Monthly Archives: September 2019

IB Reflection 4- Similarities and differences between PYP and CfE

The CfE and PYP both have a child centered approach to the teaching and learning, where the children are very involved and active in their own education.

The PYP is structured to educate children globally, learning all about the world and cultures around them. It allows pupils to think for themselves and does not follow as strict a curriculum as the CfE.

Both the PYP and IB take on different approaches to the curriculum. The PYP takes on a more fluid approach to learning whereas the CfE has a firmer structure in place.

Both systems are effective in their own ways and have their own advantages and disadvantages on the pupils.

IB Reflection 3 – Understanding the history and philosophy

The progressive education trends by the 1960’s which align with CfE are: Critical analysis, student choice, range of skills testing, child-centred, open plan rooms, education of the whole child, criterion-referenced and transdisciplinary.

Children are encouraged to analyse their own work, as in CFE, and also make constructive criticism and comments on the work. Critical analysis is also part of the CFE area of literacy and English.

Both the IB and CFE have a child centered approach to the learning and teaching to ensure that the needs of every learner are being met. This helps to give children a rounded education, covering a wide range of skills and areas within the curriculum.

I believe that the progressive IB trends and the CfE do align in multiple ways, and overall help to encourage children to be well rounded and gain all the skills they need for their life.

IB Reflection 2 – Similarities and differences between IB and CFE

The similarities between the CfE capacities and the IB learner profile are vast, however, they also have varying approaches to their aims, but both produce the same results.

IB shares similarities with CfE as they both encourage students to be thoughtful individuals. It focuses on creating caring pupils, whereas CfE encourages children to be respectful of others and teaches how to care for other people’s feelings. The four capacities for learners that CfE create mirrors the values that IB strives to achieve.

There are not many differences between the CfE capacities and the IB learner profile. The main one being that in the IB learner profile they describe communicators as being a good listener which is an attribute of CfE. IB also encourages the ability to speak and understand more than one language. Languages are taught in the CfE curriculum, however, pupils are not pushed to be fluent in more than one language.

I experienced attributes of the IB curriculum within my own learning through research work and learning about cultures around the world. This encouraged the ‘thinker’ and ‘inquirer’ aspect of the IB learner profile.

Also when on placement, pupils were learning about the culture in Africa, and through doing this, I have experienced them being ‘knowledgeable’.

IB Reflection 1 – Aims of IB and CFE

In both the IB and CFE curriculums, children are at the heart of all teaching and learning. Both focus upon local, national and global learning to ensure a rounded education.

The IB curriculum has 10 main aims:

  1. Inquirers– curious and enthusiastic lifelong learners who ask powerful questions.
  2. Knowledgeable– exploring locally and globally.
  3. Thinkers– critical, creative and ethical decision makers.
  4. Communicators– good listeners, confident in more than one language.
  5. Principled– honest, fair and responsible.
  6. Open-minded– developing critical appreciation four our own cultures and others.
  7. Caring– committed to service within the community.
  8. Risk takers– courageous, resourceful and resilient.
  9. Balanced– focused on wellbeing of ourselves and others around us.
  10. Reflective– thoughtful, realistic and hopeful for the future.

IB focuses on the development of learners, not only throughout their school life, but beyond. It encourages children to expand on skills that can be applied throughout their life, relationships and creative thinking. This curriculum believes on teaching children how to learn and why they are learning, which is extremely similar to the success criteria and learning outcome aspect of the CFE.

CfE follows a similar set of principles:

1.  Successful Learners: having a high standard for their work as well as always wanting to achieve the best thinking whilst being enthusiastic and confident in what they are learning is important to becoming a successful learner.

2.  Responsible Citizens: This capacity is to include children being involved in their surroundings and areas which will effect their lives including social, political and cultural life.

3.  Effective Contributors: being resilient and reliable is important for learners to ensure they are trustworthy and proving that they are valuable to society.

4.  Confident Individuals: having a sense of purpose, respect and understanding how to be balanced and enthusiastic.

The CFE takes on a rather broad learning and teaching style within its curriculum, where as IB takes on a more focused and specific approach. The 4 aims of the CFE largely overlap with the aims of the IB in many ways. By communicating, inquiring and taking risks, children learn to become effective contributors by learning the same basic skills. Thinking and reflecting allows children to be successful learners and also responsible citizens as they gain the skills required to help them adapt to all areas of their life. Finally, gaining skills in all the IB areas help children to become confident individuals through expanding their knowledge and abilities.