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The Education Committee has been working on a thorough review of our curriculum in Classess 5 to 11 since the beginning of 2003. Their final Report defines a clear vision and model for the future development of the Secondary School Curriculum which I believe both recognises the unique needs of our pupil body and will bring a unity of purpose across the Secondary School. The Report is also very practical and it sets out major recommendations for action over the next three years. Our aim is to develop the best possible education for our students from Classes 5 to 11; an education which is relevant, engaging, challenging and motivating and which meets the wide variety of needs of every individual.
A term often used in the Report is “a holistic education”. By this we mean that, while we recognise the major importance of the academic and cognitive development of a pupil, this is only one element of the education of the whole person. The focus of our established vision for the curriculum is the need to ensure that a British School education develops and fulfils the potential of every individual pupil - as a person, a learner, an individual, a member of a group and a citizen. It must be an education that is academically challenging for each individual student but also acknowledges the importance of - and supports and encourages the development of - a wide range of skills, abilities and talents for all students.
During the early nineties, the school committed to a curriculum based on the National Curriculum for England because we believed it provided an excellent structure on which to build an education. In the Primary School, curriculum development and in-service training has been increasingly geared towards meeting that aim. During that same period, the Secondary School achieved a tremendous amount in undertaking two major transformations: the transfer from the former GCE ‘O’ levels to the IGCSE; and the establishment of the IB programme. Also in the Secondary School, some areas, notably the Arts and ICT, and the pastoral programme, have been incorporated and expanded in recent years. The result has been that, while individual subjects have been developed extremely well in the Secondary School, subject departments have been working largely as autonomous units. We now feel it is time, across the Secondary School, to establish a consistent effort to work towards a shared vision and common goals. In particular, we want to develop an improved curriculum and a common strategy across all subjects for Classes 5 to 7.
In 1992/3, a thorough study was made into how the school might best meet the specific needs of Brazilian students planning to enter local universities and its recommendations have largely been implemented. The result is that we feel we do provide an excellent education which prepares our students for quality universities anywhere in the world. However, it is time to review once again this aspect of our education and to consider ways in which we might more effectively meet the multiple needs of our students regarding entry to universities worldwide.
Another reason for a Review is that there has not been, for a long time, a complete review of the Secondary School curriculum in such areas as balance of subjects, student load, crosscurricular links and continuity and progression. At the same time we do need to establish a school-wide agreed policy to guide teaching, learning and assessment so that the highest standards of current practice are achieved in all subjects.
Finally, we want to ensure that what we are offering our students is up-to-date and highly motivating and enables every individual to perform to their fullest personal potential in all areas, including, but not just the academic. This has been a major focus in the Education Committee’s considerations.
In 2003, a full review of the Secondary School Curriculum (Classes 5 to 11) was established as one of our Main Goals. The Education Committee - a team of school staff and parents - was given this important brief by the Board of Governors. Their first task was to gauge the aspirations, needs and perceptions of students, parents, teachers and ex-students regarding the current curriculum and possible alternatives.
In February 2003, questionnaires were distributed to selected groups of parents, all Senior School teachers and ex-students. These mainly sought to establish the extent to which stakeholders perceived the school to be achieving the first Aim and related Objectives of the Mission, Philosphy, Aims and Objectives of the school. The survey also sought to gain insights into possible needs and suggestions to be taken into account in the curriculum review. Later on, in October 2003, meetings with all Class 9 students were held to discuss their perceptions regarding the importance of the IGCSE and IB, the range of subjects offered and the teaching and learning experienced.
The results of the questionnaires and survey were summarised in a Report to the Board of April 2003. The results show that the overwhelming majority of each group surveyed was satisfied with the curriculum and placed a great importance on both the international and Brazilian qualifications offered by the school, allowing graduates to continue their education in Brazil or abroad.
However, a number of concerns were also expressed, principally:
- There is a need to define clearly what balance the school should have between the academic (and examined) part of the curriculum and the broader or holistic aspects of the curriculum.
- There is a need to develop greater relevance in the curriculum by introducing an explicit cross-curricular dimension and incorporating both local and contemporary issues wherever possible.
- The curriculum is too subject-centred and needs to be seen as a whole rather than as the sum of its parts.
- Cross-curricular development needs to be consistent across the curriculum and at all ages.
- The school must be more in touch with the outside world; the curriculum is not sufficiently relevant for meeting the students’ future needs.
- We are not sure that all students are sufficiently motivated, engaged or enjoying their studies.
- The school believes that the current curriculum does meet the needs of students planning to enter Brazilian universities. The school, however, must be more aware of, and attentive to, these needs without diluting the “Britishness” of the school, nor its international profile.
- There is a need to engage all teaching staff in ‘teaching for learning’ and ‘assessment for learning’ practices that are consistent, acknowledge individual learning needs and target the education of the whole person.
- There is too much diversity in teaching approaches and the application of policy (such as with the expectations for homework and how we respond when individuals do not meet deadlines).
- There is a need for greater consistency in assessment.
- There is a need to give both teachers and students clearer guidelines and expectations
A Board Workshop on the curriculum was held in May 2003. This was concluded by an Open Forum and the drawing up of a list of recommendations for the Education Committee to follow up. In view of the complexity of the issues raised from the survey and the need to fully consider curriculum alternatives, the Education Committee proposed to lead the full review of the Secondary School curriculum with the involvement of the Senior School teachers.
A meeting was held with the Senior School and members of the Education Committee in October to discuss aspects of the current curriculum. This was followed up by further meetings in November with teachers and with the Heads of Department.
In association with the Senior School in-service training day in April, 2004, working groups analysed a variety of related curriculum issues. During the day, all Senior School teachers were given the opportunity to express their views in writing on the salient positive and negative aspects of the Secondary School curriculum and to present ideas and suggestions for improvement. At the conclusion of the day, all staff were invited to submit in writing their vision for the future direction for the Secondary School curriculum. Further meetings were held involving the Education Committee and selected teachers to examine recent developments in the National Curriculum for England and to consider Brazilian curriculum issues.
Finally, the school considered the option of taking on a programme offered by the IB Organisation (IBO) for Classes 5 to 9 called the Middle Years Programme (MYP). In March this year, I attended a symposium of international schools, together with representatives of the Cambridge International Examinations (who runs the IGCSE) and the IBO, to discuss how schools are managing their secondary school curricula. We reviewed many aspects of the IGCSE and the IBMYP and the feasibility of running both together in an integrated way. This provided me with additional first-hand knowledge. I visited the school hosting the symposium, which has been following both the MYP and IGCSE for four years, and had the opportunity to converse with all of the key players and most of the practitioners present.
Armed with the results of our questionnaires, discussions, meetings and research, the Education Committee set about the exciting task of defining the way forward for our unique school.
Paul Wiseman
Director |
