Sick of EBacc? Could the International Baccalaureate Give Your Students a More-Rounded Education?
Student agency at the core of IB’s new primary programme, says Dr Peter Fidczuk…
In England, policy makers measure the success of primary education through students’ achievements in core academic subjects in Key Stage 1 and 2 SATs exams but, in 14 UK primary schools the International Baccalaureate (IB) guides the measuring of success through the development of characteristics and attributes that prepare students for life in a rapidly changing world.
In an education system where change is the norm, the IB has been consistent in its aims of developing inquiring, knowledgeable and caring students, starting with the Primary Years Programme (PYP) for the very youngest students from 3-12 years.
Unlike the national curriculum, there have been no about-turns with the IB; instead, there has been a steady evolution since the Diploma Programme (DP) was launched in 1968.
The PYP, Middle Years Programme (MYP) and Career-related Programme (CP) have been added over the years and, now, following the first review of the PYP since its launch 20 years ago, enhancements have been designed to strengthen, rather than change, the foundations of the existing programme.
So, while primary schools looked ahead with mixed feelings to the SATs this May, students studying the PYP are looking forward to a newly enhanced education experience; the result of a rigorous and collaborative review, informed by research, education experts, scholars and IB practitioners.
The idea behind the IB is that reinforcing the concept of agency will strengthen the transdisciplinary nature of the programme across the learning community, creating a culture where students are empowered to co-construct and self-adjust their learning experiences, and where they will build self-efficacy, a greater sense of learning ownership, and contribute to their social, emotional and cognitive growth,” says PYP Curriculum Manager Sarah Brown.
Agency is present when students partner with teachers and members of the learning community to take charge of what, where, why, and with whom they learn. The belief is that this ‘voice, choice and ownership’ provides opportunities for students to demonstrate, build and reflect on knowledge, their approaches to learning, and attributes of the learner profile.
In short, students influence and direct their learning, take positive and meaningful action, and contribute to the learning community.
“The greatest impact of this new design on our students will be including the learning, learning and teaching and the learning community all as equal parts and partners in the process,” says Winston Pierce, Principal of national award-winning US public school Farmington Woods.
“It is important that a culture of valuing agency is fostered by accepting that students are capable learners and natural inquirers. Members of the learning community will be encouraged to regularly reflect on how their decisions regarding time, spaces, materials, interactions and relationships support student agency.”
In the youngest primary school students, the IB distinguishes ‘play’ from ‘playing’, in its approach and believes in the power of play as the primary vehicle for inquiry, supporting thoughtful and intentional opportunities for child-initiated play, hands-on learning and the co-construction of learning between teachers and young learners.
“I see children as human beings who have the inherent right to be involved in decisions and issues that affect and effect their own lives,” says Taryn Bond, a PYP educator.
“I am wary of the typical power imbalances in many traditional approaches to education and think children should be able to have a voice and democratically participate in their classroom and school communities where they spend so much of their time.
“I also understand that personally relevant and significant learning is the deepest, most enduring and transformative learning. So, if we, as educators are striving for that type of learning, who better to know what learning is personally relevant than the students themselves?”
Schools teaching the PYP will transition to the enhanced PYP from the 2018-19 new school year.
Dr Peter Fidczuk is the UK Recognition and Development Manager at International Baccalaureate.
