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Part III, the last in this series about the curriculum review, looks at the implications of the new curriculum model in the secondary school. In the last Falcon we defined a clear, overarching curriculum vision and philosophy for The British School which gives a sense of common purpose and direction to all.
Our school-based curriculum vision has been constructed with an interdisciplinary and cross-curricular perspective. It takes into account both the individual significance and the complementarity of the various subjects. It is adapted to our pupils’ specific needs and is to be delivered within a holistic approach to education. It is unique to our school. This vision is portrayed in the model on this page.
The curriculum is to be built on the principal strengths of the National Curriculum for England, the IGCSE and the IB.
The subject orientation not only recognises the important contribution and uniqueness of the discrete areas of knowledge but also serves to support the IGCSE and preparation for the IB and university. In this way, we seek to articulate the subject-based strengths evident in the National Curriculum and IGCSE with the interdisciplinary and cross- curricular dimensions espoused by the IB Middle Years Programme (MYP) and the Brazilian curriculum.
In many important respects, the official position on the curriculum in Brazil matches closely the Committee’s recommendations.The principles and objectives of the Brazilian curriculum, as set out in the 1998 ‘Parâmetros Curriculares Nacionais’, prioritise life-long learning, the understanding of concepts, the application of knowledge, cross-curricular learning, language skills and critical thinking. Subject content is viewed as a means rather than an end in itself and teaching methods that stimulate questioning and experimentation are recommended.
The model will be backed up by a coherent assessment policy which includes a balanced combination of the formative, criterion-referenced approach using a wide variety of assessment tools and a summative examination- oriented one. Pupils will be encouraged to participate in their own assessment.
At the same time, the curriculum vision must allow space for innovation, so that stakeholders’ needs can be addressed and students’ motivation boosted.
We concluded that the curriculum sequence for the Secondary School (Classes 5-11) should be as follows:
Will be based on the National Curriculum for England (Key Stage 3)
Rationale: A commitment to the National Curriculum at Key Stage 3 presents a logical progression from the practice being developed within the Primary School. It also provides an appropriate structure within which to develop teaching and learning - and especially assessment - in the Secondary School, addressing many of our currently perceived weaknesses. The National Curriculum should provide the foundation for all subjects, except Portuguese, from Classes 5 to 7. The subject content, however, must be developed to meet the needs of our particular students - including a greater emphasis on contemporary and Brazilian issues.
Will be based on the IGCSE
Rationale: The current IGCSE programme will be retained as a basis for the curriculum for Classes 8 and 9. IGCSE subject syllabuses present a good basic grounding for both the IB and for Brazilian university entrance examinations. This general view was expressed by teachers, students and ex-students. However, the current centrality and dominance of the IGCSE and the related IGCSE examinations will be challenged. Innovation and flexibility will be encouraged, allowing for the development of a broader range of learning experiences for the students, and employing assessment practices which enhance learning, enabling students to become more involved in monitoring and planning their own progress. A limited reduction in current IGCSE teaching time will also be made.
Will be based on the International Baccalaureate
Rationale: From the surveys, the current IB programme was almost universally perceived by students, ex-students, teachers and parents to be a good, coherent curriculum which goes beyond the preparation for examinations. Any changes which might be made to the current IB programme would be essentially peripheral and on the lines of more options and a greater effort to incorporate Brazilian issues into the teaching.
While these three programmes - the National Curriculum for England, the IGCSE and the IB - will provide the sequence of our curriculum, we have proposed a unique curriculum vision and design which will be used to define the scope of the curriculum across the whole school.
You will have already appreciated that, while the curriculum sequence is to built upon British and international lines, we shall be making further efforts to ensure that the needs of our Brazilian pupils are met. From the surveys we made, there is a general feeling that by following the current programme offered by our school, students are able to enter the universities and courses of their choice. It has been proven over the years that students at The British School who take the IGCSE and IB seriously, and perform well, also succeed in Brazilian university entrance.
Within our new curriculum, the Brazilian legal requirements concerning the curriculum and the Brazilian university entry issue will continue to be carefully monitored. In the interests of authenticity, utility and relevance, all subjects are to be required to explore how they can incorporate Brazilian issues into their planning and teaching. The university entry support courses run after school will be continued, fortified and strongly recommended to parents and students.
Now that our new curriculum has been approved and agreed, we have the exciting challenge to ensure its effective implementation. Those directly responsible for Classes 5 - 11 are working out a 3-year implementation plan, although many aspects of the new curriculum are already being addressed.
The process of review and development of our Secondary School Curriculum has been a long and challenging one. I, personally, am delighted with the result. It is a unique curriculum, designed with the inputs of a wide range and number of stake-holders across the school. Its purpose: to provide the best possible educational experience for our pupils and to prepare them as best we can for their lives beyond school.
Paul Wiseman
Director |
