International Baccalaureate Reflective Activity 2
The Curriculum for Excellence (CfE) four capacities and the International Baccalaureate (IB) learner profile attributes both have similarities and differences between them but strive towards a similar goal; to help develop well-rounded individuals.
A distinctive similarity both the CfE capacities and the IB learner attributes have is focusing on the child and linking every aspect back to developing independent individuals and not just good students. I think this should resonate to education around the world, because we as teachers need to support not only children’s academical development, but also help them develop socially and emotionally, to help them become individuals who can go out into today’s society well equipped.
Respect is an underlying theme with both the IB attributes and the CfE capacities. Self-respect is an attribute received in both, displaying how this builds confidence and allows pupils to communicate well. Respect for others is also highlighted, which also links to respecting cultures which can be seen in both. CfE details under the ‘Responsible Citizens’ capacity, the importance of understanding Scotland’s place in the world. This in turn, would require knowledge about Scottish culture, but also how we fit with other cultures of the world. However, this is especially relevant to the IB attributes, which is detailed under the ‘Open- minded’ attribute. This is due to there being many different countries and cultures coming together to learn and so, there needs to be a mutual respect and understanding between all.
Regarding learning, in both the four capacities and the attributes, it can be seen that nurturing curiosity and enthusiasm towards learning is an unmistakable goal for both curriculums. I think this great both IB and CfE strive towards this as, this is what will drive students and will allow them to take authority of their own learning in school, but also out with and into the future.
Whilst there are many similarities between both curriculums, one difference is how the values are divided with CfE having 4 capacities and the IB learner profile attributes being divided into 10 headings. Each of these have their strengths as I find the 10 headings of IB provides a more specific approach and is very clear. However, with CfE I think it is good there are 4 capacities as within each capacity there is great detail and there is a breakdown of what they are aiming to enable and how they will know they’ve helped young people achieve that.
In my experience I think the IB attribute of ‘Principled’ resonates with my own education and working with children in schools today in particular. This is because in my own school and schools I’ve worked in they endeavour to instil honesty and responsibility in every pupil, as it links with many other qualities which contribute to a well-rounded individual such as respect and fairness. Going forward in my teaching practice I will take the CfE capacities and the values they strive to uphold but also, I will aspire to involve the 10 IB attributes within my practice. This is because I believe both contribute a great deal towards creating an emotionally and academically developed individual who is ready for the world.
