Digital Technologies 2017 PDF
Digital Technologies 2017 PDF
Digital Technologies 2017 PDF
This syllabus sets out the details of the Certificate and Diploma in Teaching with Digital Technologies.
These are in the suite of Cambridge Professional Development Qualifications (PDQs) offered by
Cambridge International Examinations.
For more information and updates about the PDQs, please go to www.cie.org.uk/pdq
The syllabus will help Centre Programme Leaders understand the design, structure and requirements
of the qualifications. It will also help them guide their candidates accordingly. The syllabus focuses
on the learning outcomes and related scheme of assessment. Please see the Cambridge resources
for PDQ Centres for guidance on the design principles and features of programmes leading to the
qualifications.
Why Cambridge?
Cambridge Professional Development Qualifications (PDQs) provide a strong framework to support the
effective continuing professional development of teachers and leaders.
PDQs are designed to be integrated into schools’ professional development planning, activities and culture.
They help schools to improve, through cost-effective, sustainable programmes which benefit teachers and
their learners. They demonstrate to parents, the school community and stakeholders that the school values
and nurtures staff development.
Recognition
PDQs are also internationally recognised as a mark of excellence for the individual teacher or leader. In the
UK, the Certificate is accredited with 60 credits at FHEQ* Level 4 and the Diploma is accredited with 60
credits at FHEQ Level 5. The qualifications help to improve teachers’ and leaders’ professional profiles and
are valued for further professional and career development.
* FHEQ is the Quality Assurance Agency (QAA) Framework for Higher Education Qualifications in England, Wales and Northern Ireland.
Cambridge International Examinations retains the copyright on all its publications. Registered Centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a
Centre.
These are flexible qualifications, relevant to a wide variety of contexts: from situations where digital
technologies are commonplace and easily accessible, to those where they are less so. Candidates may
be at any stage in their teaching career. They may have already started using digital technologies in their
teaching or be relatively new to them.
There are many different terms in use for ‘teacher’, ‘learner’, ‘learning context’ and ‘learning session’. In this
syllabus, we refer to ‘teacher’, ‘learner’, ‘school’ and ‘lesson’ as generic terms. For assessment purposes,
we also use ‘candidate’, where appropriate, to refer to the teacher preparing for the qualification.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
2 For examination in 2017.
Introduction to the syllabus
The Certificate and Diploma in Teaching with Digital Technologies are designed to encourage and recognise
these attributes. They focus on a reflective cycle of teaching and learning practice in which teachers:
• plan suitable learning experiences for learners
• implement and manage these experiences
• evaluate their effectiveness
• adapt their teaching to develop it and their learners’ learning
• reflect on and share their professional learning with colleagues.
The Certificate and Diploma are designed to provide for such professional development. They involve a
spiral of professional learning – each stage is a cycle of experiential learning and reflective practice following
on from the previous cycle and leading on to the next. Areas of learning are revisited systematically within
the programme so that the teacher can engage with these in more depth and detail, and acquire related
knowledge and skills.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 3
Introduction to the syllabus
Certificate Diploma
Candidates must achieve a grade of pass or distinction in a module before moving to the next module. The
Diploma comprises all three modules.
Learning hours
120 120 120
in preparation
Recommended
4 months 4 months 4 months
programme duration
3600 words with work- 3600 words with work- 2400 words with work-
Evidence length
based records based records based records
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
4 For examination in 2017.
Introduction to the syllabus
Centres must provide at least 40 hours of guided learning for each module. Teachers should integrate as
much preparation time as possible into their day-to-day practice. They should allow time for background
reading and discussion with their colleagues, to enrich their reflective practice.
During each stage of their programme, teachers explore a number of key questions and engage in a series
of activities closely related to their everyday professional work. These activities, and related reflections,
produce evidence for assessment.
There is an important role for a mentor to play in supporting this learning. Through discussion and their
questioning skills mentors encourage practising teachers to reflect on their learning and what it means
for their approach to teaching. They also help practising teachers to demonstrate, through examples and
accounts of practice, that they are:
• acquiring new skills
• learning how to use their skills and knowledge
• using them to maximum effect.
The mentor should not be the programme leader or another candidate on the programme.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 5
Certificate in Teaching with Digital Technologies
Structure
The Certificate comprises three units related to practice, and forms Module 1: Exploring teaching and
learning with digital technologies of the Diploma in Teaching with Digital Technologies.
Unit 1 Understanding the potential of digital technologies to support learning and teaching
Unit 3 Evaluating the use of digital technologies to support teaching and learning
Each unit is set out below in terms of its learning outcomes, key questions, assessment approach and
evidence requirements, and assessment criteria.
• Each learning outcome specifies what a candidate is expected to know, understand and/or be able to
demonstrate after completing the process of learning in the unit.
• The key questions in each unit show how professional learning can be focused.
• The assessment approach and evidence requirements explain how candidates can show that they
have achieved the learning outcomes.
• The assessment criteria are used by Cambridge examiners in their judgements on the quality of the
evidence presented. They specify what the candidate is expected to do to demonstrate that they have
achieved a learning outcome.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
6 For examination in 2017.
Certificate in Teaching with Digital Technologies
Candidate requirements
Candidates need to:
• be a full- or part-time teacher, teaching in an educational institution such as a school, college, university
or adult training centre
• teach in their current school context over a full academic year, for a minimum of 24 weeks and a
minimum of six hours per week
• have the regular support of a mentor who understands the essential principles that underpin this
qualification, and can provide helpful advice and observations
• teach a group with a minimum of six learners
• be responsible for planning and facilitating the learning activities of their learners.
Language Requirements
Candidates are required to have sufficient competence in English to participate in the qualification. All
candidates should have English language competence comparable to Level B2 in the Common European
Framework of Reference for Languages (CEFR).
We recommend a minimum requirement of 5.5 on the International English Language Testing System.
Evidence requirements
In the Certificate portfolio, candidates use the relevant Cambridge templates to gather, organise and present
their evidence to satisfy the assessment criteria.
In the introduction to the portfolio, candidates confirm that they meet the candidate requirements and
provide background information about their professional experience and role, and the context in which they
teach. This is their opportunity to indicate significant influences on their work and professional development.
This introduction is not assessed or judged, but helps the examiner to understand and interpret evidence
and reflections.
The Certificate is designed so that candidates can demonstrate their professional thinking and practice as
clearly and efficiently as possible. The evidence required matches the learning outcomes. In their portfolio,
candidates provide evidence of their:
• practice – actual teaching practice
• learning – newly acquired knowledge, skills and understanding
• reflection – skills in analysing, synthesising and evaluating their experiences to develop their future
professional practice.
With written evidence, candidates should keep to the word limits and respond to the prompts in templates
succinctly. The prompts indicate how to focus and shape explanations, reflections and other evidence.
Candidates must also follow Cambridge’s rules for the format and size of digital evidence such as images.
Candidates’ reflections should reference other people’s thoughts and experiences, whether these are in the
form of academic publications, or posts to online discussion forums or blogs. All sources must be clearly
referenced.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 7
Certificate in Teaching with Digital Technologies
A identify the range of locally available digital technologies and how they are used to enhance
existing, or allow new, learning activities
B within their own school context, and looking at relevant theories, consider how and why these
may be used to support specific learning objectives
C within their own school context, identify digital technologies and related activities that allow their
learners to, for example:
• work collaboratively
• find things out and construct knowledge
• take responsibility for their own learning
• solve real-world problems and make things happen
• share information and communicate effectively with others
• review, adapt, revise and evaluate work as it progresses
D evaluate appropriate digital technologies to enhance existing ,or allow new, learning activities.
Key questions
To support the learning process, candidates will explore the following key questions:
• What digital technologies are available locally? To what extent do they use them?
• How are digital technologies used to support learning by their colleagues, either in their own school or in
other local schools that they have access to?
• Where digital technologies are used, what evidence is there that they are used effectively, i.e. do they
actually support learners’ learning?
• How do they choose whether to use digital technologies in their lessons, and how do they choose
which technology to use? What criteria should they use?
• Are there certain skills that digital technologies are particularly good at developing? To what degree are
these skills important in particular curriculum areas?
• How does using digital technologies in a particular curriculum area differ from its use in other areas?
Why?
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
8 For examination in 2017.
Certificate in Teaching with Digital Technologies
Assessment
Candidates will:
• conduct an audit of locally available digital technologies and describe how they are used to enhance
existing, or allow new, learning activities
• within their own school context, identify appropriate digital technologies and related activities that could
develop their learners’ ability to:
–– work collaboratively
–– find things out and construct knowledge
–– take responsibility for their own learning
–– solve real-world problems and make things happen
–– share information and communicate effectively with others
–– review, adapt, revise and evaluate work as it progresses
• identify and observe an experienced teacher as they teach a lesson using digital technologies –
candidates may wish to discuss with this teacher their views on using digital technologies, either before
or after the lesson
• discuss with their mentor how the teacher used digital technologies to support learning, and the key
features of an effective lesson.
Evidence of practice:
• an audit of locally available digital technologies and the ways in which they are used (Local Technologies
Audit)
• a completed Observation Visit Form
• a copy of the observed experienced teacher’s lesson plan.
Candidates may also submit in their portfolio digital images of key moments in the lesson. If submitted,
these images should be referred to in the Evidence of reflection.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 9
Certificate in Teaching with Digital Technologies
E plan a lesson that uses one or more digital technologies to support learning
F teach the lesson with confidence, using suitable classroom management techniques, and
responding appropriately to unexpected events
G provide a positive learning experience for all learners in the lesson and monitor the effect of using
digital technologies on their learning
H evaluate the effectiveness of the lesson and the associated digital technologies in supporting
learning.
Key questions
To support the learning process, candidates will explore the following key questions:
• How do they apply the criteria they have developed for choosing (or rejecting) particular digital
technologies in a lesson?
• What are the key aspects in preparing a lesson that uses digital technologies? How can they best
prepare?
• What practical issues are there in using digital technologies in the classroom? How can they deal with
these?
• How can they gauge the effects of using a particular technology on their learners’ learning?
• How can they make sure that the technology is helping the learning to be inclusive for all learners?
• How can they evaluate the lesson to provide useful data?
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
10 For examination in 2017.
Certificate in Teaching with Digital Technologies
Assessment
Candidates will:
• plan and teach a lesson in which they use digital technologies to support a specific learning objective,
and take advantage of one of the specific opportunities that technology supports
• discuss their plan with their mentor
• arrange for the lesson to be observed by their mentor, to receive formative feedback for reflection.
Evidence of practice:
• a completed Lesson Plan
• a completed Observer Feedback Form based on the Lesson Plan
• Samples of Learners’ Work in the lesson.
Candidates may also submit in their portfolio digital images of key moments in the lesson. If submitted,
these images should be referred to in the Evidence of reflection.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 11
Certificate in Teaching with Digital Technologies
Key questions
To support the learning process, candidates will explore the following key questions:
• What are the advantages and disadvantages of the various ways of evaluating the effectiveness of a
particular digital technology in supporting learning?
• What issues are school colleagues experiencing when using digital technologies in their curriculum
areas? Are these shared or individual?
• What principles and concepts in teaching and learning with digital technologies appear to be
established? Why? What is the evidence that supports them?
• Should digital technologies be seen as an essential part of the learning process?
• How can feedback be gathered and analysed to be as useful as possible?
• How far should they, or can they make using digital technologies an integral part of their own teaching?
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
12 For examination in 2017.
Certificate in Teaching with Digital Technologies
Assessment
Candidates will:
• keep a reflective journal of their experience in teaching with digital technologies, as they apply their
learning of new ideas and approaches during the Certificate
• select and analyse two different teaching and learning episodes from this experience, which in their
judgement present teaching and learning issues relating to using digital technologies
• gather feedback on their teaching from a variety of sources, including observations by colleagues,
learner feedback, and discussions with their mentor
• share with colleagues their experiences of teaching with digital technologies.
Evidence of practice:
• brief extracts from their reflective journal which highlight the issues arising in the two teaching and
learning episodes (Reflective Journal Extracts)
• a Summary of Feedback from colleagues and learners
• two Examples of Interactions with colleagues to share experiences.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 13
Certificate in Teaching with Digital Technologies
Assessment criteria
Candidates will be assessed for the Certificate according to the following criteria, applied to the portfolio of
evidence as a whole:
DISTINCTION
Analysis and Analyses questions and issues arising from study, enquiry, discussion
discussion and experience, in a well-focused manner, supported by relevant and
useful examples drawn from valid and reliable evidence. Evidence of a
range of information sources to inform the analysis and discussion. Well-
structured work.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
14 For examination in 2017.
Certificate in Teaching with Digital Technologies
PASS
Developing thinking Evidences effective practice, with a sound and largely accurate understanding of
and practice in relevant theories and principles underlying practice in teaching. Some evidence
teaching with digital of application of theories and principles to own practice. Some evidence of
technologies reflective evaluation.
Analysis and Analyses questions and issues arising from study, enquiry and experience in a
discussion sound and largely appropriate manner. Some use of relevant examples drawn
from sound evidence. Use of some different information sources to inform
discussion and analysis. Structured approach to analysis and discussion.
Communication and Presents ideas, arguments and discussions in an orderly and generally consistent
presentation manner. Professional approach to presentation of work. Opinions may be
expressed at times without evidential or other accepted support. Academic
conventions mostly followed, with attempt to reference appropriately.
FAIL
Developing thinking Little or poor evidence of linking effective practice with theories and principles.
and practice in Limited or inaccurate understanding of relevant theories and practice. Little
teaching with digital evidence of application of theories and principles to own practice.
technologies
Communication and Work demonstrates significant weaknesses in presentation and may be poorly
presentation structured, not well organised and not presented in a professional manner.
Opinions may be given at length without any attempt to provide support from
other sources.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 15
Diploma in Teaching with Digital Technologies
Structure
The Diploma comprises three modules related to practice:
For the Diploma, candidates must achieve a pass or distinction in Module 1 to progress to Module 2.
Modules 2 and 3 will then deepen and extend their knowledge, understanding and skills, and lead to the
award of the Diploma. Candidates must achieve a pass or distinction for Module 2 before entering
for Module 3.
Each module is set out below in terms of its learning outcomes, key questions, assessment approach and
evidence requirements, and assessment criteria.
• Each learning outcome specifies what a candidate is expected to know, understand and/or be able to
demonstrate after completing the process of learning in the module.
• The key questions in each module show how professional learning can be focused.
• The assessment approach and evidence requirements explain how candidates can show that they
have achieved the learning outcomes.
• The assessment criteria are used by Cambridge examiners in their judgements on the quality of the
evidence presented. They specify what the candidate is expected to do to demonstrate that they have
achieved a learning outcome.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
16 For examination in 2017.
Diploma in Teaching with Digital Technologies
Candidate requirements
Candidates need to:
• be a full- or part-time teacher, teaching in an educational institution such as a school, college, university
or adult training centre
• teach in their current school over a full academic year, for a minimum of 24 weeks and a minimum of six
hours per week
• have the regular support of a mentor who understands the essential principles that underpin this
qualification, and can provide helpful advice and observations
• teach the same learner group for the activities planned for in Modules 2 and 3
• teach a group of a minimum of six learners
• be responsible for planning and facilitating the learning activities of their learners.
Language Requirements
Candidates are required to have sufficient competence in English to participate in the qualification. All
candidates should have English language competence comparable to Level B2 in the Common European
Framework of Reference for Languages (CEFR).
We recommend a minimum requirement of 5.5 on the International English Language Testing System.
Evidence requirements
In each module portfolio, candidates use the relevant Cambridge templates to gather, organise and present
their evidence to satisfy the assessment criteria.
In the introduction to the portfolio, candidates confirm that they meet the candidate requirements and
provide background information about their professional experience and role, and the context in which they
teach. This is their opportunity to indicate significant influences on their work and professional development.
This introduction is not assessed or judged, but helps the examiner to understand and interpret evidence
and reflections.
The Diploma is designed so that candidates can demonstrate their professional thinking and practice as
clearly and efficiently as possible. The evidence required matches the learning outcomes. In their portfolio,
candidates provide evidence of their:
• practice – actual teaching practice
• learning – newly acquired knowledge, skills and understanding
• reflection – skills in analysing, synthesising and evaluating their experiences to develop their future
professional practice.
With written evidence, candidates should keep to the word limits and respond to the prompts in templates
succinctly. The prompts indicate how to focus and shape their explanations, reflections and other evidence.
Candidates must also follow Cambridge’s rules for the format and size of digital evidence such as images.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 17
Diploma in Teaching with Digital Technologies
Candidates’ reflections should reference other people’s thoughts and experiences, whether these are in the
form of academic publications, or posts to online discussion forums or blogs. All sources must be clearly
referenced.
M design a sequence of lessons (programme plan or scheme of work) that uses one or more
digital technologies to support specific learning objectives, and takes advantage of the specific
opportunities that digital technologies allow
N plan lessons supported by appropriate digital technologies that are inclusive, and offer
opportunities for all learners to participate and learn
O implement the lessons with confidence, using suitable classroom management techniques,
responding appropriately to unexpected events and ensuring a positive learning experience for all
learners
P show an awareness of a variety of evaluation tools and techniques, and of sources of feedback
Q reflect on their experiences in order to evaluate and improve their practice with digital
technologies so that learners learn more effectively
R use appropriate techniques and tools, to evaluate the effectiveness of the lessons, and the
associated digital technologies in supporting learning.
Key questions
To support the learning process, candidates will explore the following key questions:
• What challenges do teachers face in making sure that their design intentions concerning using digital
technologies are realised in practice?
• How should ‘appropriate’ be defined when describing using digital technologies to support teaching and
learning?
• How does one know that using digital technologies was ‘effective’ in practice?
• What evaluation tools are particularly helpful for critical appraisal of the effectiveness of digital
technologies?
• How can the range of evaluation tools be best used over the course of a learning programme?
• How can reflection on teaching and learning in a programme be enriched by the experiences of
colleagues and other external sources?
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
18 For examination in 2017.
Diploma in Teaching with Digital Technologies
Assessment
The assessment in Module 2 focuses on the reflective practice of candidates. Candidates select a particular
sequence of lessons within their overall teaching programme. They should select a lesson sequence that is
most relevant and interesting to themselves, their learners and to their schools, in the light of the new ideas
and approaches they want to apply in practice. In their evidence, they will analyse and evaluate two lessons
in particular. These lessons must be in sequence.
Candidates will:
Evidence of practice:
• a Programme Pan for the sequence of lessons taught
• their Lesson Plans for the two particular lessons
• one Learning Activity using digital technologies that they designed and used in one of the two lessons –
this should give evidence of innovation (something new) in their teaching practice and of learning being
inclusive
• samples of Learning Resources used, for example worksheets
• samples of learners’ work
• a completed Observer Feedback Form for each of these two lessons
• a completed Summary of Learner Feedback Form and four samples of learner feedback from the two
lessons (two from each lesson).
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 19
Diploma in Teaching with Digital Technologies
• an evaluation of the programme as a whole, focusing on the issues experienced in using digital
technologies and their effect on the quality of learning
• an evaluation of their teaching practice and the learners’ learning, using feedback from a variety of
sources to identify existing strengths and those aspects that need further development.
Candidates may also submit in their portfolio digital images of key moments in the lessons. If submitted,
these images should be referred to in the Evidence of reflection.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
20 For examination in 2017.
Diploma in Teaching with Digital Technologies
S demonstrate the ability to critically analyse their own and others’ experiences
T reflect on their experiences in order to critically assess the wider effects of digital technologies on
education and curriculum, the role of the teacher and schools, and the ability of learners to direct
their own learning both in and out of school
U begin to show awareness of a range of theoretical positions relating to using digital technologies
in learning, and to relate these to their own experiences
V identify and use suitable opportunities for sharing experiences with digital technologies with
fellow practitioners, including those in other curriculum areas and schools
W develop their awareness of developments in digital technologies, and their possible usefulness in
supporting learning
X evaluate their experience in the Diploma and plan the next steps in their further professional
development in teaching with digital technologies.
Key questions
To support the learning process, candidates will explore the following key questions:
• How has the pedagogical use of digital technologies developed over the last five years? What possible
developments are likely in the next five years?
• How far does thinking and practice about teaching with digital technologies vary between schools,
systems and cultures? What factors influence variation?
• What are the most significant effects of digital technologies on education, schools, the curriculum and
the role of teachers and learners?
• How far do existing structures and processes of teaching and learning shape the use of digital
technologies?
• What theoretical positions about the use of digital technology appear most helpful to the teacher? Why?
• In what ways can they continue learning about using digital technologies to support teaching and
learning? How can they share what they have learnt with colleagues? How can they find out what
colleagues have done?
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 21
Diploma in Teaching with Digital Technologies
Assessment
As part of their practice, candidates will:
• reflect and learn from their Diploma experiences to plan for future developments to their professional
practice – this will allow learners to progress in their learning, supported by digital technologies.
Evidence of practice:
• their completed Professional Development Plan.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
22 For examination in 2017.
Diploma in Teaching with Digital Technologies
Assessment criteria
Candidates will be graded for each module according to the following criteria, applied to the portfolio of
evidence as a whole:
To achieve a Distinction in the Diploma, a candidate must achieve at least two module Distinctions.
DISTINCTION
Developing thinking Evidences effective practice in detail and with insight, and with awareness and
and practice in appropriate analysis of how different theories and principles apply to practice.
teaching with digital Well-developed application of a number of theories and principles to own
technologies practice. Well-developed reflective evaluation of own practice and specific ways
of learning from experience.
Analysis and Analyses, with insight and in detail, questions and issues drawn from relevant
discussion and topical studies, enquiries and experience. Relevant and appropriately
depicted examples drawn from well-established evidence. Range of different and
relevant information sources to inform analysis and discussion. Well-structured
approach.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
For examination in 2017. 23
Diploma in Teaching with Digital Technologies
PASS
Developing thinking Evidences effective practice, with detail, in some areas. Thorough and informed
and practice in understanding of how different theories and principles apply to practice. Sound
teaching with digital application of theories and principles to practice. Evidence of reflective evaluation
technologies of own practice, and some insight into learning from experience.
Analysis and Analyses questions and issues arising from appropriate studies, enquiries and
discussion experience, appropriately and with relevance. Evidence of use of different
information sources to support discussion and analysis. Structured approach to
analysis and discussion.
Communication and Presents ideas, arguments and information in a well-ordered manner, with sound
presentation levels of consistency and expression. Professional presentation of work, with
use of external sources of evidence. Academic conventions followed, with use
of accepted referencing conventions.
FAIL
Developing thinking Little or poor evidence of linking effective practice with theories and principles.
and practice in Limited or inaccurate understanding of relevant theories and practice. Little
teaching with digital evidence of application of theories and principles to own practice.
technologies
Analysis and Descriptive approach, with some inaccuracies and misunderstandings in places.
discussion Opinions and views expressed, but poor or inappropriate links to evidence and/or
relevant examples. Work likely to be poorly organised and structured.
Communication and Work demonstrates weaknesses in presentation and may be poorly structured
presentation and not presented in a professional manner. Opinions may be given without any
attempt to provide support from other accepted external sources.
Cambridge Professional Development Qualifications – Teaching with Digital Technologies 6224 and 6225.
24 For examination in 2017.
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