Cambridge Professional Development Qualifications (Cambridge PDQs) are one of a number of routes that are offered to teachers and school leaders to enhance their professional practice. These qualifications are based on international best practices and evidence-based research evidence about the kinds of professional teaching and learning methods that have real impact and value. Cambridge PDQs help practising teachers and leaders to:
  • engage critically with relevant educational theories and concepts
  • apply new ideas and approaches in their own practice
  • empower students to become active learners
  • reflect on and share experiences purposefully.
Cambridge PDQs help schools to:
  • access quality, accredited and cost-effective professional development
  • focus on professional development of individual and school needs in their local context
  • nurture collaborative professional learning in school
  • establish professional development as an integral part of school development.
We believe that Cambridge PDQs can transform professional learning for you and your school. Teachers and leaders who plan to pursue the Cambridge International Certificate and Diploma are gaining a valuable qualification for further professional and career development. Schools using Cambridge PDQs demonstrate their commitment to quality professional development and to raising standards of teaching and learning.

There are three phases of the PDQ Award:

Explore: candidates explore some key teaching ideas through pre-reading and they start thinking about their approach to teaching and learning. With a mentor, they observe and reflect on a lesson taught by a more experienced colleague. They also get to know each other, and their trainers. They begin keeping a reflective journal.

Engage: trainers use active learning techniques to help candidates develop their understanding of key theories and aspect of professional practice. There is the chance to practice, discuss and apply learning. Collaborative micro-teaching of a lesson segment is an important learning experience in this stage. Candidates also meet 1-1 with a trainer to help them reflect on their teaching and learning so far. They use their reflective journal to record their learning journey.

Experience: candidates try out their learning in the classroom. There is a particular focus on planning, teaching, and reflecting on a lesson. Candidates also reflect on their learning over the whole programme and consider their next steps as they work on their Portfolio submission.

An example of a CIATL journey and the duration:

Candidates need to:

  • be a full time or part time teacher employed in a school or college
  • teach in their current school over a full academic year, for a minimum of 24 weeks and minimum of six hours per week
  • have the regular support of a mentor who understands the essential principles that underpin this qualification, and who can provide helpful advice and guidance
  • teach a group with a minimum of six learners
  • be responsible for planning, teaching and formatively assessing groups of learners.
  1. New CIATL course – begins on 22nd February 2020, in Johor Bahru.
  2. CIATL Course in KL – begins in March 2020.