Reflective Activity 3
Many of the progressive trends fit in well with the learning and teaching in the Curriculum for Excellence (CfE).
Child- centred learning is under progression this is something that I have seen first-hand being out on placement that is crucial when teaching. The children are experts on themselves and they know what learning they are confident with and what they need more help with. Child-centred learning helps guide educators to what areas of the CfE the children need more help on.
Transdisciplinary is something that is seen in the CfE also. One example of this is through STEM learning with mathematics and science often crossing over in learning. It is mostly seen in Interdisciplinary Learning (IDL), where pupils are to combined different skills such as social subjects and literacy’s in order to learn and write about current and past events.
Education of the whole child is something the CfE follows by having the responsibilities for all, and other curricular areas that are to be covered. Having the for responsibilities for all. Ensure that the children get a well-rounded education ensuring that the children coming out of primary met the four capacities, and are responsible citizens, successful learners, confident individuals and effective contributors.
I think these are the three main progressive trends that we as educators of the CfE follow. I also feel some of the other are starting to become move relevant as the curriculum, what and how we teach are ever evolving however, at present the three mentioned above hold the most similarities and relevance at this time.
Reflective Activity 2
Similarities and differences in the IB learner profile and the four capacities of the CfE: The four capacities of the Scottish Curriculum for Excellence and the International Bachelorette learners profile share many similarities and differences.
The main difference being the way that the two are broken down, the IB learner profile is broken down into 10 different categories which IB learners should strive to be by the end of the programme. These 10 attributes are known as the 10 core values which the IB curriculum is very centred around. The CfE capacities are split into four sections (Successful learner, Confident individuals, Responsible citizens and Effective contributors), with sub headings underneath to explain how learners meet each of the capacities, the CfE in very much centred round these four capacities. The IB learner profile focuses more on the leaners using their skills in the wider world. Not just learning how to work with their peers, but leaning how to work with all kinds of people from all different cultures around the world. This is different to the four capacities which focuses more on personal development within learning.
Even with their differences both the four capacities of the CfE and the IB learner profile share a lot of similarities. Both outline what they want the learners to achieve and what their expectations are of them. With the IB learner profile including good communicators. Saying that they want their pupils to be able to express themselves appropriately and be able to listen to what other have to say. The four capacities say similar under effective contributor, when it states that learners should be able to participate in group tasks both listening to what others have to say and making useful contributions. Throughout the four capacities and 10 core values there are other similarities like this to be drawn on.
Both are set as guidelines to educators of what their pupils are to achieve by the end of their education with them. However, the 10 core values are more pinpointed and specific about exactly what it is the children have to learn and what skill set they should achieve. With the four capacities they are not as specific and therefore teachers do not need to be as vigilant as there are more ways to meet these four capacities.
Personal experience and observation of the IB learner profiles attributes in my own education and teaching practice:
One attribute that is in the IB leaner profile that I have noticed in my own teaching practice is being open- minded. This compares to when I myself was in education, different cultures were not often talked about. After being out in some schools recently I have notice there is a much great push for talking about different cultures. This is part of acceptance of everyone and something which the IB leaner profile highlights. Another area is communication again going back to my own primary education having a second language was something you didn’t start to learn till the end of primary school. Now in schools they like to introduce a second language to children as early as primary one. This helps children communicate not only in their own community but to the wider world. To have a second language is so important and it is something the IB learner profile has already noticed and other curriculums (CfE) are starting to notice to. The IB learner profile is something that is seen often now in most schools without even knowing what it was. It has not been until reading about it recently that I realised exactly what it is and that I have been using and seeing these attributes throughout my whole education career.
Reflective Activity 1
The main aims of an IB education: The aim of the IB programme is to develop internationally minded people, who can recognise their common humanity and shared responsibility over the planet in order to help create a better and more peaceful future. This aim is achieved through the IB programme following 10 core values.
The 10 core values:
- Inquirers: to be curious and enthusiastic in learning and who ask powerful questions.
- Knowledgable: to be both exploring locally and globally to expand their ideas.
- Thinkers: to think critically and creatively in order to make informed decisions.
- Communicators: So that the children can be good listeners also be confident in more than one language.
- Principled: having honest students who are responsible.
- Open minded: having an appreciation for their own culture and having this same appreciation when it comes to other people’s cultures.
- Caring: committed to helping others around them not just people they are closest to but the wider community.
- Risk takers: willing to try something new and not just follow trends, go out on their own and see if they can make it work. Being more resourceful and resilient in whatever they do.
- Balanced: being focused on their own wellbeing and the other people and things around them.
- Reflective: thoughtful, realistic and hopeful for the future going out into the real world.
Aspects of the IB aims I have experienced when in School: From going out on placement in Scotland that follows under the Curriculum for Excellence I have seen similarities in the aims that both education systems have for the children. In Scotland they have started doing a lot more outdoor learning, this allows children to not only learn but see things in practice as well as being outside gives them these opportunities. This is similar as in the IB programme they only teach content that is worth knowing and the children doing this, not only learn, but can also see and experience first-hand what they have been taught.
Links with my own beliefs about education: I believe that IB program is a great way for young people to learn in a more diverse environment. The core values which the IB curriculum is based on helps prepare young people not only for the Academical careers but also any future endeavours they may want to have in life. I believe the young people shouldn’t just have to learn through reading the textbook and copying down information. The IB program supports this and shows that young people do not have to learn and just one particular way that their different effective ways in which learning can take place. It also helps children to be more educated on other cultures and know that having different beliefs is alright, it helps educate children on also how to appropriately share these beliefs. The CfE has the four capacities which shares very similar learning ideas to the 10 values that the IB program follows.
Overcoming my own struggles with dyslexia through the support and care of various teachers has shown to me the difference teachers can and do make. This has inspired and encouraged me to follow my long term ambition to teach. All the primary teachers I have ever had, have encouraged me and been understanding, which has always made me feel as though I can achieve anything I want. This has made me want to go on and teach myself so that I can help children and make them feel this way too. After helping in both main stream schools as well as school’s for children with special needs it reinforced to me the impact that teachers have on a young person.
All through my life i have help with my younger sister who attended one the the special needs school i volunteered at. I helped her lean the thing most children pick up at a younger age, such as how to walk, talk and start to become slightly in-depend. Her now being 14 i still have to do many thing for her and this has built on my patiences and understanding. When i was taking on the role and helping to teach her i found it fun and rewarding. This is what i had always been looking for in the career and as soon as i felt like this I knew teaching was for me. I can’t remember a time now when i didn’t want to teach, and i feel my commitment and love for the profession has only grown over time.
The idea of continuing to help children and young people learn thrills me as i know it is building the foundations for the future. Having had these experiences it has made me excited for the future and what direction teaching is going in, further more, this has encouraged me to persue a career in primary teaching.