This is your professional development area. Whether it is about about teaching methods, digital tools, or general principles of assessment as applicable to your English classes.

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  • Third module of our Try it programme live: Write it! Don’t miss the Write it! module of our Try it! programme! We are looking at writing skills as exemplified by Cambridge English writing tasks, and suggest a 3-step approach. Watch this video trailer, but the full video, including guidance for teaching, can only be viewed with a registered account here, on My Cambridge English – create an ...
  • Writing feedback and CEFR assessment If you would like to quickly proofread and evaluate a text against the CEFR levels, there is a solution at hand: it’s Write & Improve, a digital tool designed by Cambridge Assessment English and an external partner. Students can choose their level (beginner, intermediate, advanced) and select a task accordingly. The writing tasks provided are based ...
  • Use the Digital Teacher Framework Every teacher has their starting point in their professional training, as well as their own development goals. How would you like to develop? What other skills would you like to acquire in your teaching of English? In case you cannot ignore the ongoing debates over digital learning, educational technology (EdTech) and pedagogy, or over meeting our ...
  • Cambridge English exams and learning oriented assessment Some language tests don’t require candidates to have a specific ability level in order to pass. There is no pass or fail in such tests, only a score which is related to a level on a proficiency scale. These are called multi-level tests. Placement tests are by definition multi-level tests. Cambridge Assessment English has recently ...
  • Level-based exams and learner motivation What motivates learners? According to studies on motivation, some of the motivating elements can be traced back to: learners understanding the learning goals learners appreciating the goals as meaningful, in other words both attainable and relevant for their needs outside the class learners getting a sense of progress by achieving goals and moving on to the next set ...