The document provides information about essential documents and administrative tools for examinations coordinators at exam centers. It outlines key documents like the handbook for centers, administrative guide, examination timetable and procedures for submission of entries. It also describes tools like CIE Direct and estimated and final entry procedures. The document is intended to guide coordinators on important pre-exam activities and documents.
This document is from a KS3 Physics textbook. It provides information on electrical circuits, including introducing series and parallel circuits. Key points covered include:
- Series circuits have components connected in a single loop so the current is the same throughout. The voltage splits between components.
- Parallel circuits have multiple paths so the current can split and join at junctions. The voltage is the same across each part.
- Energy from batteries is transferred through electrical circuits and converted to other forms like light and heat in bulbs. The total energy transferred equals the chemical energy lost from the battery.
The document discusses using data from CAT4 (Cognitive Abilities Test) assessments to develop literacy and learning strategies tailored to students. It describes analyzing CAT4 data through MIDYIS graphs to understand students' strengths and weaknesses. Various teaching methods are suggested based on where students fall in the different quadrants of the MIDYIS graph. Effective strategies include using word walls, sequencing exercises, and concept mapping. The challenge of embedding many techniques into lessons is also discussed. The key takeaways are how to use CAT4 data to characterize a classroom and select appropriate teaching methods for students.
This document discusses momentum and its relationship to mass and velocity. It defines momentum as being equal to mass multiplied by velocity, and explains that momentum is a vector quantity. It also discusses impulse, which is defined as the change in momentum, and explains how impulse is related to force and time through the equation: Impulse = Force x Time. The document notes that momentum is always conserved during interactions and collisions.
A moment is a turning force that is calculated by multiplying the applied force by its distance from the pivot point. Centripetal force keeps an object moving in a circular path and increases with mass, speed, or decreasing radius. Momentum is an object's mass multiplied by its velocity, and momentum is conserved in collisions as long as no external forces act.
The document provides guidance on how to structure a discussion essay for Task 2 of the IELTS exam. It notes that a discussion essay requires identifying two sides of an issue and discussing both before giving your own opinion, whereas an opinion essay simply requires stating your opinion. It includes sample questions that could be used for a discussion essay and provides guidance on how to plan and structure a response, including using discourse markers, examples, complex sentences, varied vocabulary, and writing within the 250 word limit.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
The document discusses different types of chemical bonds and macromolecular structures. It explains that ionic bonds form between metals and non-metals via the transfer of electrons, giving ionic compounds high melting points and the ability to conduct electricity when molten or dissolved. Covalent bonds form between non-metals by the sharing of electrons, resulting in covalent compounds having low melting points and the inability to conduct electricity. Some covalent substances exist as macromolecules or giant molecular structures like diamond and graphite. These have very high melting points and different properties compared to simple molecules. Metallic bonding is also described, involving positive metal ions in a "sea of electrons" giving metals properties like malleability and high conductivity
Heat can be transferred between objects by conduction, convection, or radiation. Conduction requires direct contact as heat energy is transferred through particle vibrations. Convection occurs in fluids via density-dependent fluid motion and circulation. Radiation involves the emission and absorption of electromagnetic waves, allowing heat transfer through a vacuum. Changes of state, such as melting and boiling, occur when an object's temperature reaches a fixed point and additional heat instead goes toward changing its physical state.
This document is from a KS3 Physics textbook. It provides information on electrical circuits, including introducing series and parallel circuits. Key points covered include:
- Series circuits have components connected in a single loop so the current is the same throughout. The voltage splits between components.
- Parallel circuits have multiple paths so the current can split and join at junctions. The voltage is the same across each part.
- Energy from batteries is transferred through electrical circuits and converted to other forms like light and heat in bulbs. The total energy transferred equals the chemical energy lost from the battery.
The document discusses using data from CAT4 (Cognitive Abilities Test) assessments to develop literacy and learning strategies tailored to students. It describes analyzing CAT4 data through MIDYIS graphs to understand students' strengths and weaknesses. Various teaching methods are suggested based on where students fall in the different quadrants of the MIDYIS graph. Effective strategies include using word walls, sequencing exercises, and concept mapping. The challenge of embedding many techniques into lessons is also discussed. The key takeaways are how to use CAT4 data to characterize a classroom and select appropriate teaching methods for students.
This document discusses momentum and its relationship to mass and velocity. It defines momentum as being equal to mass multiplied by velocity, and explains that momentum is a vector quantity. It also discusses impulse, which is defined as the change in momentum, and explains how impulse is related to force and time through the equation: Impulse = Force x Time. The document notes that momentum is always conserved during interactions and collisions.
A moment is a turning force that is calculated by multiplying the applied force by its distance from the pivot point. Centripetal force keeps an object moving in a circular path and increases with mass, speed, or decreasing radius. Momentum is an object's mass multiplied by its velocity, and momentum is conserved in collisions as long as no external forces act.
The document provides guidance on how to structure a discussion essay for Task 2 of the IELTS exam. It notes that a discussion essay requires identifying two sides of an issue and discussing both before giving your own opinion, whereas an opinion essay simply requires stating your opinion. It includes sample questions that could be used for a discussion essay and provides guidance on how to plan and structure a response, including using discourse markers, examples, complex sentences, varied vocabulary, and writing within the 250 word limit.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
The document discusses different types of chemical bonds and macromolecular structures. It explains that ionic bonds form between metals and non-metals via the transfer of electrons, giving ionic compounds high melting points and the ability to conduct electricity when molten or dissolved. Covalent bonds form between non-metals by the sharing of electrons, resulting in covalent compounds having low melting points and the inability to conduct electricity. Some covalent substances exist as macromolecules or giant molecular structures like diamond and graphite. These have very high melting points and different properties compared to simple molecules. Metallic bonding is also described, involving positive metal ions in a "sea of electrons" giving metals properties like malleability and high conductivity
Heat can be transferred between objects by conduction, convection, or radiation. Conduction requires direct contact as heat energy is transferred through particle vibrations. Convection occurs in fluids via density-dependent fluid motion and circulation. Radiation involves the emission and absorption of electromagnetic waves, allowing heat transfer through a vacuum. Changes of state, such as melting and boiling, occur when an object's temperature reaches a fixed point and additional heat instead goes toward changing its physical state.
The document discusses chemical bonding, specifically ionic and covalent bonding. Ionic bonding involves the transfer of electrons between metals and non-metals to form ions that achieve stable noble gas electron configurations. Covalent bonding involves the sharing of electrons between non-metals. Both ionic and covalent bonds form when atoms attain noble gas electron configurations. Ionic compounds have characteristics like high melting points and conductivity when molten or dissolved, while covalent compounds have low melting points and are non-conductive.
This document discusses simple machines including levers, wheels and axles, and pulleys. It explains that these machines make work easier by changing either the direction or amount of force required. Levers are described as having a fulcrum, load, and force. There are three types of levers depending on the arrangement of these components. Wheels and axles use a wheel rotating around a post or axle to change the strength of a turning force. Pulleys use a wheel and rope to lift loads, requiring less force by pulling down to lift up. The objectives are to understand how levers and pulleys are machines that make work easier.
The IELTS exam is an English proficiency test for higher education and global migration. It assesses listening, reading, writing, and speaking skills. Countries like Australia, UK, Canada, and others recognize IELTS scores. The exam is administered by the British Council, IDP, and Cambridge locally. It is offered multiple times per month in major North Indian cities. The test consists of an academic or general training module for different purposes. Each section is scored and an overall band score of 1-9 is provided valid for two years.
This document outlines a lesson plan on matter for a 3rd year secondary education science course. The lesson plan covers the following key topics:
1. Defining what matter is.
2. Exploring the properties of matter including mass, volume, density, and states of matter.
3. Examining gas laws and how scientists classify different types of matter.
4. Introducing concepts like kinetic molecular theory, solutions, and solubility.
The lesson plan provides learning objectives, detailed content sections, assessment strategies, and a methodology for an active, participatory class focused on both individual and group learning. It aims to help students understand fundamental scientific concepts about matter through explanations, activities,
This document provides an overview of key chemistry concepts including the states of matter, atoms, bonding, and molecular structures.
It begins by explaining the particle nature of matter and defining solids, liquids, and gases. Atoms are introduced as the smallest particles that make up elements, which can combine to form compounds. Bonding types - ionic, covalent, and metallic - are then described along with their characteristic properties. Molecular structures like diamond, graphite, and silica are used as examples of giant covalent networks.
The document concludes by recapping the main differences between ionic, covalent and metallic bonding in terms of structure and properties. Key areas of chemistry are covered concisely with definitions and
The document provides information about acids and alkalis. It defines acids as substances with a pH below 7 that turn indicator solutions yellow, orange or red. Acids release hydrogen ions in water and have corrosive, sour properties. Strong acids found in laboratories dissolve completely in solution while weak acids are common in food. Alkalis have opposite properties from acids, releasing hydroxide ions in water with soapy qualities. Strong alkalis are caustic while weak alkalis are found in household cleaners. The document also discusses neutralization reactions between acids and alkalis that produce water and salt, and uses of indicators and the pH scale to measure acidity and alkalinity.
The document summarizes the particle theory of matter. It states that all matter is made of small particles that are in constant motion. The attraction between particles determines the state of matter, with solids having the strongest attraction and gases having the weakest. Heating a substance increases its energy and motion by breaking the attractions between particles, causing them to spread farther apart.
Cambridge Checkpoint is a diagnostic testing service designed by the University of Cambridge International Examinations (CIE) to help students learn which subjects they excel in and which require more effort. The tests cover English, mathematics, and science. Checkpoint benefits individual students by informing them on how to improve, and benefits schools by providing class-level data to help teachers target instruction. CIE qualifications are recognized globally. The document provides resources to support Checkpoint, including endorsed textbooks in each subject area.
This document provides information about the IELTS writing exam. It outlines the two tasks that students must complete: Task 1 involves describing visual information such as graphs, charts or diagrams. Task 2 requires writing an essay giving a personal opinion on a contemporary issue while providing reasons and examples. The document discusses the assessment criteria, common problems students face, and strategies for improving time management and writing skills. Sample topics, vocabulary, and grammar areas are also presented to help prepare students for the exam.
This document is about atoms, elements, and chemical reactions. It contains three main sections: (1) what atoms and elements are, including their symbols and arrangement in the periodic table, (2) how elements can combine to form compounds with different properties, and (3) how chemical reactions allow atoms to join together to form new substances.
Atoms, molecules, elements, compounds, mixtures and solutionssafa-medaney
The document defines key chemistry terms including atoms, molecules, elements, compounds, mixtures and solutions. Atoms are the smallest unit of matter that cannot be divided further. Molecules are formed when two or more atoms combine chemically. Matter is made up of elements, compounds, mixtures and solutions. Elements are made of the same type of atom, compounds contain two or more types of atoms bonded together with a specific chemical formula. Mixtures contain substances that are not chemically combined, while solutions occur when a substance dissolves evenly in another.
Upthrust is a force that exists in liquids like water and pushes objects upward against gravity. It is why boats and other objects float, as the upthrust from the water balances out the downward force of gravity. The shape and size of an object affects how much upthrust it receives, with larger, flatter surfaces receiving more upthrust. This explains why people and objects are buoyant and float in water.
This document provides strategies for taking the IELTS exam. It discusses the requirements for scholarships, the format of the exam including the four parts (listening, reading, writing, speaking), and strategies for each part. The listening section has multiple choice questions and takes 30 minutes. Reading has three long passages and takes 60 minutes. Writing consists of two tasks that must be completed in 60 minutes. Speaking involves answering questions from an examiner in an 11-14 minute interview. General strategies include practicing tests under timed conditions, immersing in English, and being familiar with the exam format.
This document provides an overview of the International General Certificate of Secondary Education (IGCSE) English as a Second Language exam. The IGCSE ESL exam is taken in over 150 countries by over 15,000 candidates annually. A grade C or higher in the IGCSE ESL core or extended tiers is equivalent to a grade C or higher on the O-level exam and satisfies entry requirements at many UK and other Anglophone universities. The exam consists of five papers testing reading, writing, listening, and speaking skills.
This document provides an overview of concepts related to light, including what light is, reflection, refraction, and color. It begins with definitions of light and its properties like traveling in straight lines and at a high speed. Later sections discuss reflection, including the laws of reflection and materials that reflect light well or poorly. Refraction is then covered, including how light bends when changing mediums and the rules of refraction. Effects of refraction like apparent depth and how archer fish aim are also summarized. Activities and investigations related to these light topics are outlined to help teach the concepts.
The IELTS Writing Task 1 challenges students to describe a line graph, bar chart, pie chart, table, map, or flow diagram. The line graph is the most common, so it features most prominently in this PPT. Check out http://www.ted-ielts.com for more IELTS writing guides and tips.
1) Powers of 10 refer to numbers like 1, 10, 100, 1000 that are 10 multiplied by itself a certain number of times, represented by exponents.
2) To multiply a number by a power of 10, move the decimal point to the right by the number of places represented by the exponent. To divide, move the decimal point left by the same number of places.
3) Examples demonstrate multiplying and dividing numbers by powers of 10 by moving the decimal point and using exponents to represent powers of 10.
Judith Oakley is seeking a full-time office position and has over 29 years of experience in financial services, IT implementation, training, and education. She has held roles such as clerical work, customer service, team leading, and project management. Her experience also includes voluntary teaching assistance and school crossing patrol duties. Oakley has qualifications in business studies, teaching assistance, and management. She is committed, adaptable, and strives for continuous self-improvement.
Shashi Kumar is applying for an open position and has included his resume. He graduated from Singapore Institute of Management with a Bachelor's in Business Management. His previous work experience includes being a Customer Service Officer at CEVA Logistics and various administrative roles. He is looking to further his career and bring his enthusiasm, commitment, and passion to a new organization.
The document discusses chemical bonding, specifically ionic and covalent bonding. Ionic bonding involves the transfer of electrons between metals and non-metals to form ions that achieve stable noble gas electron configurations. Covalent bonding involves the sharing of electrons between non-metals. Both ionic and covalent bonds form when atoms attain noble gas electron configurations. Ionic compounds have characteristics like high melting points and conductivity when molten or dissolved, while covalent compounds have low melting points and are non-conductive.
This document discusses simple machines including levers, wheels and axles, and pulleys. It explains that these machines make work easier by changing either the direction or amount of force required. Levers are described as having a fulcrum, load, and force. There are three types of levers depending on the arrangement of these components. Wheels and axles use a wheel rotating around a post or axle to change the strength of a turning force. Pulleys use a wheel and rope to lift loads, requiring less force by pulling down to lift up. The objectives are to understand how levers and pulleys are machines that make work easier.
The IELTS exam is an English proficiency test for higher education and global migration. It assesses listening, reading, writing, and speaking skills. Countries like Australia, UK, Canada, and others recognize IELTS scores. The exam is administered by the British Council, IDP, and Cambridge locally. It is offered multiple times per month in major North Indian cities. The test consists of an academic or general training module for different purposes. Each section is scored and an overall band score of 1-9 is provided valid for two years.
This document outlines a lesson plan on matter for a 3rd year secondary education science course. The lesson plan covers the following key topics:
1. Defining what matter is.
2. Exploring the properties of matter including mass, volume, density, and states of matter.
3. Examining gas laws and how scientists classify different types of matter.
4. Introducing concepts like kinetic molecular theory, solutions, and solubility.
The lesson plan provides learning objectives, detailed content sections, assessment strategies, and a methodology for an active, participatory class focused on both individual and group learning. It aims to help students understand fundamental scientific concepts about matter through explanations, activities,
This document provides an overview of key chemistry concepts including the states of matter, atoms, bonding, and molecular structures.
It begins by explaining the particle nature of matter and defining solids, liquids, and gases. Atoms are introduced as the smallest particles that make up elements, which can combine to form compounds. Bonding types - ionic, covalent, and metallic - are then described along with their characteristic properties. Molecular structures like diamond, graphite, and silica are used as examples of giant covalent networks.
The document concludes by recapping the main differences between ionic, covalent and metallic bonding in terms of structure and properties. Key areas of chemistry are covered concisely with definitions and
The document provides information about acids and alkalis. It defines acids as substances with a pH below 7 that turn indicator solutions yellow, orange or red. Acids release hydrogen ions in water and have corrosive, sour properties. Strong acids found in laboratories dissolve completely in solution while weak acids are common in food. Alkalis have opposite properties from acids, releasing hydroxide ions in water with soapy qualities. Strong alkalis are caustic while weak alkalis are found in household cleaners. The document also discusses neutralization reactions between acids and alkalis that produce water and salt, and uses of indicators and the pH scale to measure acidity and alkalinity.
The document summarizes the particle theory of matter. It states that all matter is made of small particles that are in constant motion. The attraction between particles determines the state of matter, with solids having the strongest attraction and gases having the weakest. Heating a substance increases its energy and motion by breaking the attractions between particles, causing them to spread farther apart.
Cambridge Checkpoint is a diagnostic testing service designed by the University of Cambridge International Examinations (CIE) to help students learn which subjects they excel in and which require more effort. The tests cover English, mathematics, and science. Checkpoint benefits individual students by informing them on how to improve, and benefits schools by providing class-level data to help teachers target instruction. CIE qualifications are recognized globally. The document provides resources to support Checkpoint, including endorsed textbooks in each subject area.
This document provides information about the IELTS writing exam. It outlines the two tasks that students must complete: Task 1 involves describing visual information such as graphs, charts or diagrams. Task 2 requires writing an essay giving a personal opinion on a contemporary issue while providing reasons and examples. The document discusses the assessment criteria, common problems students face, and strategies for improving time management and writing skills. Sample topics, vocabulary, and grammar areas are also presented to help prepare students for the exam.
This document is about atoms, elements, and chemical reactions. It contains three main sections: (1) what atoms and elements are, including their symbols and arrangement in the periodic table, (2) how elements can combine to form compounds with different properties, and (3) how chemical reactions allow atoms to join together to form new substances.
Atoms, molecules, elements, compounds, mixtures and solutionssafa-medaney
The document defines key chemistry terms including atoms, molecules, elements, compounds, mixtures and solutions. Atoms are the smallest unit of matter that cannot be divided further. Molecules are formed when two or more atoms combine chemically. Matter is made up of elements, compounds, mixtures and solutions. Elements are made of the same type of atom, compounds contain two or more types of atoms bonded together with a specific chemical formula. Mixtures contain substances that are not chemically combined, while solutions occur when a substance dissolves evenly in another.
Upthrust is a force that exists in liquids like water and pushes objects upward against gravity. It is why boats and other objects float, as the upthrust from the water balances out the downward force of gravity. The shape and size of an object affects how much upthrust it receives, with larger, flatter surfaces receiving more upthrust. This explains why people and objects are buoyant and float in water.
This document provides strategies for taking the IELTS exam. It discusses the requirements for scholarships, the format of the exam including the four parts (listening, reading, writing, speaking), and strategies for each part. The listening section has multiple choice questions and takes 30 minutes. Reading has three long passages and takes 60 minutes. Writing consists of two tasks that must be completed in 60 minutes. Speaking involves answering questions from an examiner in an 11-14 minute interview. General strategies include practicing tests under timed conditions, immersing in English, and being familiar with the exam format.
This document provides an overview of the International General Certificate of Secondary Education (IGCSE) English as a Second Language exam. The IGCSE ESL exam is taken in over 150 countries by over 15,000 candidates annually. A grade C or higher in the IGCSE ESL core or extended tiers is equivalent to a grade C or higher on the O-level exam and satisfies entry requirements at many UK and other Anglophone universities. The exam consists of five papers testing reading, writing, listening, and speaking skills.
This document provides an overview of concepts related to light, including what light is, reflection, refraction, and color. It begins with definitions of light and its properties like traveling in straight lines and at a high speed. Later sections discuss reflection, including the laws of reflection and materials that reflect light well or poorly. Refraction is then covered, including how light bends when changing mediums and the rules of refraction. Effects of refraction like apparent depth and how archer fish aim are also summarized. Activities and investigations related to these light topics are outlined to help teach the concepts.
The IELTS Writing Task 1 challenges students to describe a line graph, bar chart, pie chart, table, map, or flow diagram. The line graph is the most common, so it features most prominently in this PPT. Check out http://www.ted-ielts.com for more IELTS writing guides and tips.
1) Powers of 10 refer to numbers like 1, 10, 100, 1000 that are 10 multiplied by itself a certain number of times, represented by exponents.
2) To multiply a number by a power of 10, move the decimal point to the right by the number of places represented by the exponent. To divide, move the decimal point left by the same number of places.
3) Examples demonstrate multiplying and dividing numbers by powers of 10 by moving the decimal point and using exponents to represent powers of 10.
Judith Oakley is seeking a full-time office position and has over 29 years of experience in financial services, IT implementation, training, and education. She has held roles such as clerical work, customer service, team leading, and project management. Her experience also includes voluntary teaching assistance and school crossing patrol duties. Oakley has qualifications in business studies, teaching assistance, and management. She is committed, adaptable, and strives for continuous self-improvement.
Shashi Kumar is applying for an open position and has included his resume. He graduated from Singapore Institute of Management with a Bachelor's in Business Management. His previous work experience includes being a Customer Service Officer at CEVA Logistics and various administrative roles. He is looking to further his career and bring his enthusiasm, commitment, and passion to a new organization.
Judith Oakley is introducing herself as a community champion in Lichfield who is looking to return to full-time work after caring for her elderly parents. She has over 20 years of experience in IT support, management, and training. Most recently, she has held various part-time jobs but is now seeking a single, varied full-time position where she can utilize her skills and experience. She is interested in discussing opportunities further.
This document discusses using a learning management system (LMS) for group and project management beyond the classroom. It provides examples of how an LMS can be used to organize information for committees, employees, training, budgets, and events through creating pages and discussions. Features like embedding forms and setting page visibility allow for private discussions and collecting registration information. Color coding and templates help create a logical structure to organize large amounts of project information and materials.
3.13 usefulness and limitation of the cie systemQC Labs
The CIE system of color specification has been successful and widely used over 60 years, providing a standardized way to measure and describe colors based on tristimulus values. However, it has limitations as it ignores other visual attributes like texture and gloss, and a color match is only guaranteed under the standard observer, illuminant, and viewing conditions used to measure the original sample. The CIE system provides a limited but useful description of color if the measurement conditions are carefully controlled and considered.
This document provides an introduction to Cambridge programmes and qualifications for parents. It outlines the stages of education from Cambridge Primary for ages 5-11 through Cambridge Advanced for ages 16-19. It describes benefits such as internationally recognized qualifications, learner-centered education, and comprehensive support. Examples from former Cambridge learners are given who credit the programme for their university acceptances. Assessments are designed to monitor progress and support learners. The qualifications are accepted for university globally, including top US schools. Resources for teachers include professional development and online forums.
This document discusses interactive teaching strategies to engage learners of all styles. It identifies the main learning styles as visual, auditory, and kinesthetic. Interactive teaching involves both the facilitator and learners, with questions and hands-on activities to stimulate discussion. Group work is highlighted as an effective strategy, as learners retain more when they discuss and apply the material. A variety of interactive techniques should be used to maintain interest, assess understanding, and make the session participatory.
This document discusses effective teaching strategies for training adult learners. It recommends applying principles of adult learning theory, which recognizes that adults learn best when they are actively engaged. Adults are autonomous, goal-oriented, and draw from life experiences. Effective teaching strategies include involving learners, relating topics to their goals and experiences, and showing relevance to their jobs. A variety of active learning methods, such as group activities, games, role-playing and problem-solving, should be used over traditional lecturing to improve retention.
This document provides teaching techniques to help students improve in three weeks or less. It describes techniques including TPR (total physical response), chanting, Pimsleur, and word recognition. TPR uses physical motions to reinforce vocabulary. Chanting sets lessons to rhythms to engage students. Pimsleur teaches phrases backwards to build fluency. Word recognition links words to pictures to facilitate reading. Combining these evidence-based techniques with repetition in various tones is effective for student growth.
Principles of Teaching:Different Methods and Approachesjustindoliente
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
The document discusses validation processes at the University of Northampton and the University of Wolverhampton.
1. The University of Northampton uses a more traditional validation process centered around a validation panel meeting, while the University of Wolverhampton takes a "virtual validation" approach embedded within curriculum development without an endpoint meeting.
2. The document outlines the key elements and roles of each university's process and debates the approaches against principles of accountability, peer review, timeliness, documentation, curriculum design, and quality standards.
3. It concludes that accountability ultimately lies with the panel chair and quality officer, and constructive peer review from internal and external reviewers should be a core part of any process to ensure the
In diesem Vortrag auf dem Vortrag auf dem YAVEON Kundentag 2014 stellt Rainer Elvermann, Geschäftsführer cbprocess GmbH & Co. KG, das "context based process management" vor. Anhand konkreter Beispiele aus komplexen Branchen (Luft- & Raumfahrt, Automotive, Forschungsschiffe, Bauwesen) spricht Herr Elvermann über aktuelle Erfahrungen mit Business Process Management im allgemeinen und dem verwendeten Tool, process4.biz, im besonderen.
This document provides an overview of the Cambridge ICT Starters syllabus, which aims to introduce students aged 5-15 to key ICT applications and skills. It consists of three levels - Initial Steps, Next Steps, and On Track. Each level contains two stages with an equal number of modules. Students are assessed through tasks at the end of each module to demonstrate their achievement of the learning objectives. Assessment is by a pass or merit grade for each module. The syllabus is designed to allow students to develop ICT competence and practical skills in a way that is appropriate for their age.
This document outlines the Cambridge ICT Starters Syllabus, which provides a framework for developing ICT competence and skills. It consists of three levels - Initial Steps, Next Steps, and On Track - with each level containing two stages and multiple modules. Students are assessed on their ability to communicate, handle information, model, and measure/control using ICT. The syllabus is designed to facilitate progression of skills as students move through each level and stage.
This document provides an overview of the Cambridge ICT Starters syllabus, which aims to introduce students aged 5-15 to key ICT applications and skills. It consists of three levels - Initial Steps, Next Steps, and On Track. Each level contains two stages with an equal number of modules. Students are assessed through tasks at the end of each module to demonstrate their achievement of the learning objectives. Assessments are marked and moderated externally. The syllabus is designed to allow students to develop ICT competence and practical skills in a way that is appropriate for their age.
This document provides guidelines for writing and reviewing multiple choice questions for the ISTQB Foundation exam. It specifies that exams will consist of 40 multiple choice questions with 4 answer options each. Questions will be categorized into three knowledge levels and distributed across exam topics based on the syllabus. The document provides detailed guidance on writing clear exam questions with effective distractors and on reviewing questions to ensure they accurately test the intended learning objectives. Adhering to standardized exam formats and question quality guidelines helps ensure consistency in ISTQB certification worldwide.
ISO 29110 Software Quality Model For Software SMEsMoutasm Tamimi
ISO 29110 model in 2017
Systems and Software Life Cycle Profiles and Guidelines for Very Small Entities (VSEs) International Standards (IS) and Technical Reports (TR) are targeted at Very Small Entities (VSEs). A Very Small Entity (VSE) is an enterprise, an organization, a department or a project having up to 25 people. The ISO/IEC 29110 is a series of international standards entitled "Systems and Software Engineering — Lifecycle Profiles for Very Small Entities (VSEs)"
Unit 2 Classical Systems Development Methodology.pptxVrundaPatadia
This document discusses classical systems development methodology. It describes the classical systems development life cycle (SDLC) which includes 7 phases: preliminary investigation, determination of system requirements, design of system, development of software, system testing, implementation and evaluation, and system maintenance. It also discusses tools and techniques used in each phase like fact finding techniques, documentation tools, and decision models.
A001 15-16-accreditation-policy-and-procedure-manual-03-19-151Mohamed Ibrahim
This document provides the policies and procedures that govern ABET's accreditation process. Some key points:
1. ABET is recognized by CHEA as the organization responsible for accrediting applied science, computing, engineering, and engineering technology programs.
2. The document outlines policies regarding public release of information, confidentiality, conflicts of interest, accreditation criteria, and eligibility for accreditation review.
3. Programs must demonstrate compliance with ABET's policies, procedures, and criteria to become or remain accredited. Revisions to policies and criteria require approval by ABET's Board of Directors.
There has been an improvement in the quality of submissions for Cambridge ICT Starters certification over the last year. Most centres that regularly submit candidates are now comfortable with the requirements, though some differences remain between well-prepared and less clear submissions. A small minority of centres still do not understand that candidates must achieve all objectives for a Pass or Merit. Overall entries have increased this year, with Initial Steps and Next Steps Stage 1 being most popular. Centres are advised to carefully follow submission guidelines, clearly label all documents, and ensure assessments test all required objectives.
This document discusses software engineering standards. It defines a standard as mandatory requirements that prescribe a disciplined, uniform approach to software development. Standards help specify techniques, provide consensus on best practices, and give precise names to concepts. There are approximately 315 software engineering standards maintained by 46 organizations. Standards cover processes, techniques/tools, and applicability across different domains. Using standards helps establish requirements, define common frameworks, clarify roles, and avoid reinventing proven practices. Sources of standards include organizations, professional groups, governments, and standards bodies like ISO. ISO consolidates existing technology and improves products, business, and buyer protection.
This document outlines the internal quality assurance strategy for The Learn2 Group and The LEC. It details the roles and responsibilities of internal quality assurers, assessors, and tutors. It also describes the processes for sampling student work, conducting standardization activities, maintaining records, and handling complaints and appeals to ensure the validity of awarded certifications.
The presentation looks at the successes of QA approaches in diverse educational sectors, particularly Higher Education, and how these might be applied to the implementation of EQAVET in Europe.
Delivered at the EQAVET seminar in Vienna, July 2011.
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Over the last few years the Australasian Council of Online, Distance and eLearning (ACODE) have facilitated two major Benchmarking Summits in Sydney and Canberra, using the ACODE Benchmarks for TEL. These have been unprecedented events within the Australasian higher education, with 35 higher education institutions from five countries involved. To participate each institution first had to undertake a self-assessment of their capacity in TEL against the Performance Indicators in the tool, and then be willing to share this with the other institutions involved. Each institution assessed, at a minimum, two of the benchmarks, with many institutions doing far more. However, for an institution to maximize its experience with this activity they need to be starting their engagement well prior to the formal benchmarking activity. This workshop will help those new to the ACODE benchmarks understand what is required when using this tool. It will provide the wherewithal to ensure your participation is undertaken in a rigorous way. More importantly, it will provide a practical way to facilitate an internal activity, potentially with a view to then be involved in an inter-institutional activity. We will work through a number of different scenarios to help you understand the many facets needing to be considered in undertaking such an activity, and you leave with a strong plan of action for your institution to enhance its capacity in TEL.
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Accreditation is an external recognition of the quality of educational programs. It can be voluntary, required, or coerced, and carried out by government agencies, peer institutions, professional organizations, or a combination. Accreditation criteria can range from general educational goals to specifying course content. The level of criteria specificity is an important consideration. Accreditation serves various stakeholders including governments, universities, faculty, students, and the profession. International recognition of accreditation is increasingly important as engineering becomes more global.
The document discusses considerations for colleges and universities in procuring a virtual learning environment (VLE) system. It advises that the procurement process should [1] involve staff from across the institution, [2] define intended users and courses, and [3] ensure the technological infrastructure can support the VLE. When evaluating systems, institutions should consider aspects like ease of use, integration with other systems, existing learning materials, student tracking capabilities, and standards compliance. The document cautions that changing VLE vendors later would require significant rework.
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3. www.cie.org.uk
Essential Documents
The following documents are just some of the many documents that you will
need. However we feel that these documents provide all of the information that
is needed to carry out the role of an Examinations Co-ordinator. It is important
that you read these documents and keep them close to hand for reference.
4. www.cie.org.uk
Essential Documents
• Handbook for Centres
• Administrative Guide
• Examination Timetable
• Procedures for the Submission of Entries Booklet (E3)
These documents are provided in hard copy and also as electronic documents
on a CD Rom. They can also be downloaded from CIE Direct.
5. www.cie.org.uk
Handbook for Centres
The Handbook for Centres describes CIE’s
examination regulations.
The Handbook for Centres forms part of
contract between CIE and each Centre.
All Centres are required to comply with the
regulations stipulated in the Handbook for
Centres.
6. www.cie.org.uk
Handbook for Centres
The regulations contained in the Handbook
for Centres cover the following areas:
• The legal relationship between CIE and
it’s Centres.
• The submission of examination entries.
• Examination security and the conduct of
examinations.
• The delivery of centre-based
assessments.
• Special circumstances (Timetable
Deviations, Special Arrangements,
Special Consideration etc.)
• Malpractice and Maladministration.
• Results and enquires about results.
8. www.cie.org.uk
Administrative Guide
The key information covered by the
Administrative Guide is:
• An overview of the key activities in each
examination session.
• Key dates for each activity.
• A step by step guide through all exam
procedures.
• A “Jargon Buster” which describes the
terminology used by CIE.
• A copy of every form or label that may
be required.
9. www.cie.org.uk
Examination Timetable
The Examination Timetable
shows the date and
timetable session (morning
or afternoon) of each
component in an
Examination Session.
It also provides other useful
information such as the
deadlines for coursework
components, arrangements
for practical examinations
and what to do if a
candidate has clash of two
or more components
timetabled in the same
session.
10. www.cie.org.uk
Examination Timetable
The timetable dates are
displayed by calendar date and
also in syllabus order.
First listed are the exams that
are administered within a
window of time.
Next is a listing by date.
Finally they are also listed by
syllabus.
11. www.cie.org.uk
Procedures for the Submission of
Entries Booklet (E3)
This booklet, commonly known as the “E3
Booklet”, provides instructions on how and
when entries should be submitted to CIE.
The booklet lists every syllabus offered by
CIE in a particular examination, showing a
breakdown of all available components and
the entry options which describe the various
ways in which different components can be
combined.
Also provided in the E3 Booklet are
comprehensive instructions on the entry
procedures for group awards such as the
International Certificate of Education (ICE)
and the Advanced International Certificate
of Education Diploma (AICE Diploma).
12. www.cie.org.uk
Procedures for the Submission of
Entries Booklet (E3)
The E3 booklet provides
all of the syllabus,
component and entry
option information that
you will need to make
your final entries.
Key Point – You should
take great care when
deciding which entry
option a candidate should
be entered for. You may
need to confirm with the
subject teacher that the
entry option is correct.
14. www.cie.org.uk
Administrative Tools
CIE has made available to Centres the following electronic tools which are
designed to simplify processes and ensure that examination information can be
transferred to and from CIE quickly and efficiently.
• NOT USED! CAMEO is a piece of software developed by CIE to assist
Examination Co-ordinators in the creation of essential examination
information. It is provided free of charge to all Centres.
• CIE Direct is a secure Centre extranet website for the direct transfer of data
and information between Centres and CIE. All CIE Centres can access CIE
Direct by using a secure password provided by CIE.
22. www.cie.org.uk
Examination Schedules
The following pages provide a high level view of when key activities take place in
the November and June examination sessions. More detailed examination
schedules can be found in the Administrative Guide.
Activities shown in green are
those where Centres are required
to provide information to CIE.
Activities shown in orange are
those where CIE is required to
provide information to Centres.
23. www.cie.org.uk
A Timeline of Key Activities for the November Session
Aug Sep Oct Nov Dec Jan Feb Mar
Admin
Entries Results
Despatches
Question Examination
Paper Session Result
Despatch Enquiries
Forecast
Grades/ Certificates
C/work
Marks
24. www.cie.org.uk
A Timeline of Key Activities for the June Session
Jan Feb Mar/ May Jun Jul Aug Sep Oct
Apr
Admin Results
Entries
Despatches
Question Examination
Paper Result
Session
Despatch Enquiries
Forecast
Grades/ Certificates
C/work
Marks
28. www.cie.org.uk
Estimated Entries
CIE starts planning an examination session many months in advance of live
entries being received. To aid the planning process we need to have some
indication of the number of candidates that are likely to be entered for each
syllabus and component. We therefore ask all Centres to provide an estimate of
the number of syllabus entries they are likely to have.
29. www.cie.org.uk
What are Estimated Entries?
Estimated entries are your best calculation of the number of candidates that you
are planning to enter in a specific examination session.
Key Point - Our advice to Examinations Co-ordinators when submitting
estimated entries is:
• Do not lose sleep over the accuracy of your estimated entries, they are after
all just an estimate.
• If you are unsure whether you will have any candidates for a particular
syllabus it is always best to estimate a nominal number of candidates.
30. www.cie.org.uk
When are Estimated Entries required?
Estimated entries should be submitted to CIE by 15 October for both the June
and November sessions the following year.
How do I submit Estimated Entries to CIE?
In August of each year you will receive an electronic Estimated Entry Form.
Once you have completed the form you should send it to CIE either by uploading
the file to CIE Direct or by attaching the file to an e-mail.
31. www.cie.org.uk
How are Estimated Entries used?
Estimated entries are used in the following ways:
• To alert CIE to the fact that you may have candidates for oral or practical
components which require early despatches of materials .
• To plan for the numbers of examiners and moderators we will require.
• To ensure that sufficient quantities of question papers are printed.
33. www.cie.org.uk
Final Entries
Centres must submit a syllabus entry for every candidate in each examination
session. It is important that you check the accuracy of your entries before
submitting them to CIE as incorrect entries may result in you receiving
insufficient examination materials or incurring additional fees.
Key Point
The submission of final entries is a critical point in the examination schedule. All
activities that follow are dependent on the final entry information being correct. It
is therefore important that you take great care in ensuring the accuracy of your
final entries and that they are submitted to CIE by the published deadlines.
34. www.cie.org.uk
What method should be used to submit Final Entries?
Entry Method Source of Syllabus and Component Information
CIE Direct Excel Entry Spreadsheet
Entry Spreadsheet Procedures for the Submission of Entries booklet (E.3)
35. www.cie.org.uk
When are Final Entries required?
You should ensure that Final Entries are received by CIE by the following
dates:
Examination Session Entry Submission Date
June 21 February
November (1st time entries) 16 August
November (Retake entries) 21 September
Key Point – You should be aware that any final entries received after the published entry submission date
will be subject to a late entry penalty fee.
Level 1 late fee is 55.000 for 2010-11
Level 2 late fee is 110.000 for 2010-11
Level 3 late fee is 165.000 for 2010-11
36. www.cie.org.uk
What Final Entry information is required?
The following information is needed for each candidate:
• A four digit Candidate Number.
• Full name of the candidate (as it should appear on certificates).
• Gender of the candidate.
• Date of birth.
• Syllabus code and entry option code for each syllabus you wish the candidate to be
entered for (a complete list of syllabus and entry option codes can be found in the
E.3 booklet).
• Previous candidate number (the centre and candidate number from a previous
session – only required if results are to be carried forward from a previous session).
• Group Award entry (required for those candidates wishing to enter for the ICE or
AICE Diploma Group Award).
37. www.cie.org.uk
Entry Confirmation
Once your final entries have been
processed CIE will be provided you with
entry confirmation information.
• Statements of Entry (shown opposite) are
provided for each candidate. They show
the personal details of each candidate
and syllabus and component entries that
have been submitted for that candidate.
They also inform the candidate of the
timetable date for each examination
component.
Key Point – You must ensure that a
Statement of Entry is given to every
candidate so that they can personally
check their candidate details and the entry
options that have been made on their
behalf.
38. www.cie.org.uk
Entry Confirmation
Other documents that are provided with the despatch of Statements of Entry
are:
• Candidate Entry List – a summary listing of all candidates and the entries that
have been made.
• Centre Summary of Entries – shows the total number of entries made for
each syllabus and component.
• Centre Entry Warning List – provides a warning of potential timetable clashes
for individual candidates.
• Notice to Candidates – it is essential that a copy is given to all candidates
and that you ensure that every has read this document before they sit their
first examination component.
39. www.cie.org.uk
Entry Amendments
You may find, after your candidates have had an opportunity to check their
Statements of Entry, that you need to make amendments to final entries. The
types of entry amendments that you may have are:
• A new candidate.
• A new syllabus for an existing candidate.
• A change to an existing syllabus or entry option.
• A deletion of a candidate.
• A deletion of a syllabus.
• A change to a candidates details (name, gender, date of birth).
40. www.cie.org.uk
Entry Amendments
You may find, after your candidates have had an opportunity to check their
Statements of Entry, that you need to make amendments to final entries. The
types of entry amendments that you may have
• A new candidate.
• A new syllabus for an existing candidate.
• A change to an existing syllabus or entry option.
• A deletion of a candidate.
• A deletion of a syllabus.
• A change to a candidates details (name, gender, date of birth).
Key Point – All syllabus or entry option changes (highlighted above) made
after the published entry submission date will be subject to late entry fees.
41. www.cie.org.uk
Entry Amendments
You may find, after your candidates have had an opportunity to check their
Statements of Entry, that you need to make amendments to final entries. The
types of entry amendments that you may have
• A new candidate.
• A new syllabus for an existing candidate.
• A change to an existing syllabus or entry option.
• A deletion of a candidate.
• A deletion of a syllabus.
• A change to a candidates details (name, gender, date of birth).
Key Point – CIE will not refund entry fees when a candidate or syllabus is
deleted except where it is on medical grounds and the appropriate medical
certificate is submitted.
42. www.cie.org.uk
Entry Amendments
You may find, after your candidates have had an opportunity to check their
Statements of Entry, that you need to make amendments to final entries. The
types of entry amendments that you may have
• A new candidate.
• A new syllabus for an existing candidate.
• A change to an existing syllabus or entry option.
• A deletion of a candidate.
• A deletion of a syllabus.
• A change to a candidates details (name, gender, date of birth).
Key Point – Changes to candidate details are not subject to a late entry
penalty fee.
44. www.cie.org.uk
Timetable Deviations
• A timetable clash occurs when a candidate is entered for two or more
components which have been timetabled in the same session. Such cases
are highlighted to Centres on the Centre Entry Warning List which is part of
the entry confirmation documentation.
• Most timetable clashes can be simply resolved by the candidate sitting both
components in the same session, provided that the combined time of the
components does not exceed 3 hours. In such cases, appropriate
arrangements should be made by the Examinations Co-ordinator and CIE
does not need to be informed.
• A timetable deviation occurs where a component has to be sat outside the
published timetable session. In these cases CIE must be informed of the
situation and must agree to the timetable deviation arrangements that you
are planning to put in place.
45. www.cie.org.uk
Timetable Deviations
• There are acceptable and unacceptable reasons for allowing a paper to be
moved. These are listed in the Handbook for Centres and the Administrative
Guide.
• CIE will only allow papers to be sat after the published timetable date, not
before.
• NOTE: National holidays are not a valid reason for a timetable deviation; you
need to check the schedules well in advance to make your own special
arrangements.
46. www.cie.org.uk
Timetable Deviation Form
The Application Form for a Timetable
Deviation (INT/E24) which can be found
in Section D of the Administrative Guide
should be completed and either faxed or
posted to CIE.
47. www.cie.org.uk
When should Timetable Deviations applications be
submitted to CIE?
Application forms should be received by CIE by the following dates:
• June session 17 April
• November session 11 October
49. www.cie.org.uk
What is a Special Arrangement?
Centres entering candidates who have a permanent disability or who suffer from
a medical condition which will affect performance at the time of the examination
can apply to CIE in advance of the examination for a Special Arrangement to be
made to allow the candidate to gain access to the examination.
Special arrangements will be made available to candidates with the following
disabilities:
• Physical disabilities.
• Visual impairment.
• Hearing impairment
• Learning disabilities.
50. www.cie.org.uk
What Special Arrangements can be provided?
• The use of a word processor.
• Modified question papers such as enlarged print, Braille or use of simplified
carrier language.
• Extra time.
• Exemptions from parts of the assessment criteria.
• Use of a Reader.
• Use of a Writer (Scribe/Amanuensis).
51. www.cie.org.uk
Special Arrangement Form
The application forms for Special
Arrangements, which can be found in
Section D of the Administrative Guide,
should be completed and either faxed or
posted to CIE.
52. www.cie.org.uk
When should Special Arrangement applications be
submitted to CIE?
For modified question papers (e.g. Braille or enlarged print), application forms
should be received by CIE by the following dates:
• June session 21 January
• November session 1 July
For all other Special Arrangements (e.g. extra time), application forms should be
received by CIE by the following dates:
• June session 21 February
• November session 16 August
53. www.cie.org.uk
Emergency Special Arrangements
You may encounter a situation where emergency arrangements need to be
made. For example, a candidate may break their arm the day before an
examination and be unable to write.
If there is insufficient time to contact CIE then you may have to grant a Special
Arrangement to enable the candidate to sit the examination and then submit the
application after the event. Provided that the arrangements you made meet the
regulations in the Handbook for Centres then CIE will accept your application.
Key Point – The are numerous reasons why a candidate may require a
Special Arrangement. The Handbook for Centres can only cover the more
common examples. If you are in doubt about the appropriateness of a
Special Arrangement application then you should contact CIE Customer
Services who can provide guidance.
55. www.cie.org.uk
Despatches of Examination Materials
CIE will despatch to you all of the materials that you will need to conduct
examinations in your Centre.
Most of the materials that you will receive are based on your final entry
information. However, you should be aware that some materials are required
before the final entry submission date so these materials will be despatched
based on your estimated entry information.
A detailed despatch schedule is published in the Administrative Guide.
56. www.cie.org.uk
Despatches of Examination Materials
The key despatches of materials that you will receive are as follows:
• Early Question Papers and Instructions –materials and instructions for project
components, practical components, Art coursework components and speaking
tests.
• Admin Despatch One – examination stationery (e.g. script envelopes, graph
paper), Forecast Grade forms and mark sheets for internally assessed work.
• Admin Despatch Two – Attendance Registers and bar-coded script labels.
• Question Paper Despatch – question papers for the main timetable period and
answer sheets for multiple choice components.
58. www.cie.org.uk
What are Forecast Grades?
A forecast grade is the grade that a teacher expects a candidate to achieve for
the syllabus. Although it is not compulsory to submit forecast grades we advise
you do so because they provide valuable information to CIE when setting
syllabus grade thresholds or when a candidate is absent through sickness or
requires Special Consideration.
59. www.cie.org.uk
How are Forecast Grades used?
• In grading, as a check between actual grades and Forecast Grades.
• In instances where a candidate’s scripts may have been lost or damaged.
• In cases of Special Consideration.
60. www.cie.org.uk
What method should be used to submit Forecast
Grades?
• You can use CAMEO to create an electronic forecast grade file which can be
sent to CIE using CIE Direct.
• Alternatively you can use the Forecast Grade forms provided, which should be
posted to CIE.
When should Forecast Grades be submitted to CIE?
The dates for submitting Forecast Grade information to CIE are published in the
Administrative Guide.
62. www.cie.org.uk
What are Internally Assessed Marks?
An Internally Assessed Mark is a mark for a coursework component that is
assessed by teachers at your Centre. You are required to submit Internally
Assessed Marks and samples of coursework for all coursework components to
allow CIE to carry out moderation.
Failure to submit an Internally Assessed Mark for a given candidate when one is
required will usually result in the candidate being awarded ‘No Result’ in the
syllabus.
63. www.cie.org.uk
What method should be used to submit Internally
Assessed Marks?
• You can use CAMEO to create an electronic internally assessed mark file
which can be sent to CIE using CIE Direct.
• Alternatively you can use the Internally Assessed Mark Sheets provided by
CIE.
In addition to the Internally Assessed Marks you are required to submit samples
of Coursework to CIE for moderation. The criteria for selecting your coursework
sample and details of the other information that you need to provide is included in
the Handbook for Centres and the Administrative Guide.
64. www.cie.org.uk
When should Forecast Grades be submitted to CIE?
The dates for submitting Forecast Grade information to CIE are published in the
Administrative Guide.
68. www.cie.org.uk
Receipt of Question Papers from CIE
Question papers should be checked carefully upon receipt. CIE should be
notified immediately if:
• there is any discrepancy between materials that you have received and the
despatch note;
• you have received any materials that you do not need;
• any of the materials you have received have been damaged in any way;
• you suspect there may have been a breach of security
69. www.cie.org.uk
Storage of Question Papers
• Question papers must be locked away in a place of high security, ideally a safe,
in a secure locked room until the timetabled start of the examination.
• The packets of question papers must not be opened until the time appointed for
the examination concerned unless instructed to open earlier.
71. www.cie.org.uk
The Examination Room
It is important that you plan each examination session well in advance and that
you consider the following issues when reserving your examination rooms.
Detailed regulations for examination accommodation are contained in the
Handbook for Centres. You need to consider the following:
• Your examination rooms need to be large enough to accommodate the
numbers of candidates you will have in each session.
• Conditions should be a appropriate. You need to consider:
– Heating.
– Ventilation.
– Lighting.
– The level of extraneous noise.
• All candidates should be seated at separate desks facing in the same direction.
72. www.cie.org.uk
The Examination Room
• For written examinations desks must be spaced 1.25m apart.
• For multiple choice components, candidates should be seated 3m apart
wherever possible.
• There must be no helpful material displayed in the examination room.
• A reliable clock must be visible to all candidates.
• You need to ensure arrangements are in place for candidates who will be
sitting examinations in other rooms (e.g. candidates who have been
granted the use of a reader or scribe).
73. www.cie.org.uk
Notice to Candidates
The poster CIE Notice to Candidates
must be displayed both inside and
outside the examination room.
Key Point – It is essential that you
ensure that every candidate has read the
Notice to Candidates before they sit their
first examination component.
75. www.cie.org.uk
Invigilation of Examinations
The Invigilator is the most important person in the examination room. Without an
Invigilator there can be no examination.
It is important that all Invigilators are trained to ensure consistency of invigilation
for all examination sessions. They should also be familiar with the regulations for
the conduct of an examination contained in the Handbook for Centres.
The Checklist for Invigilators which can be found in the Handbook for Centres and
the Administrative Guide is a very useful tool for Invigilators to use to ensure that
all regulations for the conduct of an examination have been satisfied.
You should note that there are separate checklists for Science Practical
components and IT Practical components as the invigilation requirements for
these forms of assessment differ from those for written examinations.
76. www.cie.org.uk
Who can invigilate your examinations?
• It is the responsibility of the Head of Centre to ensure that the suitably qualified
and experienced invigilators are appointed.
• No relative of a candidate must serve as the sole invigilator.
• A teacher who prepared candidates for the examination can act as an Invigilator
but must not serve as the sole invigilator
77. www.cie.org.uk
How many Invigilators are needed?
• At least one invigilator is required for every 25 candidates for a written
examination.
• At least one invigilator is required for every 15 candidates for a practical
examination.
• A sole invigilator, must be able to summon help.
79. www.cie.org.uk
Before the Examination
• The Invigilator must be satisfied as to the identity of every candidate. Any
candidates not known to the Centre, such as private candidates, are required to
present documentary evidence of their identity (e.g. an ID photocard or a
passport).
• Ensure that all candidates are sitting in the correct seat.
• The invigilators must ensure that only those persons authorised are allowed
access to the examination room.
• Remind candidates that the examination is deemed to be in progress from the
time they enter the room until the scripts have been collected.
• Give candidates an opportunity to hand in any unauthorised materials to the
Invigilator.
80. www.cie.org.uk
Before the Examination
• Warn candidates that they are forbidden to communicate with anyone whilst in
the examination room.
• Refer to the front of the question paper for the precise requirements of any
authorised materials particularly the use of dictionaries and calculators.
• Ensure that details of any erratum notices are brought to the attention of the
candidates.
• Remind candidates to write in blue or black ink and that correction fluid must not
be used.
• Advise candidates that all work, including rough work, must be done on the
examination stationery.
• Tell candidates when they may begin and how much time they have.
81. www.cie.org.uk
Unauthorised material
• Only official examination stationery is to be used.
• Invigilators must ensure that candidates take into the examination room only
those materials which are permitted.
• Any unauthorised materials, such as those listed below, must be handed in
before the examination begins:
– Calculator cases and instruction leaflets.
– Bags.
– Pencil cases.
– Personal TVs/stereos.
– Mobile phones.
– Palm top computers.
82. www.cie.org.uk
Unauthorised material Key Point – Candidates found in
possession of a Mobile Phone during
examinations is an increasing
problem.
The CIE regulations state that
candidates found in possession will
be disqualified from the syllabus
whether the phone is switched on or
not.
We strongly advise you therefore to
make a point of stressing to all
candidates that mobile phones are
classified as unauthorised material
and must be handed in before the
examination.
84. www.cie.org.uk
Starting the Examination
• Open the question paper packet in the examination room in the candidates’
presence.
• Instruct candidates to enter names, centre and candidate numbers on answer
booklets.
• Announce clearly when the candidates may begin writing their answers, having
specified the time allowed for the examination.
• A clock must be visible to candidates during the examination
85. www.cie.org.uk
What do you do if ………
Question - A candidate asks for an explanation of a question in the examination
paper?
You should never answer any question relating to the content of the
exam paper.
Question - A candidate says they can’t answer a question because there is an
error in the question paper?
Just because the candidate suspects there is an error does not mean
there is one. Never confirm there is an error unless an erratum
notice has been issued for the examination question paper.
In all cases you should respond quickly to a candidate to minimise
disturbance to other candidates.
87. www.cie.org.uk
During the Examination
• The Invigilator must complete the Attendance Register.
• The Invigilators must be vigilant and supervise the candidates at all times to
prevent cheating and distractions. To remain vigilant we advise that Invigilators:
– Change their position in the room regularly.
– Not to talk unnecessarily to other invigilators.
– Not to perform any other task except invigilation.
– Invigilate from the back of the room
– If more than one invigilator, they do not congregate in one part of the room.
88. www.cie.org.uk
Records of the Examination
• A record of invigilation arrangements should be kept so that the Examinations
Co-ordinator knows which Invigilator attended each examination session.
• It is important that the Attendance Register is completed accurately.
• A record of seating arrangements signed by the Invigilators must be kept.
Key Point – In cases of suspected malpractice CIE will ask for details of the
invigilation arrangements to be provided and for a copy of the seating plan.
90. www.cie.org.uk
What should you do if a candidate arrives late
for an examination?
• There are acceptable and unacceptable reasons for a candidate arriving late for
an examination.
– Acceptable reasons for a candidate arriving late for an examination would be
something outside the control of the candidate such as transport difficulties or
sudden illness.
– Unacceptable reasons would be because of negligence or oversight which would
include oversleeping or misreading the timetable.
91. www.cie.org.uk
What should you do if a candidate arrives late
for an examination?
• A candidate who arrives after the starting time for an examination may be
allowed to sit the examination, but should be warned that CIE reserves the right
not to accept the answer script.
• The candidate may be allowed the full time for the examination at the discretion
of the Centre. In such cases the point reached at the time when the other
candidates finish should, where practicable, be indicated on the candidate’s
script.
92. www.cie.org.uk
What should you do if a candidate arrives late
for an examination?
• In cases where a candidate was late for an acceptable reason, so long as CIE is
satisfied that there has been no breach of security, the work completed in the
whole of the examination, including the work complete in any additional time, will
be accepted.
• In cases where a candidate was late for an unacceptable reason, so long as
CIE is satisfied that there has been no breach of security, the work completed in
the normal time will be accepted but the work completed in any additional time
will not normally be accepted.
• In all cases, the script must be sent to CIE in the normal way and the Head of
Centre should send a full report in writing to CIE. Full details of the information
that should be provided are included in the Handbook for Centres.
94. www.cie.org.uk
Leaving the examination room
• A candidate must NEVER leave the examination room unsupervised if they
intend to return and continue the examination
• No candidate is permitted to leave the examination room permanently until one
hour after the starting time of the examination, unless the paper is shorter than
one hour.
• If a candidate completes the examination early, they must hand in their work
before leaving the examination room. They will not be permitted to re-enter the
exam room.
96. www.cie.org.uk
Finishing the Examination
• The Invigilator should inform the candidates when there are 5 minutes
remaining.
• When the time is up, the Invigilator should instruct the candidates to stop
writing.
• Candidates should be instructed to assemble their work in order and fasten all
papers together.
• The Invigilator should collect all scripts ensuring all work is collected from desks
including the rough work.
• The scripts should be collected in the order that candidates are listed on
Attendance Register
• Once all scripts, unused stationery and question papers have been collected the
Invigilator can dismiss the candidates.
97. www.cie.org.uk
The 24 hour security rule
• No copy of a question paper may be taken from the examination room except by
the designated Centre staff responsible for the collection of the question papers.
• All question papers must be collected at the end of the examination and stored
securely for 24 hours from the end of the time of the examination session
specified for each paper by CIE.
99. www.cie.org.uk
After the examination
• Place the scripts and Attendance Register in a CIE script envelope.
Key Point – It is essential that you check that the contents of the script packet
match the information provided on the Attendance Register.
• Ensure that the correct bar coded script packet label is attached to each packet
of answer scripts.
• Ensure that no other correspondence (e.g. requests for Special Consideration)
is included in the script packet. These must be sent to CIE separately, through
the Parent Centre (British Council Colombia).
100. www.cie.org.uk
Despatching scripts to CIE
• Wherever possible scripts should be despatched to CIE immediately after the
examination has been taken using the despatch labels supplied by CIE.
• Where this is not possible, periodic despatches of scripts must be made at least
at the end of each week.
• All scripts must be kept in a secure place prior to despatch.
• All scripts must reach CIE by the following dates:
– May/June Examination – 5 July
– October/November Examination – 10 December
102. www.cie.org.uk
What is Special Consideration?
• Special Consideration is a small adjustment to the marks achieved by a
candidate to make some allowance for the fact that the candidate sat the
examination under adverse conditions.
• In some cases you or the Invigilator will need to make a decision on whether a
candidate is in a fit state to sit the examination. If you decide that a candidate is
too ill or distressed to sit the examination, or will be a distraction to others in the
examination room, then you should recommend that the candidate does not sit
the component. You should then apply for Part Absence Special Consideration
on behalf of the candidate.
• For Special Consideration to be granted in respect of a missed component, the
candidate must have completed a minimum of 50% of the assessment
measured in terms of the weightings given to each component of the syllabus
(excluding carried forward components). Component weighting information is
published in the Procedures for the Submission of Entries (E.3) booklet.
103. www.cie.org.uk
What is Special Consideration?
Examples of acceptable reasons for Special Consideration are:
– Recent personal illness
– Accident.
– Death in the family
– Serious disturbances during the examination
– Part of an examination is missed due to circumstances beyond the control of the
candidate.
104. www.cie.org.uk
How should Special Consideration applications be
submitted to CIE?
The form Application for Special Consideration for Part Absent Candidates and
Candidates with a Temporary Disability, which can be found in Section D of the
Administrative Guide, should be completed and either faxed or posted to CIE.
You must attach any supporting medical evidence to the application form.
Under no circumstances should Special Consideration documentation be sent
in the script packet.
When should Special Consideration applications
be submitted to CIE?
You must submit applications for Special Consideration to CIE within 7 days
from the last examination date in the syllabus affected.
105. www.cie.org.uk
Special Consideration Form
The application form for Special
Consideration, which can be found in
Section D of the Administrative Guide,
should be completed and either faxed
or posted to CIE.
107. www.cie.org.uk
Irregular conduct
Irregular Conduct is any action that may put the integrity or security of CIE’s
examinations at risk.
• The invigilator must report all cases of irregularity or misconduct to CIE.
• If the conduct of a candidate is such that his/her continued presence in the
exam would disrupt others, then he/she may be removed from the exam room.
• In the event of an emergency such as a fire alarm or bomb alert, the invigilator
must evacuate the examination room ensuring that candidates remain
supervised and that no question papers or answer scripts are removed from the
examination room.
• Any infringement of the regulations by a candidate or a Centre may lead to
disqualification by CIE.
108. www.cie.org.uk
Malpractice and Maladministration
Malpractice and maladministration are those actions that may threaten the
integrity of CIE examinations and certification.
•CIE investigates all reported cases of malpractice and maladministration.
•The following are examples of malpractice by candidates:
– Copying from another candidate.
– Collusion or attempted collusion with another person during an examination.
– The inclusion of offensive or obscene material in scripts or coursework.
– The introduction of unauthorised material into the examination room.
– Impersonation.
109. www.cie.org.uk
Malpractice and Maladministration
Any non compliance with the guidelines for the conduct of examinations stipulated
in the Handbook for Centres or any action by a member of staff to contravene CIE
regulations, will be deemed as maladministration or malpractice by the Centre.
110. www.cie.org.uk
Investigating Malpractice and Maladministration
Where a case of suspected dishonesty is reported, either by the Invigilator or by
one of CIE’s Examiners, the Centres will be asked to provide information to assist
with the investigation. The following information should be provided by the
Centre:
– Written statements that include a detailed account of events and describe the
procedure for informing staff and candidates of CIE’s regulations.
– Statements form the Invigilators and any other staff involved.
– Statements from the candidates involved.
– A copy of the seating plan.
111. www.cie.org.uk
Malpractice and Maladministration Outcomes
• All cases of suspected malpractice or maladministration will be considered by
CIE’s Malpractice Committee.
• Centres will be informed in writing of the decision of the Malpractice Committee.
• If malpractice or maladministration is confirmed the penalties will include:
– The award of zero marks for a component.
– Disqualification from the syllabus affected.
– Disqualification from all syllabuses.
– Debarring candidates from entering for future CIE examinations.
112. www.cie.org.uk
Appeals against the decisions of the
Malpractice Committee
• Any appeal against the decision of the CIE Malpractice Committee will be
considered by the CIE Malpractice Appeals Committee.
• All appeals must be made within 28 days of being informed of the decision of
the CIE Malpractice Committee.
• All appeals must be made in writing by the Centre and should include any
additional information or evidence that you wish the Malpractice Appeals
Committee to consider.
• The outcome of the appeal is regarded as final and CIE will not enter into any
further correspondence about an appeal with the Centre after notification of the
outcome.
116. www.cie.org.uk
Examination Results
CIE publishes examination results in the following ways:
– Examination results are posted on CIE Direct for Examinations Co-ordinators to
view and print.
– Examination results are also provided in hard copy in a number of different
formats.
Examination results that are published initially are provisional and CIE
reserves the right to amend the information given. Results will be confirmed
at a later date by the issue of Certificates.
It is the responsibility of the Centre to ensure that results are forwarded to
every candidate.
117. www.cie.org.uk
What are dates for the publication of results?
• Results are posted to CIE Direct as soon as they have been confirmed by
CIE. The dates for publication on CIE Direct for each examination session
are provided in the Administrative Guide.
• You will receive hard copy results documentation about 10 days after results
are posted to CIE Direct.
• Results can be issued to candidates as soon as they become available on
CIE Direct or as soon as the hard copy has been received.
118. www.cie.org.uk
What results documentation is provided?
Statement of Results
A statement of results is provided for each
candidate.
The statement lists each of the components
that the candidate was entered for and the
syllabus grades that have been achieved in
each case.
For Group Award candidates the statement
will show the result achieved in the ICE or
AICE (Diploma) Group Award.
119. www.cie.org.uk
What results documentation is provided?
Results Broadsheet
The Results Broadsheet
provides a summary
report of the grades
achieved by each
candidate.
It is designed to provide
information to the
Examinations Co-ordinator
and teaching staff at your
Centre.
120. www.cie.org.uk
What results documentation is provided?
Syllabus Results and
Component Grades
This report shows for
each syllabus the result
and component grades
achieved by each
candidate.
It is intended for the
information of teaching
staff.
121. www.cie.org.uk
What results documentation is provided?
Moderation Adjustment Summary
Reports
This summary shows, for each Internally
Assessed component, the adjustments made
by CIE to the marks provided by the Centre.
123. www.cie.org.uk
What are enquiries about examination results?
• CIE carries out extensive quality checks prior to results being issued.
However, an enquiry about examination results service is available to Centres
if it is felt that additional investigation into the result of one or more candidates
is appropriate.
• CIE offers a number of different enquiry services for which an administrative
fee is charged.
• CIE will inform the Centre in writing of the outcome of each enquiry about
examination results.
• If a result is changed following an enquiry about examination results then CIE
will issue revised Statements of Results and Certificates.
124. www.cie.org.uk
What enquiry about examination results services
are available?
• Service 1, Clerical Re-check – a check that all work has been marked and
that all marks have been added correctly and transferred to CIE’s examination
database.
• Service 2, Review of Marking – a review of the marking by a senior examiner
of all externally assessed components. Includes a Clerical Re-check.
• Service 3, Review of Marking and Report – a review of the marking by a
senior examiner of all externally assessed components and a report on an
individual candidates performance. Includes a Clerical Re-check.
• Service 4, Review of Marking and Report for a Group of Candidates – a
review of the marking and a report on performance by a senior examiner of all
externally assessed components for a group of candidates. The group
nominated by the Centre should be no fewer than 5 and no more than 15
candidates. Includes a Clerical Re-check.
125. www.cie.org.uk
What enquiry about examination results services
are available?
• Service 5, Re-moderation of Coursework with Report – a re-moderation by a
senior moderator of a Centre’s coursework marks and a report on the
assessment of candidates.
• Service 6, Recalculation of the AICE Diploma – a clerical check of the
calculation of the AICE Diploma Group Award result.
• Service 7, Review of Marking, Report and Photocopy of Marked Script – as
Service 3 with the addition of the return of a photocopy of the candidates
marked scripts.
• Service 8, Review of Marking, Report and Photocopy of Marked Scripts for a
Group of Candidates – as Service 4 with the addition of the return of a
photocopy of the marked scripts for each candidate.
126. www.cie.org.uk
INT Form E
All requests for an enquiry about
examination results should be made
using the form Enquiries About
Examination Results (INT FORM E).
These forms are included in the despatch
of hard copy results and are also
published in the Administrative Guide.
Key Point – All requests must be made
by the Centre. CIE will not consider
enquiries made by candidates or parents
of candidates.
127. www.cie.org.uk
When can I request an enquiry about examination
result?
• Requests for an enquiry about examination results can be made as soon as
results are published to Centres.
• The final deadlines for the submission of enquiries are:
– May/June Session – 30 September
– October/November Session – 26 February
128. www.cie.org.uk
How much does it cost for an enquiry about
examination results?
• The enquiry fees for each enquiry service are listed on the reverse of form
Enquiries About Examination Results (INT FORM E).
• CIE will invoice Centres for the enquiry fees. Centres must not enclose
cheques or bank drafts when submitting enquiries.
• If a result is changed following an enquiry about examination results then CIE
will refund the enquiry fee.
130. www.cie.org.uk
What results documentation is provided?
CIE Certificate
The certificate provides final confirmation of a
candidate’s results.
The certificate includes the following security
features that you should look for to confirm
that the certificate is genuine:
• A metallic holographic security strip.
• A multi-tonal watermark.
• A line of micro-text.
• The signature of the Vice-Chancellor of
The University of Cambridge
132. www.cie.org.uk
Reports on the Examination
• Reports on the Examination are produced after each examination session and
provide feedback to teachers on how candidates performed in the
examination.
• The reports are provided on CD-ROM. The are also available to be
downloaded from the CIE Teacher Support website.
• Reports on the Examination are published to Centres in the following months:
– May/June Session – in October following the examination session
– October/November Session – in April following the examination
session
133. www.cie.org.uk
Contacting your CIE Parent Centre
If you have any questions regarding this presentation or require any further
guidance, you should contact CIE Customer Services in the British Council:
• by telephone: 1 325 9090
• by e-mail: jim.johnston@britishcouncil.org.co
russell.hammond@britishcouncil.org.co
oscar.reyes@britishcouncil.org.co
• by post: British Council Colombia Exams Department
Carrera 9 No. 76-49, Piso 5
Bogota, D.C.
• website www.britishcouncil.org.co