One School’s Experience of the International Baccalaureate Primary Years

Charlotte Gregson shows how implementing the International Baccalaureate Primary Years Programme has taken their primary curriculum to the next level.

At Southbank International School, we have been offering International Baccalaureate (IB) programmes since 1997 and we have recently added the IB’s Primary Years Programme (PYP) to our curriculum, enhancing our already developed focus on independent and critical thinking.

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      string(5310) "the classroom, and in a wide variety of informal and non-formallearning contexts (see above).Externally accredited routesElements such as ICT, Enterprise/Financial Capability, Community and ModernLanguages/ International Studies could all be met through existing formalqualification outcomes. These could include:An ASDAN accredited programme or qualificationRSA Opening Minds qualificationsIT/Computing QualificationsModern Languages GCSE or ASSET Ladder QualificationsIndeed, if pupils have taken full qualifications in these as part of their normal options process,they can “count” in both the core and honours part of ModBac.External accreditation can also be given by licenced Modern Baccalaureate providers, such as:The COYO “Design, Engineer, Construct” programmeDuke of EdinburghYoung EnterpriseSports LeadersWorld Challenge, etc.Externally supported programmes or activities will have their own requirements for guidedlearning hours.Internally accredited routesThere are many ways in which any of these elements could be accredited internally, much of itmapped into existing good practiceAn initial ModBac online audit and induction process will agree how each element will beevidenced, and how a summary of this will appear on pupils’ individual transcripts. The grid■■■■■■■■■29Vol 4.1School Leadership Todaywww.teachingtimes.comLeadingLearningTheModernBaccalaureatebelow gives only some examples of the options available to schools. RegionalAdvisors will be available to help schools meet the needs and aspirations of theirstudents from the widest possible array of providers and partner organisations.As a guide, internally certified programmes of study should have a notional 20-30learning hours (direct teaching time plus learner experience/independent studytime). However, schools are at liberty to tailor this requirement to suit the needsof individual students in each cohort.From Baseline to BaccalaureateWhilst we have developed and trialled the Modern Baccalaureate Award at entry,foundation and Intermediate levels, we strongly believe that the principles ofchallenging and recognising academic, life and work-related skills apply as much toprimary age children as the do to secondary school children.Indeed it very much applies to young adults and adult learners too, and in the nearfuture the Advanced and Higher Modern Baccalaureate will be rolled out.Below is a quick guide to the Modbac levels:MyBAC and MiniBAC We are looking to establish a national networkof practitioners and school leaders who share our belief that a wholeeducation experience “begins at the very beginning”.MIDBAC (in development) for ages 10-14, acknowledging progress inknowledge and skills through a rich variety of learning experiences insideand outside the classroom, building the competencies that are critical forsuccess at 14+ and beyond: again, with a focus on progress.We have developed a framework that embraces the challengesof upper years Primary, transition and Key Stage 3. Incentivising andrewarding progress is the key aim, again within a broad and balancedexperiential curriculum.The remaining ModBacs are not age dependent, and are opento all learners, young and old. Each level builds on the previous, withgraded stretch and challenge targets within each level, empowering aprogressive pursuit of knowledge, encouraging a diversity of learningexperience, whilst growing and strengthening at each level skills forlearning, skills for employment and skills for life.MODBAC ENTRY LEVEL for learners with special needs of all agesworking below foundation level, supporting, enabling and nurturing thegrowth of knowledge, skills and understanding, building competencyand independenceMODBAC FOUNDATION LEVEL for learners achieving and attaining atQCF Level 1 (GCSE grades G-D)MODBAC INTERMEDIATE LEVEL for learners achieving and attaining atQCF Level 2 (GCSE grades C-A*)ADBAC The final element of the Modern Baccalaureate processis designed to support and capture the very best Level 3 learningoutcomes, at schools, VI Form Centres and Colleges. Learners can importtheir prior evidence into the AdBAC transcript, enabling a truly roundedview of achievement and attainment to form the basis of a 21st CenturyProfile of Achievement.For more detailed advice go to www.modernbaccalaureate.comThe Skills PassportThe Skills Passport will beflexible and adaptable to localcontexts, accrediting skillsdevelopment systems andprocesses that may alreadybe highly developed in someschools and academies, andencompassing a wide rangeof existing qualifications andawards.The pupil transcript will reportthe basic and wider skillsstudents have acquired. 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Leadership

A baccalaureate for the future

4 Jul 2012

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      string(5879) "countries including Australia and New Zealand, but they all had a great approach to teaching, really positive attitudes and open minds. Working with these teachers was an incredible lesson for us both. It’s very easy as a British teacher to have a self-inflated belief that the whole world follows our lead. That is absolutely not true. The New Zealand systems in particular impressed me greatly. I was amazed that a country so small and insignificant culturally could be so dynamic and innovative.The knowledge of the Kiwi teachers was incredible. And because we were having to think about what was right for the school curriculum, we were forced to consider the relevance of what we were teaching. Working as a team, sharing ideas, teaching skills and different perspectives was an amazing opportunity and really encouraged you to be innovative.Working internationally was also a good wake-up call. Even though we were working in a very prestigious school in a capital city, the resourcing was very hit and miss. Most schools in Britain were far better resourced. It forced you to act and think more creatively.We knew we wanted to return to teaching in Britain. We came back for friends and family but there is no doubt that it was a fantastic three years away which altered our outlook permanently. We’d both developed professionally through high quality in-service and great team teaching and we’d made some phenomenal contacts during that time. There is no doubt that it’s shaped the way I teach and the way I view life in general. And it gave me far more confidence to look at opportunities further afield.For example, I decided I didn’t want to go back into a primary setting when we returned and instead chose to go into an EBD environment which I felt would give me more freedom to teach, to carry on being creative and to think on my feet. Now I am deputy head teacher at Skilts special school in Redditch, Worcestershire and love it.Looking back, the whole international teaching experience was a great way of opening our eyes to other people, to other situations totally different to those we grew up with. As a teacher it completely changed my opinion of what’s best. No one knows the right way; it’s an amalgamation of experiences and knowledge. You go out there with one mindset, you return with another that’s broader, far more open to the rest of the world. And, without doubt, it’s an experience I would recommend to anyone. It is impossible not to bring something back that is of great value, professionally and personally. Professionally you are so employable, especially if you are returning with experience of developing curriculum and with leadership and international links.”Jeff Burt – fourteen years teaching across the world.“In 1989 I did an exchange year teaching physics in Australia. Once the year was up, I returned to my old school; Sedgehill Secondary School in Catford. But by then I had realised that there were lots of opportunities for teaching abroad and knew I wanted to try somewhere else.A year later, I grabbed one of those opportunities and headed out with my family to the Brent International School in Manila, the Philippines. Fourteen years on, I’ve since taught in the British International School in Istanbul, Turkey and am now in Sri Lanka at the Overseas School of Colombo. I’ve had memorable experiences in every place that I’ve worked and have taught some fantastic students. Looking back, the whole international teaching experience has been amazing. I’ve taught Australian and American style curriculum, IGCSE (International GSCE) and International Baccalaureate (IB). You have to be prepared to adapt to new content and assessment styles, as well as look at your teaching methodology. 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It’s given our children a more mature and compassionate outlook.What advice would I give? Well you have to be a little adventurous! Things are not the same as you find them at home and you should be prepared for that. Flexibility and adaptability are definitely great assets to have. But what you get back is so much more; experiences that will enhance you personally and professionally for the rest of your life.”Mary, Dominic and Jeff are three of more than 150,000 teachers who are teaching in international schools around the world. “And they’re a growing number,” says Andrew Wigford, director of recruitment specialists, Teachers International Consultancy. “200 new international schools were opened last year alone. This massive growth, incorporating over 1.6million attending students and with an expected increase of 8% each year (according to the International"
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Leadership

Teaching beyond boundaries

3 Apr 2009

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      string(432) "... and Computing KS3 resources will alsobe featured. It will also be showcasing its new digital platform,Cambridge Elevate, demonstrating the digital editions of selectedCambridge IGCSE, International A Level and InternationalBaccalaureate textbooks with their enhanced teaching and learningexperience via additional rich media, formative assessment andannotation tools.CodioBETT Finalist – Innovator of the ..."
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      string(5709) "Live Session)Learn Live Session: Best practice in 3D printingDate: Thursday 22nd JanuaryTime:  10:00 – 10:45Location: Schools Learn Live: Secondary theatreSpeaker: David Hermitt, chief executive officer and executive http://www.teachingtimes.com‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sfeaturese-learning UPDATE n www.teachingtimes.comprincipal of the Congleton Multi-Academy Trust will cover bestpractice in 3D printing including: n How 3D printing can help illustrate a hard-to-grasp concept n How 3D printers make it easy for teachers to engage theirstudents n How 3D printing can enhance hands-on learning n How students can produce realistic 3 Dimensional mini-models n How 3D printing can help in lessons such as biology to study thehuman heart or lungs etc.Cambridge University PressOn show for the first time will be GCSE Maths, GCSE EnglishLanguage and Literature, A/AS Level English Language andLiterature, and A/AS level Computer Science. The CambridgeSchool Shakespeare series and Computing KS3 resources will alsobe featured. It will also be showcasing its new digital platform,Cambridge Elevate, demonstrating the digital editions of selectedCambridge IGCSE, International A Level and InternationalBaccalaureate textbooks with their enhanced teaching and learningexperience via additional rich media, formative assessment andannotation tools.CodioBETT Finalist – Innovator of the YearCodio is a free cloud-based programming platform  for secondary,FE and HE students featuring rich code editing, a wide portfolio ofprogramming languages and dedicated virtual servers that can beaccessed quickly and easily anytime anywhere from within a browser.Contact GroupBETT Finalist – ICT Company of the YearContact Group (stand A250), is launching a new range of paymentand communications solutions designed to help schools interactwith parents, operate more efficiently and significantly reduceadministrative costs. Making its debut at BETT 2015 is MoneyPiggy,a new online payment solution designed to help schools side stepthe costs associated with having a merchant account, benefit fromfixed rather than variable transaction costs and remove the need forpermission slips for school trips.Discovery EducationBETT Finalist –Primary Digital Content (Discovery Education Coding,formerly Espresso Coding)Discovery Education is launching Discovery Education Secondary,a brand new digital learning service featuring engaging curriculumand news content spanning a wide range of subject areas for GCSEKey Stages 3 and 4 and EBacc subjects. Also making its debut is TheDiscovery Educator Network (DEN) in the UK.EducationCity.comBETT FinalistEducationCity, a provider of e-learning resources for primary schools,will be showcasing its brand new online platform, refreshed andupgraded in line with customer feedback and packed with newEnglish, Maths, Science, French, Spanish, English as an AdditionalLanguage and Computing content mapped to the NationalCurriculum 2014 for England.Turn IT On!ICT support and training providers, Turn IT On! is offering freeadvice to schools about how they can raise ICT standards, save timeand money and advance the teaching and learning experience.Experts will be on hand to discuss teachers’ needs for technicalsupport, curriculum training and strategic planning for whole-schooldevelopment. There will also be on-stand training sessions on creative http://www.teachingtimes.com‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sfeaturese-learning UPDATE n www.teachingtimes.comcoding, network building and e-safety, including free giveaways atthe end of each session.Bett Awards 2015The finalists for the 17th annual Bett Awards have been announcedby organisers i2i Events Group, and partners the British EducationalSuppliers Association (BESA).Every year, the Bett Awards receive a large number of highquality entries from a vast range of ICT educational suppliers, hopingto win one of the outstanding awards that commend exemplar ICTproducts or services intended to improve standards in UK educationalinstitutions.Caroline Wright, director of BESA, said: “Every year, the BettAwards recognise excellence in the design of products and serviceswhich are positively influencing the education sector.  This year wehave added an ‘Innovation in ICT’ category to recognise thosecompanies really driving the technology agenda in schools and BestWhole Course Curriculum Content.”The awards are judged by over 60 educational professionals toput each entry through a meticulous judging process. Winners will beannounced at the Bett Awards ceremony on the first evening of the BettShow, Wednesday 21 January 2015 at the The Brewery, London EC1Y.The Bett Awards 2015 finalists:Company ProductEarly Years Digital ContentDay Two Productions The Traditional Storyteller AppsEdu-Consulting InternationalLtd.EduQuesteyLog Ltd eyLog – Early Years LogGyldendal Norsk Forlag AS SalabyJolly Learning Ltd Jolly Phonics Letter Sounds AppPhonic Books Ltd Dandelion Launchers iBooksUnits 1-7S.E.S (Scientific EducationalSystems)K-FirstPrimary Digital Content2Simple Software Purple Mash3P Learning Mathletics3P Learning Reading EggsDiscovery Education Espresso CodingFocus Educational Software Ltd Focus on KS1 Computing: Bee-Bot Lesson Activities 3iCompute Teaching Ltd iCompute for Primary SchoolsRising Stars Switched on ComputingRising Stars Switched on ScienceSecondary, FE & Skills Digital ContentAlfiesoft Ltd AQA GCSE ScienceBamzonia Ltd BamzoniaCambridge University Press Cambridge Dynamic ScienceClio Online Aps Clio TestsI"
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Digital Learning

BETT 2015

16 Dec 2014

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      string(795) "This report by the CfBT Education Trust has found that nearly a third of primary school teachers aren’t confident teaching a foreign language. To gear up, teachers will need to quickly find a learning method they’re comfortable with and one that will inspire young pupils. The survey of primary and secondary schools in the state and independent sectors across England has taken place against a backdrop of considerable education reform and provided a unique opportunity to see evidence of the mpact of these reforms on the teaching of languages in our schools as well as to collect the views from teachers of all educational phases about the opportunities and challenges brought out about by changes at national level.
Leadership Briefing Issue 8.09 (93)"
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      string(5855) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.LANGUAGE TRENDS 2013/14: THE STATEOF LANGUAGE LEARNING IN PRIMARY ANDSECONDARY SCHOOLS IN ENGLANDKeywordsForeignlanguage,secondary,primary school,teachers,teaching,opportunities,challenges,linguistic,competency,assessinglearning,competence andconfidenceSummaryforeign language. To gear up, teachers will need to quickly find a learning method they’recomfortable with and one that will inspire young pupils. The survey of primary and secondaryschools in the state and independent sectors across England has taken place againsta backdrop of considerable education reform and provided a unique opportunity to seeevidence of the mpact of these reforms on the teaching of languages in our schools as wellas to collect the views from teachers of all educational phases about the opportunities andchallenges brought out about by changes at national level.The Language Trends survey 2013/4 is the 12th in a series of annual research exercises charting thehealth of language teaching and learning in English schools. This year’s research exercise has beencarried out under the joint management of CfBT Education Trust and the British Council.Key Findings:Languages in primary schools ■ As many as 95 per cent of the primary schools that responded to this survey are already teachinga language and 42 percent say they already meet the requirements of the new NationalCurriculum which will come into force in September 2014. The overwhelming majority (85 percent) welcome the forthcoming statutory status for language teaching. However, in many casesthe amount of time allocated each week for language learning and the linguistic competencylevels of classroom teachers are unlikely to be sufficient to meet the expectations set out in thenew programmes of study. Three quarters of respondents believe that the teaching of reading,writing and grammatical understanding, which are requirements of the new curriculum, will bechallenging. ■ Confidence levels among classroom teachers at Key Stage 2 are not increasing, with 29 per cent(up from 27 per cent in 2012) of respondents reporting that staff teaching languages in Years 5and 6 in their school are not confident. Schools are also aware of the need for further training toboost staff competence and confidence and also highlight the need for support and guidance,particularly in developing effective systems of monitoring and assessing learning.Transition from Key Stage 2 to Key Stage 3 ■ Nearly half (46 per cent) of primary schools have no contact at all with language specialists in theirlocal secondary schools. There is evidence of a severe lack of cohesion right across the systembetween primary and secondary schools, with only 11 per cent of state secondary schoolsWeek Commencing 4th April 2014http://cdn.cfbt.com/~/media/cfbtcorporate/files/research/2014/r-language-trends-2014.pdfhttp://cdn.cfbt.com/~/media/cfbtcorporate/files/research/2014/r-language-trends-2014.pdfhttp://cdn.cfbt.com/~/media/cfbtcorporate/files/research/2014/r-language-trends-2014.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.reporting that they receive or request data on pupil achievements in Key Stage 2. ■ The number of state secondary schools who say they are receiving pupils with experience oflanguage learning in Key Stage 2 has gone down to 72 per cent in 2013 from 84 per cent in2012. In many cases where there is evidence of prior learning, secondary schools regard it asbeing of poor or variable quality and insufficient on which to build.Languages in secondary schools ■ The survey shows that 27 per cent of state schools carry out some form of disapplication of pupilsfrom languages in Key Stage 3. This happens where schools take a pupil out of a particularsubject, often in order to give additional help in areas such as literacy or numeracy. Thismeans that despite languages being a statutory requirement for all, many lower-ability pupilsdo not learn a foreign language at all. A small but growing proportion of schools do not teach aforeign language to all pupils throughout Key Stage 3. These practices are rarely seen in theindependent sector. ■ There has been rapid growth in the adoption of the International General Certificate of SecondaryEducation (IGCSE) as an alternative to language GCSEs in the independent sector. This reflectsdissatisfaction with the GCSE examination previously noted in both the independent and thestate sectors. ■ More than three quarters of state schools say that implementing the new National Curriculumwill be challenging, particularly providing continuity of learning from Key Stage 2 and enablingpupils to reach the required standard. The majority of teachers in both the state and independentsectors (83 per cent and 86 per cent respectively) are not confident that the changes beingintroduced by the government will have a positive impact on the teaching of languages in theirschool.The English Baccalaureate (EBacc) and its impact on Key Stage 4 ■ The EBacc continues to have a positive effect on the take-up of languages in Key Stage 4 and thenumber of schools with more than 50 per cent of their pupils taking a language has continued torise. ■ Although"
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Leadership

The State Of Language Learning In Primary And Secondary Schools In England

3 Apr 2014

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