The first trend which I believe links between the two curriculum’s is criterion referenced. In relation to classroom teaching this means testing a child’s knowledge on a specific subject area in relation to a set of standards. This relates to CfE as they have the experiences and outcomes which a child should have taken part in and also the benchmarks which a student should be meeting at key stages in specific subject areas.
Transdisciplinarity is another progressive trend which can be seen in both curriculum’s. In CfE this can be used to engage learners by making subjects more relevant to the students. For example social studies and religious, moral education can be linked together by discussing what religions were around in a specific time era. In CfE I believe transdisciplinary learning is brought into the classroom by the teachers approach to engaging and interesting learning.
The progressive trend of student choice links to CfE as children are encouraged to have personalisation and choice in their education so they can have an active and engaging role in their education.
I believe CfE is also child-centred because all curriculum diagrams have the learner themselves at the centre for example “A schematic guide for curriculum planners”. CfE also has getting it right for every child (GIRFEC) this legislation ensures each child receives an education which suits them and is adapted to their own abilities. This can be done through curriculum supports such as the principles of curriculum design.
A final progressive trend I believe is shared is critical analysis. In CfE children are encouraged to reflect on their own learning and are also asked to create learning goals for themselves in relation to the topics they are covering in class.
In conclusion, I feel many of the IB trends have a relation to CfE however, the progressive trends stated above are those with the closest links.