The International Baccalaureate (IB) is a not-for-profit foundation, motivated by its mission to create a better world through education (IB, 2015). From researching it further, it has made me realise connections IB and the Curriculum for Excellence (CfE). The aims of IB are that it centres on learners, develops effective approaches to teaching and learning, works within global contexts and explores significant content (IB, 2013). The aim of the CfE is to help children and young people gain the knowledge, skills and attributes needed for life in the 21st century, including skills for learning, life and work (Education Scotland, 2019).
The aims of the IB align with the aims of the CfE, for example, to begin, the aim of ‘centres on learners’ is very similar to the fact that in the CfE the children are the main focus of absolutely everything that goes on in the classroom. The pupils are the centre of attention and it is important to give them the best quality education possible.
In addition, similarly to CfE, IB develops effective approaches to teaching and learning. From my educational experience in the CfE, I have seen many effective approaches to teaching and learning such as creating good classroom talk, formative assessment and good restorative behaviour management. I can understand that IB will use similar approaches to help encourage people to listen to each other and learn from each other through communication, and understand each other better through the restorative approach and also through having a mix of different cultures existing in the school.
Furthermore, IB gets children to work within global contexts and explores significant content. This is similar to the aim of the CfE where children are given skills for learning, life and work and skills and attributes for living in the 21st century. These align because content learnt in both IB and CfE schools are significant and apply to the principle of relevance in the CfE. Skills needed for the CfE aim are significant to contributing positively into society and learning within the global context is also significant to this as well because it is important to be understanding about those who are different from you to contribute positively into society and to decrease issues such as racism. Children in CfE also learn about different cultures through RMPS which also helps to decrease these issues. Both curriculua encourage learners to be open minded.
Throughout my experience in working with children, I have experienced the aspect of making content significant through adding meaning to lessons for the pupils to help them be more engaged and ready to learn. For example, throughout my MA1 placement, I taught the pupils literacy in a Harry Potter context (which was their class novel at the time) which helped them to be more interested in the topic and encouraged them to engage more as it was in a context that the pupils were really interested in. It made them more enthusiastic about learning literacy which helped to improve their learning experiences.