do teachers need an understanding of the concept of
metacognition?

Learning outcome B: Review teaching methods and learning activities they use in their practice that
engage and motivate students to learn.
• What is your personal understanding of the term ‘motivation’?
• Why is motivation considered to be an important part of the learning process?
• What is the difference between intrinsic and extrinsic motivation?
• What teaching methods and learning activities in your current classroom practice do you think
engage and motivate your students to learn?
• What teaching methods and learning activities in your experiences as a learner engaged and
motivated you to learn?

Learning outcome C: Explain their understanding of the term ‘assessment’ and its purposes.
• What is your understanding of the term ‘assessment’?
• What is your experience of assessment as a learner?
• Why is it important to know the differences between formative and summative assessment and
to know their purposes?
• What formative assessment and summative assessment methods do teachers mostly use in their
classroom practice?
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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Certificate in
Teaching and Learning

Learning outcome D: Identify and explain key features of what they think makes an effective lesson,
and evaluate the impact any new learning will have on their future professional practice.
• What is the difference between assessment and evaluation?
• Why is it important for a teacher to reflect on their classroom experiences both as a learner as
well as a teacher?
• Why does a teacher need the support of a mentor to reflect and learn from experiences? • How
does keeping and maintaining a reflective journal help a teacher to become a more effective
reflective practitioner?
• What do you consider to be the key features of an effective lesson?

The role of the mentor in Unit 1

The mentor, with the candidate, will observe a lesson delivered by an experienced teacher. The
mentor will hold a post-observation discussion with the candidate to support their learning of what
makes an effective lesson. This discussion will provide the basis of the candidate’s evidence of
reflection.

Assessment
Candidates will:
• observe with their mentor an experienced teacher giving a lesson to a group of at least six
students for a minimum of 40 and a maximum of 120 minutes
• discuss with their mentor, in a post-observation discussion, the key features of an

effective lesson. In their ePortfolio, candidates must submit the following.

Evidence of practice – This includes:

• Module 1: Unit 1 Observation Visit Form
• a copy of the lesson plan for the lesson they observed.

Evidence of learning (800 words)

1 Describe your personal understanding of the concept of learning and how people learn. 2 Identify the
teaching methods and learning activities you use in your current practice that engage and motivate
your students to learn.
3 Briefly explain why you chose these teaching methods and learning activities.
4 Explain the differences between formative and summative assessment and their main purposes.

Evidence of reflection (400 words)

1 Analyse the key features that you think make a lesson effective.
2 Evaluate the impact your new learning and experiences from Unit 1 have had on your practice and
how this will help you to prepare for Unit 2.
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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Certificate in Teaching and Learning

Unit 2 Teaching an effective lesson

Candidates will explore the practice of teaching and learning so they can achieve the following

learning outcomes. Learning outcomes

E: Plan a lesson that has clear aims and objectives and a coherent structure.
F: Teach a lesson using active learning approaches to engage and motivate students to learn. G:
Teach a lesson in which students’ learning is regularly checked at suitable stages using appropriate
formative assessment methods.
H: Evaluate a lesson using feedback from their mentor and their own reflections to inform future practice.

Learning outcomes and key questions

Learning outcome E: Plan a lesson that has clear aims and objectives and a coherent structure.
• Why is lesson planning an important part of a teacher’s role?
• What is the difference between an aim and an objective?
• Why must a lesson plan have clear aims and objectives?
• What is the basic structure of a coherent lesson?
• How does having clear aims and objectives, and sharing them with students, help to
develop their metacognitive skills?

Learning outcome F: Teach a lesson using active learning approaches to engage and motivate students to
learn.

• Why should new learning be built upon students’ existing learning?

• Why do active learning approaches to teaching and learning help to engage and motivate students
to learn? • How do the selection, design and use of resources enhance learning, and engage and
motivate students to learn?
• What questions can students ask of themselves at the beginning, during and at the end of a
given task or activity?

Learning outcome G: Teach a lesson in which students’ learning is regularly checked at suitable
stages using appropriate formative assessment methods.
• What are the advantages and limitations of commonly used formative assessment methods
used by teachers in their classroom practice?
• Why is it important to check the students’ learning at different stages in a lesson?
• What strategies do teachers use to make classroom questioning effective?
 • Why must students be provided with opportunities to show their thinking and progress in learning?

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Certificate in
Teaching and Learning

Learning outcome H: Evaluate a lesson using feedback from their mentor and their own
reflections to inform future practice.
• What are the features of an effective lesson?
• Why is it important to determine if all the students achieved all the intended learning
objectives or outcomes in a lesson?
• Why does observation feedback provided by a mentor help to evaluate a lesson more rigorously
than relying only on self-reflection?
• What new learning have you recently acquired from reading, research and discussion with
colleagues during individual study, and from applying new ideas and approaches in your
work-based practice?

The role of the mentor in Unit 2

The mentor will lead a discussion before the taught lesson and then observe the candidate delivering
the lesson. During the post-observation discussion, the mentor will give feedback to the candidate on
the observed lesson and help the candidate to reflect on how effective the lesson was in supporting
the students in meeting the stated outcomes. The mentor will help the candidate identify key strengths
and areas for improvement in their teaching practice.

Assessment
Candidates will:
• plan, prepare, teach and evaluate a lesson
• arrange for the lesson to be observed by their mentor to provide formative feedback for reflective

practice. In the portfolio, candidates must submit the following.

Evidence of practice – This includes:

• Module 1: Unit 2 Lesson Plan
• Module 1: Unit 2 Observer Feedback Form.

Evidence of learning (600 words)

1 Explain why a lesson plan must have clear aims and objectives and a coherent
structure. 2 Explain why new learning should be built on students’ existing
learning.
 3 Identify the assessment methods used during the lesson and explain why they were used.

Evidence of reflection (600 words)

1 Evaluate the effectiveness of the lesson, highlighting what aspects helped to engage and motivate the
students to learn.
2 Evaluate the impact your new learning and experiences from Unit 2 have had on your practice and
how this will help you to prepare for Unit 3.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Certificate in Teaching and Learning

Unit 3 Facilitating active learning through effective teaching

and assessment
Candidates will build on their learning from Unit 2 to develop a deeper understanding of the teaching
concepts and principles they engaged with so that they can achieve the following learning outcomes.

Learning outcomes
I: Plan a sequence of lessons that are coherent and have well-defined links to previous
learning and the learning objectives.
J: Teach lessons that are effectively managed using active learning strategies and where
learning is often differentiated.
K: Teach lessons using formative assessment methods to support and monitor the
students’ learning. L: Evaluate lessons to identify strengths and areas for further
development in classroom practice

Learning outcomes and key questions

Learning outcome I: Plan a sequence of lessons that are coherent and have well-defined links to
previous learning and the learning objectives.
• What are the key features of a coherent lesson plan?
• Why should teachers plan sequences of lessons?
• Why should the content of lesson plans have well-defined links to the students’ previous learning
and the learning objectives?
• Why should teachers use a variety of teaching and learning strategies when planning sequences of lessons?

Learning outcome J: Teach lessons that are effectively managed using active learning
strategies and where learning is often differentiated.
• What strategies can be used to manage lessons effectively?
• Why should teachers use a variety of teaching methods and learning activities that are mainly
based on active learning approaches?
 • How can learning be differentiated to meet the needs of students across the full range of
abilities? • How can teachers develop the higher-order thinking skills of all students?

Learning outcome K: Teach lessons using formative assessment methods to support and monitor
the students’ learning
• What is your understanding of the basic principles of assessment?
• How do you use formative assessment in your practice to support as well as monitor your
students’ learning?
• Why does having an understanding of the concept of Assessment for Learning (AfL) help a
teacher to use formative assessment methods more effectively?
• Why is providing formative feedback an important part of AfL practice?

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Certificate in
Teaching and Learning

Learning outcome L: Evaluate lessons to identify strengths and areas for further development
in classroom practice.
• What criteria can be used to judge the effectiveness of a lesson?
• Why is it important that observer feedback and self-reflection identifies both strengths and areas for
further development in teaching and learning when evaluating lessons?
• How can teachers ‘measure’ the impact their teaching has had on the students’ learning? •
How are you developing the Cambridge learner and teacher attributes in your professional
practice?

The role of the mentor in Unit 3

The mentor will hold a pre-lesson discussion and then observe the candidate delivering the lesson.
During the post-observation discussion, the mentor will give feedback to the candidate on the
observed lesson and help the candidate to reflect on how effective the lesson was in supporting the
students in meeting the stated outcomes. The mentor will help the candidate identify key strengths
and areas for improvement in their teaching practice.

Assessment
Candidates will:
• plan and teach a lesson from a sequence of lessons
• arrange for the lesson to be observed by their mentor to provide formative feedback for reflective
practice • select and analyse a range of teaching activities used in a sequence of lessons.

In the portfolio, candidates must submit the following.

Evidence of practice – This includes:

• Module 1: Unit 3 Lesson Plan
 • Module 1: Unit 3 Observer Feedback Form
• Module 1: Unit 3 Teaching Activity Log.

Evidence of learning (400 words)

1 Explain why learning activities are frequently differentiated.
2 Describe the strategies you use to manage the lessons effectively.
3 Explain how formative assessment and feedback supports student learning

Evidence of reflection (800 words)

1 Analyse the range of activities used across a sequence of lessons, and judge the impact your
teaching has had on your students’ learning.
2 Evaluate the significant developments in your own professional practice as a result of your
Certificate programme experiences, and those aspects that require further development in the
future.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Certificate in Teaching and Learning

Assessment criteria
Candidates will be assessed for the Certificate according to the following criteria, applied to the
portfolio of evidence as a whole:
1 Understanding teaching and learning.
2 Developing thinking and practice in teaching.
3 Analysis and discussion.
4 Communication and presentation.

DISTINCTION
with evidence of critical evaluation and limitations.
Understanding teaching and learning
Evidences effective practice, with a well-focused
understanding of relevant theories and principles
underlying practice in teaching, and applied to
Developing thinking and practice own practice. Evidence of reflective evaluation of
Demonstrates a well-focused understanding of own practice, and identification of learning from
relevant concepts and principles, with evidence of experience.
analysis of strengths and weaknesses. Applies
relevant concepts and principles to own practice,
Analysis and discussion Analyses questions and issues arising from study, enquiry, discussion and
experience, in a well-focused manner, supported by relevant and
useful
examples drawn from valid and reliable evidence. Evidence of a range of
 information sources to inform the analysis and discussion.
Well-structured work.
backed up by evidence. Academic conventions
Communication and presentation
followed, with appropriate referencing to
Presents ideas, arguments and information in a
published work or other accepted sources of
well-structured and consistent manner. evidence.
Professional approach to presentation of work,
with opinions only given when justified and/or

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and 6209 syllabus for 2020, 2021 and 2022. Certificate in
Teaching and Learning
concepts and principles, and is able to apply
these in a meaningful way to own practice.
Evidences effective practice, with a sound and
PASS largely accurate understanding of relevant
theories and principles underlying practice in
Understanding teaching and learning teaching. Some evidence of application of
theories and principles to own practice. Some
Developing thinking and practice
evidence of reflective evaluation.
Demonstrates a broad understanding of relevant
Analysis and discussion Analyses questions and issues arising from study, enquiry and experience
in a sound and largely appropriate manner. Some use of relevant
examples
drawn from sound evidence. Use of some different information sources
to inform discussion and analysis. Structured approach to analysis and
discussion.
Communication and
presentation Developing thinking and practice
Presents ideas, arguments and discussions in an
orderly and generally consistant manner.
Professional approach to presentation of work.
Opinions may be expressed at times without
evidential or other accepted support. Academic
FAIL conventions mostly followed, with attempt to
reference appropriately.
Understanding teaching and learning
 Little or poor evidence of linking effective practice
with theories and principles. Limited or inaccurate
understanding of relevant theories and practice.
Demonstrates inadequate or poor understanding Little evidence of application of theories and
of relevant concepts and principles. Application to principles to own practice.
own practice may be very limited, inadequate or
inappropriately applied.
Analysis and discussion Descriptive accounts, with inaccuracies and misunderstandings in places.
Opinions and views expressed, but without links to evidence and/or
relevant
examples. Work likely to be poorly organised and structured.
professional manner. Opinions may be given at
Communication and presentation
length without any attempt to provide support
Work demonstrates significant weaknesses in from other sources.
presentation and may be poorly structured, not
well organised and not presented in a

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022.

3 Diploma in Teaching and Learning

Introduction to the Diploma

Aims
The Cambridge International Diploma in Teaching and Learning is built on a spiral of learning and
development. By reflecting on and evaluating the experiences in each module, further areas for
development are identified, and the cycle begins again, this time incorporating new understanding and
capabilities. Conscious engagement with this spiral of development results in higher-quality teaching.

2 Plan and develop 3 Put into

practice
 1 Identify and investigate 4 Reflect and evaluate

In the Diploma, candidates will have the opportunity to:

• understand principles of learning and teaching, and relate these critically to their own practice •
critically engage with educational theory and research evidence to inform and develop their
professional thinking
• design coherent lessons and schemes of learning that focus on planning for active learning and
teaching • use a variety of approaches to teaching and learning appropriately to help students to
learn more effectively • develop their personal reflective practice skills, enriched by ideas and
experience from external sources • learn collaboratively, supporting and supported by their
colleagues.

Candidates can work towards the Diploma at their own pace, depending on their priorities and
circumstances. Certification provides an international quality mark, enhancing their professional profile,
and opening pathways for further professional and career development.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Diploma in
Teaching and Learning

Structure
The Diploma comprises the same Module 1 as the Certificate plus two additional modules related
to practice: Module 2 Teaching and learning in action
Module 3 Developing professional practice

Candidates must achieve a Pass in Module 1 (Certificate programme) to progress to Module 2.

Modules 2 and 3 will deepen and extend their knowledge, understanding and skills, and lead to the
award of the Diploma. Candidates must pass Module 2 before entering Module 3.
 Each module is set out in terms of its learning outcomes, key questions, assessment approach
and evidence requirements. Assessment criteria appear at the end of this section.

• Each learning outcome is a statement that defines the expected goal of a curriculum in terms of
demonstrable skills or knowledge that will be acquired by the candidate.
• The key questions show professional learning related to each learning outcome. These questions
will support the candidate as they explore the knowledge required to meet the learning outcome.
• The assessment approach and evidence requirements explain how candidates can show that
they have achieved the learning outcomes.
• The assessment criteria are used by Cambridge International examiners in their judgements on the
quality of the evidence presented. They specify what the candidate is expected to do in order to
demonstrate that they have achieved a learning outcome.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Diploma in Teaching and Learning

Module 2 Teaching and learning in action

In this module candidates will develop their classroom practice, informed by relevant theories,
concepts and principles of teaching and learning, so they can achieve the following learning
outcomes.

Learning outcomes
 M: Plan a coherent scheme of learning that meets both curriculum and student needs. N: Plan
lessons that have a clear purpose, a coherent structure, clear links to previous learning and are
inclusive. O: Teach lessons that are inclusive and aim for full participation of all students in their
classroom. P: Teach lessons that are well managed using a variety of strategies mainly based on
active learning approaches.
Q: Teach lessons using formative assessment methods and feedback that progresses student
learning. R: Evaluate lessons to determine the impact recent developments in teaching
practice have had on the students’ learning.

Learning outcomes and key questions

Learning outcome M: Plan a coherent scheme of learning that meets both curriculum and student needs.
• Why do teachers plan schemes of learning?
• What strategies are used to identify students’ needs?
• Why must a teacher have a good understanding of a syllabus to plan a coherent scheme of
learning? • What are the key features of a coherent scheme of learning?
• How can having an understanding of backward design help to plan coherent schemes of learning?

Learning outcome N: Plan lessons that have a clear purpose, a coherent structure, clear links to
previous learning and are inclusive.
• How is the purpose of a lesson made clear?
• How are lessons structured to make them coherent?
• Why should new learning be built upon existing learning?
• What factors need be considered when planning and preparing lessons to make them
inclusive? • How do teachers plan lessons to develop students’ metacognition skills?

Learning outcome O: Teach lessons that are inclusive and aim for full participation of all
students in their classroom.
• What is your personal understanding of the term “inclusive learning”?
• How do teachers make their classroom practice inclusive?
• Why should teachers ensure students participate in a mixture of individual, pair and small
group work? • Why must teachers know when and how to differentiate the learning?
• What teaching and learning strategies best lend themselves to the differentiation of learning?

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Diploma in
Teaching and Learning

Learning outcome P: Teach lessons that are well managed using a variety of strategies mainly
based on active learning approaches.
• What strategies are used to effectively manage lessons?
 • What teaching and learning strategies best lend themselves to active learning?
• What teaching and learning strategies, based on recent research, have the greatest impact
on student learning and achievement?
• When is it appropriate for teachers to use direct instruction methods?
• Why should students be able to articulate what success looks like for any given task or activity?

Learning outcome Q: Teach lessons using formative assessment methods and feedback that
progresses student learning.
• What are the advantages and limitations of the formative assessment methods teachers
typically use in their classroom practice?
• What strategies do teachers use to implement AfL strategies effectively in their classroom
practice? • Why should formative feedback be focused on the learning intentions and success
criteria of an activity? • What formative feedback strategies do teachers use to successfully
progress their students’ learning?

Learning outcome R: Evaluate lessons to determine the impact recent developments in their
teaching practice have had on the students’ learning.
• What have been the significant developments in your recent teaching practice?
• What impact have the significant developments in your recent teaching practice had on your
students’ learning?
• Why is it important for teachers to critically engage with learning theories and recent educational
research literature on a continuous basis?
• What new learning have you recently acquired from reading, research or discussion with
colleagues during the individual study and work-based elements of the Module 2 programme?

The role of the mentor in Module 2

The mentor will support the candidate in choosing two lessons to be observed from their scheme of
learning. The mentor will hold a pre-lesson discussion and then observe the candidate delivering each
lesson. During the post observation discussion, the mentor will give feedback to the candidate on the
lesson and encourage the candidate to reflect on how effective the lesson was in supporting students
in meeting the stated outcomes. The mentor will help the candidate identify key strengths as well as
areas for improvement in their teaching practice.

Assessment
Assessment in Module 2 focuses on the development of candidates’ classroom practice, which is
informed by relevant theories, concepts and principles of teaching and learning.

Candidates must plan, prepare and teach from a scheme of learning within their overall teaching
programme. They should develop or select the scheme of learning that is most relevant and interesting
to themselves, their students and to their school context. From within the scheme of learning
candidates must plan, teach and evaluate two lessons. Their mentor must observe both lessons.
There should be sufficient time between the first observed lesson and teaching the second lesson for
candidates to reflect on their mentor’s feedback to help them learn and further develop their practice.
The focus of both observed lessons should be on the new ideas and approaches to learning and
teaching the candidate wants to develop in their classroom practice.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Diploma in Teaching and Learning
Candidates will:
• plan and teach a sequence of learning from within the scheme of learning that:
– occupies a minimum of 10 hours of contact time
– consists of a minimum of five consecutive lessons, each of 40–120 minutes’
duration – is with the same group of students, with a minimum of six students in
the group.
• plan two lessons from the sequence of learning
• teach the two lessons
• obtain feedback from their mentor for each lesson.

In the portfolio candidates must submit the following.

Evidence of practice – This includes:

• Module 2: Scheme of Learning that includes a brief explanation of the significant changes that will
be made to the plan in the next cycle of learning
• Module 2: Lesson Plan for each of the two observed lessons
• Module 2: Observer Feedback Form for each of the two observed lessons
• one actual example of a Module 2: Learning Activity used in one of the two observed lessons; the
activity should provide evidence of a new idea or approach being tried out that also makes the learning
more inclusive • one actual example of a Module 2: Formative Assessment Activity used in one of the
two observed lessons; the activity should provide evidence of a new idea or approach being tried out to
more effectively support and monitor students’ learning.

Evidence of learning (1600 words)

1 Explain the strategies you use in your classroom practice to make your teaching and students’
learning inclusive.
2 Discuss why you use individual, pair and group work learning activities in your classroom practice. 3
Explain why you use a variety of strategies in your classroom practice that are mainly based on active
learning.

Evidence of reflection (2000 words)

1 Evaluate the effectiveness of the strategies you used in the two observed lessons to differentiate
the learning and explain how they can be further improved.
2 Evaluate how successfully AfL strategies were used in the two observed lessons to help students
learn more effectively.
3 Evaluate the two observed lessons using observer feedback and self-reflections to determine the
effectiveness of the students’ learning and own teaching practice.
4 Evaluate what aspects of the Diploma programme made a particular impact on the second
observed lesson. Give an example.
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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Diploma in
Teaching and Learning

Module 3 Developing professional practice

In this module candidates will reflect on their learning and classroom practice systematically through a
practitioner inquiry so that they can achieve the following learning outcomes.

Learning outcomes
S: Use reflective thinking skills to identify effective aspects of classroom practice and those that
require further improvement.
T: Carry out a practitioner inquiry to change and improve own teaching practice.
U: Plan and teach a lesson specifically designed to improve an aspect of classroom practice. V:
Analyse and evaluate learning concepts, theories and research literature that inform understanding
of actual classroom practice and how it can be improved.
W: Analyse feedback and data collated from different sources to inform reflective practice. X:
Critically evaluate what impact a change in classroom practice has had on own teaching practice and
student outcomes as a result of practitioner inquiry.

Learning outcomes and key questions

Learning outcome S: Use reflective thinking skills to identify effective aspects of classroom practice
and those that require further improvement.
• Why should teachers be continually reflecting on their classroom practice?
• What are the differences between “reflection in action” and “reflection on action”?
• How does reflective thinking help to identify an aspect of classroom practice that requires
further improvement?
• Why is the support, advice and guidance from a mentor important in identifying effective
aspects of classroom practice and those that require further improvement?

Learning outcome T: Carry out a practitioner inquiry to change and improve own
teaching practice. • Why is the process of practitioner inquiry used to develop a
teacher’s practice?
• How is the four-stage cycle of practitioner inquiry used to develop and improve a specific area of a
teacher’s practice?
• Why is it important to engage with appropriate educational and research literature when
carrying out a practitioner inquiry?
• What barriers or constraints is a teacher likely to face when carrying out a practitioner inquiry to
 improve classroom practice?
• What are the advantages and limitations of using the process of practitioner inquiry to develop and
improve a specific area of a teacher’s practice?

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Diploma in Teaching and Learning

Learning outcome U: Plan and teach a lesson specifically designed to improve an aspect of classroom
practice.

• What factors should be considered when creating a lesson plan that is designed to improve an
aspect of classroom practice but must also meet curriculum requirements?
• How does having deep understanding of how learning happens and a good awareness of
students’ needs help to ensure the required outcomes from a lesson are achieved?
• What should be the focus of mentor feedback when observing a lesson designed to improve an
aspect of classroom practice?
• What methods can be used to obtain rigorous student feedback on the aspect of classroom
practice being improved?

Learning outcome V: Analyse and evaluate learning concepts, theories and research literature
that inform understanding of actual classroom practice and how it can be improved.
• Why is it important for a teacher to be able to articulate the principles of teaching and
learning that underpin their classroom practice?
• How has a greater understanding of the principles of teaching and learning made an impact
on your classroom practice and the students’ learning?
• Why should teachers read, analyse and critically evaluate appropriate educational and research
literature? • How does the process of practitioner inquiry help a teacher to probe, explore, question
and challenge a learning concept or theory more deeply?

Learning outcome W: Analyse feedback and data collated from different sources to inform reflective practice.

• What sources of feedback and data can be obtained when carrying out the practitioner inquiry? •
Why is it important to use a wide range of sources to obtain practitioner inquiry feedback and
data? • How can the feedback and data from practitioner inquiry be collated and analysed to
inform the teaching and learning process?
• How can the feedback and data from practitioner inquiry be collated and analysed to make
it more understandable and communicable to a wider audience?

Learning outcome X: Critically evaluate what impact a change in classroom practice has had on
own teaching practice and student outcomes as a result of practitioner inquiry.
• How can you measure, monitor and compare students’ learning progress
 over time? • How valid and reliable are these measurements?
• How can this data be supported by other evidence?
• How can the outcomes from practitioner inquiry be used to inform the next steps in teaching and
learning as part of professional development?
• What impact has the change in classroom practice had on your students’ learning?

The role of the mentor in Module 3

Once the candidate and mentor have agreed the area of interest, the mentor will carry out a
discussion with the candidate regarding their reason for choosing the area of interest they would like
to explore. The mentor will then observe the presentation and take part in the debate that follows the
candidate’s presentation of their findings to their peers. The mentor will observe the candidate in their
practice and support them in developing their professional development plan.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Diploma in
Teaching and Learning

Assessment
Assessment in Module 3 requires candidates to use reflective practice and collaborative skills to
develop one specific aspect of classroom practice that requires improvement.

The candidate will investigate an aspect of their practice. They will work with their mentor and
colleagues and carry out practitioner inquiry.

A candidate’s mentor will support the candidate in choosing one aspect from the list below:
Embedding formative assessment and feedback
1 Classroom questioning skills 2 Managing pair
methods to support and monitor learning
and group work 3 Using active learning
approaches 4 Differentiating learning 9 Developing students’ independent learning skills
10 Managing lessons and student behaviour
5 Making learning inclusive
6 Developing students’ critical thinking skills 7 effectively
Developing students’ metacognition skills 8

Practitioner inquiry is based on a cycle of learning and reflection. Candidates will need to work
through the four stages in an organised manner. The stages in the practitioner inquiry are explained
below.

Stage What? Who? How?

lesson will meet the planned • How will I share my findings
Plan • What area of teaching
inquiry with colleagues and interested
practice will I investigate?
question? parties?
• What question can I pose to
• What will be the focus of the Candidate
keep a focus on the aspect of
observation? Candidate inquiry group Mentor
practice being improved?
• What feedback will I capture?
• How will I approach the
practitioner inquiry? Review • What methods of
• How will I research the collecting data will I use?
theoretical concepts? • How will I analyse and present
the data?
Teach • How will I ensure the
 Candidate inquiry group Mentor Module 3: Observer
Peers Evaluation Form
School leadership Module 3: Student Feedback
Module 3: Summary of Form
Collaborative Learning
Presentation: Practitioner inquiry
Candidate
findings
Mentor

Candidate
Module 3: Lesson Review
development will I carry out
in the future to support my
practice?
Mentor Module 3: Professional Development
Plan
Module 3: Summary of
Reflect • How will I embed my findings into Collaborative Learning
my practice?
• What other professional

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Diploma in Teaching and Learning

In the portfolio candidates will submit the following.

Evidence of practice – This includes:

• Module 3: Lesson Activities Review that incorporates the practitioner inquiry
question • Module 3: Observer Evaluation Form for the lesson
• Module 3: Student Feedback Form for the lesson
• a presentation (created in a software program such as PowerPoint, with a maximum of five
slides) of practitioner inquiry findings that was presented to their mentor and colleagues
• Module 3: Professional Development Plan agreed with mentor
• Module 3: Summary of Collaborative Learning.

Evidence of learning and reflection (3600 words)

1 A justification of why teachers need to develop their reflective thinking skills to improve their
classroom practice.
2 An explanation of how the process of practitioner inquiry was used to develop an aspect of
classroom practice identified as requiring further improvement.
3 A critical analysis of the learning theories and literature used during practitioner inquiry. 4 A critical
evaluation of the findings from the practitioner inquiry process to assess the impact the aspect of
practice being developed has had on own teaching practice and the students’ learning.
5 A critical evaluation of the knowledge and skills gained during the Diploma programme and what the
candidate intends to develop in his or her future professional practice to improve teaching practice
that will enable students to learn more effectively.
Assessment criteria
Candidates will be graded for each module according to the following criteria, applied to the portfolio
of evidence as a whole:
1 Understanding teaching and learning.
2 Developing thinking and practice.
3 Analysis and discussion.
4 Communication and presentation.

To achieve a Distinction in the Diploma, a candidate must achieve Distinction in at least two modules.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Diploma in
Teaching and Learning
or approaches. Evidence of some sustained
critical analysis and evaluation in their
application to both their own and others’ practice.

DISTINCTION Evidences effective practice in detail and with

insight, and with awareness and appropriate
Understanding teaching and learning analysis of how different theories and principles
apply to practice. Well-developed application of a
number of theories and principles to own
practice. Well-developed reflective evaluation of
Developing thinking and practice
own practice and specific ways of learning from
Demonstrates a detailed, accurate and
experience.
well-informed understanding of key concepts and
principles, with some evaluation of different ideas
Analysis and discussion Analyses, with insight and in detail, questions and issues drawn from
relevant and topical studies, enquiries and experience. Relevant and
appropriately
depicted examples drawn from well-established evidence. Range of different
and relevant information sources to inform analysis and discussion. Well
structured approach.
Communication and
presentation

PASS
 understanding of key concepts and principles,
Understanding teaching and learning
with an awareness of different ideas or
approaches. Analyses and evaluates application
of key concepts and principles to both their own
Developing thinking and practice and others’ practice.
Presents ideas, arguments and informatoin in a Evidences effective practice with detail, in some
well-structured, consistant and clearly expressed areas. Thorough and informed understanding of
manner. Presentation of work is highly how different theories and principles apply to
professional, and views/opinions supported by practice. Sound application of theories and
external reference to relevant sources. Academic principles to practice. Evidence of reflective
conventions followed consistently throughout the evaluation of own practice, and some insight into
work, with referencing to published or other learning from experience.
accepted sources of evidence that are current.

Demonstrates a sound and informed

Analysis and discussion Analyses questions and issues arising from appropriate studies, enquiries
and experience, appropriately and with relevance. Evidence of use
of different
information sources to support discussion and analysis. Structured approach
to analysis and discussion.
presentation of work, with use of external
Communication and presentation
sources of evidence. Academic conventions
Presents ideas, arguments and information in a
followed, with use of accepted referencing
well-ordered manner, with sound levels of conventions.
consistency and expression. Professional

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Diploma in Teaching and Learning
of relevant concepts and principles. Application
to own and others’ pradtice may be limited,
inadequate or inappropriately applied. Application
to others’ practices may be absent.
FAIL
Little or poor evidence of linking effective practice
Understanding teaching and learning with theories and principles. Limited or
inaccurate understanding of relevant theories and
practice. Little evidence of application of theories
and principles to own practice.
Developing thinking and practice
Demonstrates inadequate or poor understanding
Analysis and discussion Descriptive approach, with some inaccuracies and misunderstandings in
places. Opinions and views expressed, but poor or inappropriate
links to
evidence and/or relevant examples. Work likely to be poorly organised and
structured.
in a professional manner. Opinions may be given
Communication and presentation
without any attempt to provide support from other
Work demonstrates weaknesses in presentation accepted external sources.
and may be poorly structured and not presented
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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020,
2021 and 2022.

4 Cambridge ePortfolio Platform, PDQ Connect

What is an ePortfolio?
An ePortfolio is a purposeful collection of information and digital artefacts that demonstrates
development or evidences learning outcomes, skills or competencies. It is a new way that
Cambridge International can support candidates in collating and submitting their evidence of
learning, practice and reflection.

Why use PDQ Connect?

The scope of what can be submitted as part of an ePortfolio for assessment is wide ranging.
Candidates can submit a variety of artefacts, for example, graphics, pictures, stories, journals or
projects. PDQ Connect provides candidates with lots of ways to use feedback from assessment to
 support their learning and reflection. The ability to collect, reflect and connect aligns with
assessment-as-learning principles. These cognitive skills are highly valued and promote lifelong
learning and the development of reflective practitioners.

What learning methods can be included in an ePortfolio?

PDQ Connect can be used in the following ways.
• Collect: Organise digital information and the format it will be shown in.
• Select: Select artefacts which add value to the portfolio and meet the qualification
requirements. • Curate: Select and manage data and research available on the internet.
• Collaborate: Work with other candidates and peers to deepen the learning
experience. • Reflect: A reflective journal tool can capture reflections on practice
and learning.
• Feedback: Invite peers, mentors and Programme Leaders to access the portfolio to comment and
give feedback. • Assess: Self-assess and peer assess against the learning outcomes and assessment
criteria.

What are the benefits of using PDQ Connect?

Candidates now have an enhanced way of presenting and organising their work and can make
use of digital resources in a dynamic way.

Cambridge International is committed to ensuring that all assessments are ‘fair, have sound ethical
underpinning, and operate according to the highest technical standards’ (The Cambridge Approach
2009). Cambridge International expects technology to be used to enhance the assessment process
in terms of reliability, validity, accessibility as well as efficiency, and not to dilute its quality (Craven
2009).

• Validity: Assessment should measure what it claims to measure and what it is important to
measure; there must be a close fit between the assessment methods and the learning
outcomes.
• Authenticity: All assessment practices must have processes in place to ensure that the evidence for
assessment is the learner’s work.
• Reliability and consistency: Assessment should be capable of generating sufficient evidence for the target level.

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022.

5 Glossary

The following definitions apply throughout this syllabus.

Word or phrase What it means

Achievement measures the improvement in a learner’s performance over a period of time as the
result of a process of learning; this is reflected in their grades
 and skills through direct instruction
Acquisition model of learning
learning is seen as acquiring knowledge

Active learning based on the theory of constructivism, ‘active learning’ describes a classroom
approach which acknowledges that learners are active in the learning process by building
knowledge and understanding in response to learning opportunities provided
by their teacher; learners are engaged in a variety of learning activities that
challenge their
thinking
Aim a broad statement of intent indicating what the teacher must teach and the learners must
learn during a process of learning
Assessment a process through which evidence, produced by a learner, is collected in a planned
and systematic way and used to make a judgment about that learner’s learning
help teachers and students evaluate progress in
Assessment criteria
terms of understanding and skill acquisition,
Assessment for learning (Afl) providing guidance and feedback for subsequent
teaching and learning
Assessment of learning an alternative term for summative assessment
criteria that specify the standard required to
achieve a learning outcome

Essential teaching strategies during learning to

Attainment the level or standard reached by a learner at the end of a learning sequence or
learning programme that is evidenced by test or examination results
Behaviourism based on stimulus-response theory in which all learning involves an observable
change in behavior
Candidate the person following a Cambridge Professional Development syllabus
Cognitivism focuses on how information is received, organised, stored and retrieved by the
brain; it involves an understanding of how people think and gain
knowledge, skills and
understanding
Collaboration working with one or more colleagues for a particular purpose or to achieve a
common goal
Constructivism A philosophy of learning based on the concept that people construct their
own understanding by reflecting on their personal experiences, and by
relating the new
knowledge with what they already know. Individuals create their own
mental-models, known as ‘schemas’, to make sense of the world. Individuals
accommodate new
knowledge by adjusting their schemas
assessed (what a learner knows and can do)
Criterion referencing
without reference to the performance of others
an evaluative description of the qualities to be

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Cambridge Professional Development Qualifications – Teaching and Learning 6208
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2022. Glossary
Word or phrase What it means
Critical evaluation consideration of the effectiveness, value and validity of an action, process or
product; being able to say why something was or was not effective, worthwhile or valid
Critical thinking the ability, underlying all rational discourse and enquiry, to assess and
evaluate analytically particular assertions or concepts in the light of either
evidence or wider contexts
Curriculum the curriculum describes what is to be learned and taught; it is usually presented
as syllabi for sequential stages of student learning
Dialogic teaching a verbal communicative method; the learners are equal partners with the
teacher in a process of exchanging ideas
Didactic teaching model of instruction in which knowledge is imparted or transmitted from the
teacher to the learners
appropriate learning activities, support and
Differentiated learning
assessment activities so all learners have
adapting teaching to suit the needs of different
opportunities to learn effectively
learners for their current level of understanding
and performance; the teacher provides
Evaluate to judge or determine the quality, importance or value of something
learning programme to support students’
Experiential learning
learning, monitors their learning progress and
Formative assessment helps to inform their future learning and the
teacher’s teaching practice

Higher-order thinking skills learners use their critical, logical, reflective,

a process in which learners learn from direct metacognitive and creative thinking skills to
experience analyse, synthesise and evaluate

activity that takes place continuously during a

Humanism approaches to learning that consider the development of the whole person to be more
important than specific subject matter
Inclusive learning education which is available for everyone; trying to meet the needs of all
learners and providing access to education to learners with special needs
Key questions these show professional learning related to each learning outcome. These
questions will support the candidate as they explore the knowledge required
to meet the learning outcome
Learner we use ‘learner’ in a general, aspirational sense
of demonstrable skills or knowledge that will be
Learning objectives
acquired by a student as a result of instruction
these are statements that define the expected goal
of a curriculum, course, lesson or activity in terms
Learning outcomes these specify what learners know, understand and/or are able to
demonstrate after completing a process of learning
and applying learning
Lower-order thinking skills
remembering, understanding

Mentor an experienced person who supports and assists another person in learning and
developing their professional practice
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Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and 2022. Glossary

Word or phrase What it means

Metacognition this term is used to describe ‘thinking about thinking’; it describes the processes
involved when learners plan, monitor, evaluate and make changes to their own
learning behaviours
Motivation a person’s desire or willingness to participate in the learning process
Norm-referencing comparing one learner’s performance with that of everyone else being
assessed
Participation model of learning shared experiences and then applying it in
creating personal meaning by reflecting on different situations
Pedagogy the study and theory of the methods and principles of teaching PDQ Connect an
online platform where candidates collate and submit their ePortfolio of evidence
Practitioner inquiry
reflecting during the experience; thought of as
Reflection in action ‘thinking on our feet’ and making changes as the
situation demands
Reflection on action
a cycle of inquiry made by a teacher or leader into reflecting after the experience and making
their practice with the aim of improving their changes as a result of retrospective thinking
professional practice and the learners’ learning

Reflective account an account of an event or a process that is not simply descriptive; it addresses
evaluative questions as well as how and why questions
Reflective journal a document in digital or traditional book format can be used to record
experiences; it is subsequently used to critically reflect on learning or practice
in order to improve future learning or teaching practice
Reflective practice a process through which one continuously learns from the experience of
planning, practice, assessment and evaluation to help improve the quality of
teaching and learning over time
Reliability how well a test consistently measures what it is supposed to measure; reliability exists if
repeat marking of a single assessment by a second or third examiner produces
the same outcome, or if the learner achieves the same outcome when taking a
second version of the same test.
appropriate guidance and support is provided by a
Scaffolding
teacher or peers to enable a learner to build on
learning
their current level of understanding and
progressively acquire confidence and
Scheme of independence in using new knowledge or skills
learning also known as a programme plan or scheme of
Social work; an interpretation of a syllabus into a
constructivism sequence of lessons

Special education needs based on the concept that learning happens

primarily through social interaction with others
such as a teacher and peers than most children and young people of the same
age
refers to learners who experience learning
difficulties that make it harder for them to learn
Spiral of learning learners revisit the same subject matter at periodic points in time and in each
cycle of learning the knowledge, skills and understanding associated with
the subject matter is broadened and deepened
Student we use this term to refer to the person in the classroom learning from a teacher
Success criteria the key steps or elements a learner needs to evidence in order to meet a
learning intention

34 www.cambridgeinternational.org/pdq Back to contents page

Cambridge Professional Development Qualifications – Teaching and Learning 6208
and 6209 syllabus for 2020, 2021 and
2022. Glossary

Word or phrase What it means

record the level of learning achieved, for
Summative assessment
progression to the next level or for certification.
typically end-of-learning assessment tasks, such
as examinations and tests, to measure and
Teacher this is used to refer to anyone holding the position of teacher; it could be the candidate’s
colleagues or used in a general sense
Tutorial a short class conducted by a teacher for one learner or a small number of learners, usually
focused on personal target-setting and reflection on the learners’ own learning
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