Module 1 — Syllabus Deconstruction & Command-Word Mastery

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1. What is the primary purpose of the Digital Teaching Portfolio in the MastaLearn framework?

2. Which of the following is considered a command word in the IGCSE Mathematics syllabus?

3. Why is it important to distinguish between Core and Extended content in lesson plans?

4. How should a teacher demonstrate mark-scheme interpretation in their portfolio?

5. What is the best way to utilize the syllabus document?

6. What does a reflective practice journal contribute to your portfolio?

7. What is the primary goal of the oral readiness review?

8. When coaching students through context-heavy word problems, what is most effective?

9. What should be the focus of your lesson objectives?

10. What characterizes an 'evidence-based' teaching plan?

Continuous Assessment Test (CAT)

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1. You are teaching a lesson where a group of students is struggling with a complex word problem. Based on the syllabus focus, what is your first step?

2. You find that your lesson objectives use the word 'understand'. How do you change this to better align with the CAIE command words?

3. A student in the Core tier expresses a desire to try an Extended task. How do you handle this?

4. Your supervisor asks how your current lesson relates to the IGCSE syllabus. How do you respond?

5. How do you select evidence for your portfolio from a recent math lesson?

6. When creating a student-facing rubric, what is your guiding principle?

7. During a peer observation, your colleague focuses on content but ignores the exam command words. What is your constructive feedback?

8. A parent asks why you are using 'extra' tasks in class. How do you explain this professionally?

9. What is the best way to prepare for your oral readiness review?

10. You want to show you can handle 'context-heavy' word problems. What do you put in your portfolio?

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