Cambridge Aligned Curriculum Orientation Workshop

Abstract

The transition towards internationally benchmarked curricula has become a strategic priority in Bhutan’s education reform agenda. In this context, a three-day Cambridge Curriculum Aligned Orientation Workshop was conducted at Loselling MSS, Thimphu, from 22 to 24 January 2026. The workshop aimed to familiarize teachers with the philosophy, structure, pedagogy, assessment frameworks, and implementation strategies of the Cambridge International Curriculum. A total of 34 teachers participated in the programme, representing diverse subject areas and grade levels. The workshop was facilitated by Mr. Thukten Jamtsho from the Centre for School Curriculum Development (CSCD) and Mr. Singye Wangchuk from Phuntsholing Rigsar HSS, both of whom brought extensive expertise in curriculum reform and Cambridge-aligned instructional practices. This report presents a comprehensive academic analysis of the workshop, drawing upon the official workshop documentation, participant engagement records, and relevant literature on international curriculum implementation. The report highlights key learning outcomes, pedagogical shifts, challenges, and implications for future curriculum alignment in Bhutanese schools.

1. Introduction

Educational systems across the world are increasingly aligning their curricula with global standards to prepare learners for a rapidly changing, interconnected world. Bhutan’s education system, guided by the principles of Gross National Happiness (GNH), has progressively embraced reforms that balance global competencies with national values. One such initiative is the gradual introduction and orientation of the Cambridge International Curriculum in selected schools.

The Cambridge Curriculum emphasizes learner-centred pedagogy, conceptual understanding, skills development, formative assessment, and international benchmarking. However, successful implementation of such a curriculum depends largely on teacher preparedness, pedagogical understanding, and institutional readiness. Recognizing this, Ministry of Education and Skill Development organized a Cambridge Aligned Curriculum Orientation Workshop from 22 to 24 January 2026 as part of its professional development programme for teachers.

This academic report documents and analyses the orientation workshop, focusing on its objectives, structure, facilitation, content coverage, participant engagement, and educational significance. It also situates the workshop within broader educational reform efforts in Bhutan and aligns it with international research on curriculum change and teacher professional learning.

2. Context and Rationale of the Workshop

2.1 Educational Reform in Bhutan

Bhutan’s education system has undergone significant reforms over the past two decades, moving from content-heavy syllabi towards competency-based learning. The integration of international curricula such as Cambridge reflects Bhutan’s aspiration to provide globally competitive education while maintaining cultural and ethical foundations.

The Cambridge Curriculum is known for:

• Emphasis on conceptual clarity rather than rote memorization

• Development of critical thinking and problem-solving skills

• Learner-centred instructional approaches

• Criterion-referenced assessment systems

However, these principles represent a pedagogical shift for many teachers trained under traditional examination-oriented systems. Hence, structured orientation workshops are essential to bridge this gap.

2.2 Purpose of the Orientation Workshop

The workshop at Loselling MSS was designed to:

• Introduce teachers to the Cambridge curriculum philosophy and framework

• Clarify curriculum objectives, learning outcomes, and progression pathways

• Familiarize teachers with Cambridge teaching methodologies and assessment approaches

• Support teachers in aligning lesson planning, instruction, and assessment practices

The workshop also aimed to create a professional learning community where teachers could share concerns, reflect on classroom realities, and collaboratively explore strategies for effective implementation.

3. Methodology of the Report

This academic report is based on:

1. Analysis of the official workshop document provided by Loselling MSS

2. Synthesis of session records, objectives, and facilitator inputs

3. Integration of scholarly literature on curriculum orientation and teacher professional development

The report follows a qualitative descriptive approach, focusing on thematic analysis of workshop components and learning outcomes. While no formal survey data were collected, participant engagement, reflective discussions, and documented outcomes provided rich insights into the effectiveness of the programme.

4. Workshop Overview

4.1 Venue and Duration

The Cambridge Aligned Curriculum Orientation Workshop was conducted at Loselling Middle Secondary School, Thimphu, over a period of three days from 22 to 24 January 2026. The multi-day format allowed sufficient time for conceptual understanding, interaction, reflection, and consolidation of learning.

4.2 Participants

A total of 34 teachers participated in the workshop. The participants represented various subject areas and teaching experiences, making the discussions interdisciplinary and reflective of real classroom contexts.

4.3 Facilitators

The workshop was facilitated by two experienced educators:

• Mr. Thukten Jamtsho, Centre for School Curriculum Development (CSCD)

• Mr. Singye Wangchuk, Phuntsholing Rigsar Higher Secondary School

Both facilitators brought extensive experience in curriculum development, teacher training, and Cambridge-aligned pedagogical practices. Their complementary expertise ensured a balance between policy-level understanding and classroom-level application.

5. Structure and Content of the Workshop

5.1 Day One: Understanding the Cambridge Curriculum Framework

The first day focused on building foundational understanding of the Cambridge curriculum. Key areas covered included:

• The philosophy and vision of Cambridge International Education

• Curriculum structure, stages, and subject progression

• Alignment between learning objectives, teaching strategies, and assessment

Participants were introduced to the learner profile emphasized by Cambridge, which prioritizes curiosity, confidence, responsibility, reflection, innovation, and engagement. Discussions highlighted how these attributes align with Bhutanese educational values.

Interactive sessions allowed teachers to compare the Cambridge framework with existing national curricula, identifying similarities, differences, and areas requiring pedagogical adjustment.

5.2 Day Two: Pedagogy and Assessment Practices

The second day emphasized instructional strategies and assessment principles. Key themes included:

• Learner-centred and inquiry-based teaching approaches

• Use of formative assessment to support learning

• Designing assessments aligned with learning objectives and success criteria

Facilitators demonstrated how Cambridge assessments move beyond recall-based testing towards evaluating understanding, application, and reasoning. Teachers engaged in group activities to analyse sample assessment tasks and discuss classroom implementation strategies.

This day was particularly significant in challenging traditional examination-oriented mindsets and encouraging reflective teaching practices.

5.3 Day Three: Classroom Implementation and Reflection

The final day focused on practical application and reflection. Sessions included:

• Lesson planning aligned with Cambridge learning outcomes

• Classroom management strategies for active learning

• Addressing challenges in transitioning to a new curriculum

Teachers shared concerns related to time management, resource availability, student readiness, and assessment workload. Facilitators addressed these concerns through practical examples and emphasized gradual, reflective implementation rather than immediate perfection.

The workshop concluded with reflective discussions and feedback, allowing participants to articulate their learning and identify next steps.

6. Key Learning Outcomes

The workshop resulted in several significant learning outcomes:

1. Enhanced Curriculum Literacy
   Teachers developed a clearer understanding of Cambridge curriculum structure, terminology, and expectations.

2. Shift in Pedagogical Perspective
   Participants recognized the importance of inquiry, discussion, and conceptual understanding over content transmission.

3. Improved Assessment Awareness
   Teachers gained insight into formative assessment strategies and criterion-referenced evaluation.

4. Professional Confidence
   Exposure to practical examples and peer discussion increased teachers’ confidence in implementing the curriculum.

These outcomes align with international research emphasizing that sustained professional development is essential for effective curriculum reform.

7. Discussion

The Cambridge Curriculum Orientation Workshop at Loselling MSS represents a proactive institutional response to curriculum reform. Research indicates that teacher orientation is a critical factor in successful curriculum implementation (Fullan, 2016). The workshop’s interactive design, experienced facilitation, and contextualized discussions contributed to meaningful professional learning.

However, challenges remain. Teachers expressed concerns about workload, assessment demands, and balancing national and international curriculum expectations. These challenges highlight the need for ongoing support, mentoring, and policy-level alignment.

8. Implications for Practice and Policy

The findings of this workshop suggest several implications:

• Continuous professional development should accompany curriculum change

• Schools should establish professional learning communities

• Curriculum authorities should provide contextualized teaching resources

• Assessment policies should support formative practices

Such measures can ensure that curriculum reforms translate into improved classroom practices rather than remaining policy-level initiatives.

9. Conclusion

The Cambridge Curriculum Orientation Workshop held at Loselling Middle Secondary School from 22–24 January 2026 was a significant professional development initiative that strengthened teachers’ understanding of international curriculum frameworks and pedagogical practices. With 34 teachers participating and expert facilitation from CSCD and Phuntsholing Rigsar HSS, the workshop successfully addressed foundational concepts, instructional strategies, and assessment principles.

The workshop not only enhanced curriculum literacy but also fostered reflective practice and professional confidence among teachers. While challenges persist, the orientation marked an important step towards effective curriculum alignment and quality education delivery in Bhutan.

References

Cambridge International Education. (2023). Cambridge curriculum framework. Cambridge University Press.

Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.

Ministry of Education and Skills Development. (2024). Education reform roadmap. Royal Government of Bhutan.

Workshop note by UD. (2026). Cambridge Curriculum Orientation Workshop Report (22–24 January 2026).