Our first group of Cambridge AS and A level students are in the care of some uniquely qualified teachers. Yes, their academic qualifications are outstanding, but that’s not all. Each of them has experienced the challenges of life as an international student. Meet Kelvin, Shashi, and Subodha as they explain how this understanding helped them bring the Cambridge International program to life.
Kelvin Wang
As a UTS College alum, Kelvin knows the College well. “I completed UTS Foundation Studies and then a Diploma of IT,” he says. “I moved on to UTS, then did a master’s in engineering at USyd, and I began teaching IT at UTS College in 2020. I feel like I can see things from the students’ point of view, having been an international student myself.” In 2023, he began developing curriculum for the Cambridge International program.
Shashikala Mirissa Lankage (Shashi)
Shashi is another teacher who understands the challenges of studying abroad. She travelled to Australia to study first at UTS College, then UTS. “I’ve always had a passion to teach,” she says, “and after completing my PhD, I was on the Diploma and Foundation Studies development team. I developed the maths content for Cambridge International, and in devising the curriculum I wanted to see where it could go and how it can work in a practical sense.”
Subodha Perera
Already an experienced and highly qualified teacher (specialising in business subjects, economics, and accounting), Subodha left UTS College in Sri Lanka to complete his PhD in Australia. That’s when he was invited to join the team developing the Cambridge International program at UTS College in Sydney. “Of course I’m teaching,” he says. “I developed the program, and having been an international student myself, I feel I understand where they’re coming from. I’m aware of the challenges.”
What excites you about the program?
Kelvin: “I see it as a fresh take on teaching, where I get to learn new things as well. Instead of diving into the basics, we’re working on a more intermediate level. In some ways it’s harder than the diploma, but it pays off at the end. Our students won’t be shocked when they reach UTS. They’ll be ready to dive more deeply into their subject.”
Shashi: “Our students aren’t just improving academically. They’re improving themselves. And within the course, everything is improving. I’ve changed things as we adapt to the students. And I’m excited about seeing my students get good grades.”
Subodha: “I’m excited about the teaching because I’ve been working on my own for the past three years doing the PhD. It’s nice to go back to my roots, teaching, helping students to understand, and dissecting concepts. I love seeing their development and feeling personally involved.”
What makes it unique?
Kelvin: “In some ways it’s similar to high school. Our Cambridge International students basically meet the same set of teachers each semester. But we add the aspect of college life. They have a little more freedom and there’s more self-study in comparison to high school. We supervise them, but they take more responsibility for their learning.”
Shashi: “The level of student knowledge is much higher than, say, Foundation Studies. Cambridge International is more like a selective school. It’s very challenging. But even as 16-year-olds, this cohort is applying themselves in a more advanced way.”
Subodha: “We have high performing students from various international backgrounds. I like the way they bring their own perspectives to the classroom. When we talk about economics, for example, they speak about their home countries. They’re learning from each other, and I think that’s very special. It makes for a very dynamic program.”
What opportunities are here that they wouldn’t find in high school?
Kelvin: “I think it’s a more streamlined program. They experience more of a steady growth where they can focus on their preferred stream. So, they’ll arrive at university familiar with key concepts.”
Shashi: “Unlike a typical high school where there are many classes and many subjects, this program focuses on a career pathway. They can already get credit towards their university degree, and all the resources they need are here. There are advantages to being part of a small, select group. Everyone, including the principal and teachers, knows everyone else.”
Subodha: “Here, they’re part of the university. They get a real understanding of what it takes to be a university student. This isn’t just a place where they finish their A-level and we wave ‘bye-bye, you’re done.’ We work with the university, and this course is just the beginning for them.”
What are the key skills students develop in the program?
Kelvin: “I’m impressed by some of the soft skills our students have developed since their first semester. Over time, I’ve seen them build responsibility and time management skills. They can prioritise this task over that one. And they’re much more engaged and ready to participate actively in class.”
Shashi: “Of course they develop academically, but there are other things. They’re improving their communication skills, learning to manage their time and to work independently. We also have the Duke of Edinburgh program where they develop leadership and social skills.”
Subodha: “They’re being prepared for university with key academic skills that they’ll use throughout their higher education. But also, other parts of their life. Even their personal lives. For example, academic work requires students to do research, to analyse, write good answers, and develop structured arguments. Those things are not limited to academic life.”
What type of student thrives in this program?
Kelvin: “Students who are prepared to aim high will do well here. High grades could give them enough credit points to go into second year university, for example. Basically, the whole course is aimed at high achieving students.”
Shashi: “I believe a student who is willing to study and is motivated to do it for themselves (not because someone else, like a parent, put them here) will do well. They need a willingness and a capacity to improve and excel. It’s not enough to think, ‘I just want to pass.’”
Subhodha: “It’s an intense program and students who have natural curiosity will do well. The motivation needs to be internal. They should be open to being challenged, otherwise, it might be better to choose an easier path.”
What would you like graduates to say about the program, looking back?
Kelvin: “I’d like them to say they’re glad they took this program and that it made uni a breeze because they’d already been introduced to university level concepts. I remember when I started uni, I was shocked by the amount of content and the new concepts.”
Shashi: “I would like them to look back and say we helped them. I would like to see them have a good career, and if later they remember that we helped them, that’s all I need."
Subhodha: “I think I’d like them to reflect on this experience and see how improved they are, especially in terms of confidence. There may have been challenges, but this experience added value at the end.”