“The Cambridge PDQ programme allows us to ensure that teachers have a common knowledge base on which to discuss ideas and techniques, as well as a solid understanding of expected pedagogy.”

“There is a marked change in the teachers’ ability to use language in the classroom that supports and/or builds content knowledge and learning skills. Teachers are using a wider variety of strategies to assess, identify and differentiate learning according to the language needs of their students. They collaborate in group projects and other activities that provide students with an opportunity to explore and/or experience their new learning.”

“The classroom practice … of Cambridge PDQ trained teachers … has changed tremendously. Teachers are deliberate in planning for active learning; as a result the classrooms are more engaging for the students. The use of formative assessment as a means of monitoring students’ progress is more visible. These teachers have become more reflective, they think about what they are doing and how they can improve.”

“With Cambridge PDQs our classrooms have become learner-centric and vibrant, buzzing with activities informed by the learning objectives and a variety of formative assessment techniques followed by reflection.”