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teaching is the single most important intervention that a school can make to improve students’ learning and performance. The written curriculum is produced in the school and is an interpretation of Cambridge syllabuses reflecting local needs. Schemes of work are either adapted from models supplied by Cambridge International or written by teachers and used to guide teaching. One indicator of excellence is that the written, taught, assessed and experienced curricula are well aligned. Good teachers constantly use feedback from students to fine tune their plans and activities (considered in detail in Chapter 5) . The most effective approach to delivering Cambridge programmes is active learning. We briefly consider this here, giving links to other Cambridge resources. Excellent teachers are highly reflective and focus not only on the outcomes or products of learning, but also on the processes of learning. Differentiation centres on looking for patterns of needs in students. Existing and emerging technologies can be valuable teaching and learning resources if they are thoughtfully incorporated into planning.  \n4.1 The quality of teaching  \nExcellent teaching is the most significant factor that affects learners’ academic performance and the development of the learner attributes (see Table 4). Successful schools develop and nurture highly skilled teachers who are encouraged to be creative professionals working in a collaborative culture. Good teachers have high expectations of the learners in their classrooms, and of themselves as learners of pedagogy and practice. They see their own development and learning as a continuous process.  \nWhat teachers do in the classroom has the biggest impact on student learning and outcomes. A good written curriculum by itself does not result in improved learner progress unless the teaching is also good.“A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught ... what matters is how things are taught”(Wiliam 2011, p. 13). Effective teaching increases the rate of learning. According to Wiliam (2011, p. 20), citing recent studies: “The most effective teachers generate learning in their students at four times the rate of the least effective teachers.”  \nCoe et al (2014) define effective teaching as that which leads to improved student achievement using outcomes that matter to their future success. They identify six components of great teaching, all of which are important. The two with the strongest evidence of impact on student outcomes are pedagogical content knowledge and quality of instruction. Effective teachers have a deep knowledge of their subjects as well as an understanding of how students think about subject content at different developmental stages (pedagogical knowledge). They support this with a range of effective practices including:  \n• the effective use of questioning  \n• the effective use of assessment  \n• reviewing previous learning while progressively introducing and scaffolding new learning  \n• giving time to embed skills  \n• modelling good thinking.  \n21 Developing your school with Cambridge learner attributes A guide for school leaders  \n4: Teaching Cambridge programmes continued  \nClassroom climate and management moderately affect student outcomes, with teacher beliefs and professional behaviours having some evidence of impact.  \nMuijs et al (2014) consider key findings from 35 years of research on effective teaching. The quantity of academic activity is critical. Effective teachers manage the classroom environment. They maximise students’ active engagement with learning, supported by an appropriate school calendar and timetable. There is a climate and culture of learning both in the class and the school. Effective teachers carefully structure lessons, beginning with overviews and objectives, explaining the conte","cbCaipHP0zVRUJCj","https://ap.wps.com/l/cbCaipHP0zVRUJCj","pdf",858778,12,"English","# Teaching Cambridge programmes\n## The quality of teaching\n## Effective teaching practices\n## Classroom climate and learning management","[{\"question\":\"Why is improving teaching considered the most important intervention for student learning?\",\"answer\":\"Improving teaching is presented as the single most important intervention because it most directly affects learners’ academic performance and the development of learner attributes, increasing the rate of learning when instruction is effective.\"},{\"question\":\"How should written curriculum and schemes of work relate to Cambridge syllabuses?\",\"answer\":\"The written curriculum is produced in the school as an interpretation of Cambridge syllabuses reflecting local needs, while schemes of work are adapted from Cambridge International models or written by teachers to guide teaching.\"},{\"question\":\"What distinguishes effective teaching according to the text?\",\"answer\":\"Effective teaching is defined as leading to improved student achievement, especially through pedagogical content knowledge and quality of instruction, including strong use of questioning, assessment, scaffolding, time to embed skills, modelling, and targeted instruction that helps students think hard.\"}]","Teaching Cambridge programmes - 4 - Quality of teaching | PDF"]