> LEARNING TP THINK WITH CAMBRIDGE
A key skill for today’s students is being able to think. Universities and employers are
increasingly looking for students who can demonstrate a high level of objective and
rigorous thinking.
The University of Cambridge International Examinations (CIE) offers Thinking Skills
as a curriculum subject. It involves the learning of a specific set of intellectual skills
independent of subject content.
This reflects the need to encourage students to develop more mature and sophisticated
ways of thinking. By taking a course in Thinking Skills and applying these skills to
their wider academic learning, students approach their other subjects with an
improved ability to understand, analyse and resolve problems.
Students find Thinking Skills of great benefit in preparation for higher education and
a wide range of careers, including the fields of law, scientific research, social science,
journalism, medicine, business, accounting and engineering.
Lively debate, critical and investigative thinking are encouraged in the lessons,
coupled with informed and disciplined reasoning.
There are two aspects to Thinking Skills: Problem Solving and Critical Thinking.
Problem solving is about ability to analyse numerical and graphical information in the
context of real life situations and applying appropriate numerical techniques in order
to find new information or derive solutions. Problem solving draws on a range of
skills such as data handling, reading, modelling, logic and reasoning.
Central to Critical Thinking is the notion of argument. From the start students learn
to recognise when someone is engaged in reasoned argument, as distinct from
quarrelling, disputing, reporting or explaining. They explore different examples of
reasoning and argument in order to understand their common characteristics, and
most importantly the use of reasons to support conclusions.
A range of New Zealand schools have implemented Thinking Skills into their
curriculum including Manurewa High School, where teacher Paul Lees comments,
“My students certainly find both the Problem Solving and Critical Thinking aspects
challenging. I am expecting most of my students to go on to university and for their
Thinking Skills experience to greatly assist their Tertiary studies.”
Article published in the NZ Herald on 9 September 2008
> EXCEPTIONAL STUDENTS CELEBRATED
Awards were presented to 76 students in front of a packed auditorium at Auckland Grammar School on Thursday 21 February. Over 300 parents, friends and supporters gathered for the Annual Brilliance in New Zealand CIE Awards Ceremony. Forty awards for Top in the World were made and 44 for Top in New Zealand. Five brilliant students won multiple awards, with John Li Chen, a Year 11 student from King’s College, achieving particularly outstanding results. As well as gaining equal Top in the World in IGCSE English Literature and Top in the World in IGCSE Physics, he also gained equal Top in the World in AS Level Mathematics, a qualification usually sat by Year 12 students.
The Awards Ceremony was jointly hosted by the University of Cambridge International Examinations (CIE) and the Association of Cambridge Schools in New Zealand (ACSNZ).
Kevin Stannard, Director of International Curriculum Development at CIE travelled to New Zealand specially for the Awards Ceremony and presented awards to students gaining Top in the World. Kevin spoke about the relevance of CIE in a “hyper-mobile world”. Click here to view Kevin Stannard's speech.
John Morris, Chairperson of ACSNZ, was enthusiastic about the results of the 2007 examinations, saying that it is a real endorsement of the talent that New Zealand students have. He talked about CIE schools in New Zealand being at the leading edge of educational globalisation. Click here to view John Morris' speech.
Frances Clark from ACG Senior College, who was Top in the World for A Level History, spoke on behalf of the award winners and explained why she chose a CIE school.
Click here to view Frances Clark's speech.
> ACSNZ Update
Click here to read more...
> BRILLIANCE IN NEW ZEALAND
Click here to view the list of winners (PDF)...
> INDEPENDENT SCHOOLS IN UK OPT FOR IGCSE
Half of all independent schools in the UK are now offering the IGCSE in at least one subject, reports the Daily Telegraph (10 January 2008). The IGCSE, a Cambridge International Examination qualification developed for use internationally, is seen by these schools as being more rigorous, with harder questions and less coursework than the UK qualification. Schools say the local qualification is too reliant on coursework and fails to stretch the brightest students.
Ironically, because the IGCSE is not yet recognised by the UK Government for inclusion in league tables comparing performance of schools, independent schools have received rock-bottom ratings in the league tables. Some of the most prestigious schools in the UK, including Eton, Harrow, Winchester and St Pauls are now at the bottom of official rankings because of this technicality and are rated below some of the UK’s worst performing schools. Independent schools have called for league tables to be scrapped because they do not include IGCSE results.
CIE has approached the Qualifications and Curriculum Authority about the accreditation of IGCSE for use in all UK schools, both state and independent.
> CIE STUDENTS CELEBRATE SUCCESS
Two students studying Cambridge International Examinations (CIE) at Auckland Grammar School are celebrating their personal success and the success of the
New Zealand Team at the International Biology Olympiad held in Canada in late July.
Rian Quian Yeu won a silver medal, while Bob Li won a bronze medal. Both boys are students in the CIE classes at Auckland Grammar School. Their team-mate, Ruth Bollen from St Cuthbert’s College also won a bronze medal, while Zoe Henderson from Palmerston Girls’ High School narrowly missed a bronze and supported the others in their endeavour, especially the practical work.
Team leaders Dr Angela Sharples and Dr Heather Meikle said they were extremely pleased with the results, the first silver medal for New Zealand.
In Canada, the New Zealand team received many accolades on its success, uniform and the fine quality of the young scientists representing the country.
There were four members in the team, with a non-travelling reserve. The team was chosen from fifteen attendees at two camps held at Easter in Auckland and Hamilton, where the students attended lectures, completed practicals and sat two theory examinations and one practical examination. All made new friends and enjoyed the extension opportunities the camps provide for gifted and talented biology students.
> SCHOOLS OPT FOR CAMBRIDGE
Nine more schools have registered to offer Cambridge examinations this year. This
represents around 10% of all secondary and composite schools in New Zealand
and brings the total number to almost 50 schools.
“University of Cambridge International Examinations (CIE) is pleased to see more
schools are recognising the quality curriculum and assessment that Cambridge has to offer”, says Simon Higgins, CIE Representative in New Zealand. “CIE offers courses that suit a wide range of students, not only top academic performers, and we are pleased to see schools choosing Cambridge to meet a variety of needs”.
Takapuna Grammar School, in Auckland, for example, is engaging CIE
for the Takapuna Grammar Centre for Business and Enterprise. Students
will study Mathematics, Business Studies, Economics, English Literature, Science
and Thinking Skills.
“We selected CIE for the Centre because it directly assesses Business Studies and
Thinking Skills,” says Simon Lamb, Principal. “We are very pleased with our
decision and expect CIE to offer yet another pathway to university study”.
Schools that are registered for CIE are also members of the Association of
Cambridge Schools in New Zealand (ACSNZ). “ACSNZ offers a professional forum
and support network for Cambridge schools and we are pleased to have the new
schools aboard to enhance our membership,” says Jan Kerr, Administrator.
Story released in September 2007
> EDUCATION DEBATE THE SAME THE WORLD OVER
 Jan Kerr, Administrator, ACSNZ, reports on her recent visit to Cambridge.
Having just returned from a visit to the UK, it is interesting to see that many of the education issues being discussed in the media are the same in the UK and New Zealand. Debates over standards, the “dumbing-down” of qualifications, the value of coursework and employer bodies bemoaning the lack of basic skills among school-leavers.
The highlight of my time in the UK was a visit to CIE Head Office in Cambridge to meet the CEO, Ann Puntis, and senior management. It is an impressive place and it was nice to meet the people I have been dealing with long-distance.
I discovered that over 200 schools in the UK are now offering Cambridge International Examinations in preference to the local UK qualification. Loretto School, for example, is the first school in Scotland to offer IGCSE in Science. James Torrance, the Head of Department, Science, says that the re-writing of the mainstream UK Science syllabus focussed on making Science more accessible, with less actual scientific content. He says the result has been that the new syllabus is less interesting and challenging but that the Cambridge IGCSE is both accessible and scientifically rigorous, hence the decision to move to CIE.
CIE is introducing a new alternative examination in the UK to the A-Level called the Pre-U. The purpose, according to newspaper reports, is to distinguish between super-bright students and those who are merely well-drilled by their teachers. The existing grade A will be replaced with 4 different achievement bands. The Pre-U examination will award nine grades or bands and is designed to be more challenging than A-Levels, which are widely reported to have become easier. It will be interesting to see how many UK schools pick up the Pre-U and offer it to their students.
In response to reports of students using the internet to cheat in coursework, a major change to the UK qualification GCSE was announced while I was there. Students will be banned from writing up coursework at home. Rather, they will be required to complete projects in class under exam-style conditions. This is to get around the fact that students can go online or ask their parents for help in completing coursework at home. The assignments to be done as coursework will be set by exam boards rather than teachers to ensure the tasks are “more rigorous”, according to the Daily Telegraph (15 June 2007).
Teachers have been accused of deliberately marking some students’ work to boost the schools’ position in the league tables, another cited reason for the move to have exam boards setting coursework. Teachers will still mark the work but it is hoped the new system will allow more effective moderation.
And lastly, a former head of the Confederation of British Industry, Sir Digby Jones, was reported as saying the lack of basic skills among school leavers is a “national disgrace” which threatens economic stability and has left Britain open to competitors from overseas. While this remark came across as somewhat xenophobic, it did strike a chord with our own statistics on the under-achievement of Maori boys, in particular.
Get them all doing Cambridge International Examinations, I say.
> WHY STUDENTS LIKE CAMBRIDGE INTERNATIONAL EXAMINATIONS
 Thomas Reynolds, a student from Westlake Boys’ High School, explains below why he enjoyed the opportunity to study for the Cambridge International Examinations. Thomas won a Top in the World Award for A Level Geography in 2006.
“I would like to focus on why Cambridge works for me, why this method of examinations has helped to push and extend me academically during my secondary schooling.
When I started high school I had never heard of Cambridge exams. I always thought that I would just follow the traditional New Zealand assessment pathway of nationally assessed exams through my secondary education. However during my early years at high school, a need arose for a system that better tested able students. A need for a tried and tested qualification that was both rigorous and fair. As a result I was offered the opportunity by my school to sit Cambridge exams. They promised to challenge me in my academic endeavors; through exams that were set not only to push me but also to give me something to strive for, and to provide an opportunity to compare myself to other students around the world.
For me the Cambridge system of exams had three main positives. Firstly the assessment is through traditional exams. I find exams give my year a definite focus, something that I can build towards. Having an entire years work tested in one end of year examination has the added benefit of galvanizing links and relationships between various areas of a subject. Something that is critical in allowing higher level thinking and synthesis of new ideas.
The second big positive for me is the reporting of results. Being quite a competitive person having a grade and percentage mark to strive for drives me in my studies. It is a source of motivation, always looking for that extra few percent. It also gives you an idea of how much work you still have to do in a subject and allows performance improvements to be gauged more easily.
The final thing that makes Cambridge exams the assessment for me is the definite focus on excellence. Celebrating students who are top of the world, or top of their respective country, shows a belief in rewarding excellence. Something that I think acts as another motivating factor pushing us to strive for the best results possible.
So after completing my journey through high school and having finished my A levels I am pleased that I have sat Cambridge examinations. Not only has the method of assessment suited me, but I think that it has given me a more international appreciation in my areas of study. I am grateful on behalf of all the students that all of the schools that make up the Association of Cambridge schools in New Zealand have been so committed to ensuring that candidates are well prepared. I would like to thank all of the teachers for their passion and dedication to ensuring we all achieve to the highest level we can. To the senior management teams at all of the schools present, thank you for being bold and choosing a method of assessment that provides students with a challenging and satisfying curriculum.”
> STUDENT SUCCESS CELEBRATED
The Centennial Theatre at Auckland Grammar School was packed with students, their siblings, friends, parents and supporters on Friday 23 February for the Annual University of Cambridge International Examinations Awards Ceremony.
 Jointly hosted by the University of Cambridge International Examinations and the Association of Cambridge Schools in New Zealand and sponsored by Harveys New Zealand Ltd, the Awards Ceremony celebrated the success of 79 individual students who were awarded Top in New Zealand and Top in the World Certificates for their results in the University of Cambridge International Examinations in June 2006 and November 2006. A total of 119 awards were made, 30 to students who were Topinthe World for their subjects.
Di Palmer, Director of Assessment at University of Cambridge International Examinations travelled to
New Zealand specially to present the awards and to address the gathering.
Click here for a list of results.
Click here to see Brilliance in New Zealand.
> LEADING UK PRINCIPAL COMMENDS CIE HIGHLY
Graham Able, Master of Dulwich College, London (one of Britain’s leading independent schools) spoke recently in Auckland. Dissatisfaction with the standards required for UK qualifications had led a large number of independent schools to change to IGCSE. While many state schools would also like to make this switch, this was currently not possible (although this may change shortly). “IGCSE,” he stated, “was recognized as the best 16+ examination worldwide.” He outlined how similar concerns with UK A Levels had led to the establishment of a new qualification, the Cambridge Pre-U, which is expected to be introduced in 2008. This new qualification has been developed by teachers in consultation with universities. It has a linear assessment system (rather than the current modular UK system) which ensures increased teaching time. A research essay will be a critical component of the Pre-U as will a new subject based on global issues. “The clear grading and reporting scheme proposed has been widely commended,” he stated.
 > 2006 ACSNZ CONFERENCE
Over 100 teachers and administrators attended the biennial ACSNZ Conference in Auckland recently. Keynote speakers were Tom March, an expert on the application of IT in the classroom, and Dr Kevin Donnelly, a well-known researcher with special interest in curriculum and assessment.
To view or download the following presentations, please click on the appropriate links:
> EXAMINATION STATISTICS NOVEMBER 2005
Examination statistics provide comparison of the performance of New Zealand students and all students worldwide. To view or download the 2005 statistics, click the links below:
AS/A Level statistics – November 2005
IGCSE Level statistics – November 2005
> 2006 AWARDS CEREMONY
In February 2006 an Awards Ceremony was held to recognize students who had performed with distinction in the 2005 CIE examinations.109 awards were presented, of which 29 were made to students who achieved the top mark in their subject throughout the world.
Click here for a copy of Brilliance in New Zealand in 2005 which lists these results.
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