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You can find the recordings on the IGCSE Leaders Meet-Up event page under each session.
Please note that:
1. Dylan Wiliam's recording is only available for 2 weeks from the event day
2. Ross Morrison McGill's session has not been recorded on speaker request

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About the meet-up

As an IGCSE leader, you're constantly striving for excellence - building systems and processes at your school, empowering teachers with best practices, and ensuring students are future-ready. Designed to grow your practice, the IGCSE Leaders Meet-Up focuses on key aspects of the IGCSE - assessment, grading, differentiation, metacognition, and active learning.

The meet-up is your opportunity to learn from superstars, build lasting relationships with IGCSE leaders from around the world, and take away actionable insights.

Register now

About the sessions

Session Link

As IGCSE leaders, setting goals and working backward from them is an essential part of supporting teaching at your school, and grade descriptors can be like a guiding torchlight for this process. In this session with Mary George, participants will brainstorm how IGCSE grade descriptors are used in their schools and subjects, explore how the grade descriptors can be used to guide student learning and set targets, and develop a feedback and student self-reflection form. The session will lead to an understanding of how teachers and students can be partners in exam success.

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As an IGCSE leader, you're constantly striving for excellence - building systems and processes at your school, empowering teachers with best practices, and ensuring students are future-ready. Designed to grow your practice, the IGCSE Leaders Meet-Up focuses on key aspects of the IGCSE - assessment, grading, differentiation, metacognition, and active learning.

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School environment and leadership evidence review

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School environment and leadership evidence review

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This School Environment and Leadership: Evidence Review marks the next phase in the Great Teaching Toolkit project.

Students' academic learning in schools is primarily determined by what classroom teachers do. However, there is good evidence that the professional environment in the school can also affect students' learning, in a range of ways. The responsibility for creating and maintaining the most conducive professional environment lies with school leaders.

Despite the undoubted importance of school leadership, existing research tells us little that is trustworthy about what skills and knowledge school leaders should have, what they should do in any given situation, how we should train and support them, or exactly how their actions may be expected to benefit students, in terms of both attainment and equity. Many leadership researchers and trainers offer plentiful advice and make strong claims, but we judge that little of this is well-defined, actionable and grounded in robust evidence.

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School Environment and Leadership: Evidence Review

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This School Environment and Leadership: Evidence Review marks the next phase in the Great Teaching Toolkit project. Students' academic learning in schools is primarily determined by what classroom teachers do. However, there is good evidence that the professional environment in the school can also affect students' learning, in a range of ways.

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Metacognition and self-regulated learning: Guidance report 

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Metacognition and self-regulated learning: Guidance report 

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The Most Influential Education Blog in the UK

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Teacher Toolkit supports teachers across the world with resources and is one of the leading and unique teacher-voices within the U.K.

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Presentation: Creating a Culture of formative assessment

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Presentation: Creating a Culture of formative assessment

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[Toddle] Dylan Wiliam keynote: Creating a culture of formative assessment .pptx

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Mary George - Sample Learning Reflection Guide.pdf

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Mary George's resources | IGCSE Leaders Meet-Up

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Planning in Under Five Minutes in the Cambridge Classroom

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Planning in Under Five Minutes in the Cambridge Classroom

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Planning in Under Five Minutes in the Cambridge Classroom - Toddle Learn

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Effective lesson planning is half the battle won when it comes to implementing and delivering effective and engaging learning in the classroom. Teaching and learning in the IGCSE classroom requires teachers to be highly reflective and focus on the processes of learning rather than the outcomes of learning.

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Building Effective Rubrics to Assess Learning

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Building Effective Rubrics to Assess Learning

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Authors Mike Matthews Experienced Educator and Coach Toddle

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Building Effective Rubrics to Assess Learning - Toddle Learn

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As facilitators of learning, we need to ask ourselves – how can we best share with our students where they are now, where they are going, and where they need to be in their learning journey? In the IGCSE classroom, Assessment for Learning (AFL) is used as a leading approach to inform and shape stud…

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Link to resource - https://learn.toddleapp.com/resource_post/creating-authentic-tasks-using-grasps/

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45 Active Learning Tools for the IGCSE Classroom

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45 Active Learning Tools for the IGCSE Classroom

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45 Active Learning Tools for the IGCSE Classroom - Toddle Learn

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One of the cornerstones of the IGCSE is Active Learning and as a Cambridge educator, you want to make sure that your classroom is learner-centered. Active Learning places the learner on the driver's seat of their learning journey. When students are actively learning, they use higher order thinking skills and they are not just reading [...]

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Active Learning Strategies for Global Perspectives 

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Active Learning Strategies for Global Perspectives 

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Active Learning Strategies for Global Perspectives - Toddle Learn

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All learning is driven by curiosity - when students are eager to learn, they ask meaningful questions and actively seek answers. Active Learning and Global Perspectives are a powerful combination that are meant to be! Global Perspectives aims to help students think critically about key global issues from different lenses: personal, local, national, and global [...]