Our vision for An Education for Global Citizenship
We at the International Academy of Greenwich posses a vision, one shared with a growing network of schools, that every learner must experience learning that is extraordinary – learning that:
- equips them with deep knowledge and core skills;
- affirms their efficacy as a learner;
- enables them to thrive in the conditions of this century; and
- gives them the agency to shape their lives and change their world.
We believe that a narrow ‘career’ focused education is no longer valid. A profession focused education with a relentless focus upon the development of transferable and non context bound skills central to the ‘future-ready’ learner and professional is required. We have identified that there are two key components to getting this right: first, what to teach; and, second, how to teach it; essentially the Curriculum. Such a forward-looking Curriculum must include a focus on:
- the linguistic, mathematical and technological literacies all job roles will require in the future;
- ensuring the breadth and depth of subject knowledge and the ability to make inter-disciplinary connections;
- developing global citizenship values, including empathy and character;
- non- cognitive employability skills such as problem solving, critical thinking, project management and creativity.
To achieve the above requires much more than a didactic, teacher led and heavily structured approach to teaching and learning. It requires the empowerment of learners by educators, by the Curriculum and through the taught curriculum. It requires an approach which shifts learning onto learners, one which enables the development of independence and mastery through interdependence and collaboration with others. Problem solving and enquiry driven learning with opportunities to engage with the real-world in an authentic education are also key.
We naturally want all students at the International Academy of Greenwich to be valued and to achieve their very best in every aspect of their lives. As such our ambition is for all learners to become Global Citizens, equipped with the skills and outlook they need to live, study and work in the UK or abroad. As such the Curriculum at IAoG is broad and balanced, authentic and appropriately challenging, and exceeds the requirements of both the English National Curriculum (at KS3 & 4) and the International Baccalaureate Middle Years Programme in developing a range of cognitive and non-cognitive attitudes, skills and attributes.
Our Curriculum is designed to engineer and facilitate all that is outlined above, what we call An Education for Global Citizenship.
We at IAoG draw upon an extensive body of research to recognise big C and small c curriculum. Big C Curriculum is the overarching Purpose, Process and Products of a programme of learning; an education. Little c curriculum can be defined as the ‘Implemented’ and ‘Achieved’ curriculum or better still, curriculum as enacted and as implemented by teachers in practice. Between the two sits curricula defined here as multiple curriculum programmes guided by the Curriculum and guiding the enacted curriculum.
Our Curriculum: Education for Global Citizenship
The International Academy of Greenwich offers a Curriculum which is highly personalised, authentic and actively promotes the importance of language. This is to enable all learners to develop as a Global Citizens and as a lifelong-lifewide learners. Through a model of cross-subject enquiries guided by essential real-world questions, learners will be presented with countless opportunities to engage deeply with the knowledge, attitudes and skills of a wide range of academic disciplines while seeing its direct relevance to the world around them.
- Our choice of enquiries are designed around real-world issues, enabling students to make valuable connections between their studies and the world around them.
- Our unique Professional Pathways curriculum at Key Stage 4 seeks to prepare students for further study, the world of professional work and a lifetime of learning.
- Our approach is designed to enable all students to master individual subjects, to develop the ‘future-proof’ literacies, competencies and attributes of a ‘future-ready’ learner and Global Citizen.
The Curriculum has been designed to promote the development of not just cognitive, intrapersonal and interpersonal competencies but also to ensure academic success. Through this approach we seek to develop knowledge producers and not just knowledge consumers, thus we seek to build personal empowerment for all our learners. Literacy and Literacies, such as Mathematical, Cultural and Digital are the keys to academic progression in all subjects and we will work tirelessly to ensure all our pupils have a mastery of these skills. We recognise these crucial literacies to be:
- English literacy;
- Mathematical literacy (numeracy);
- Scientific literacy;
- Digital (ICT) literacy;
- Financial literacy; and
- Cultural literacy.
Opportunities for the mastery of these literacies will exist discreetly across enquiries but will also be explicitly addressed across the Core and Advisory structures of our Curriculum.
We have designed our Curriculum to ensure that students achieve high standards in core subject areas to facilitate success at key transition points (for example at age 13, 16 and 19). Our ‘IAG Standards’ are woven throughout the curriculum and alongside our 6 curriculum design principles (Core – Metacognition, Feedforward, Collaboration, Enquiry, Authenticity, Self-direction) our curriculum will provide students with opportunities to make progress within the crucial knowledge, understanding, skills and attributes associated with a range of subject disciplines. In addition to the development of academic competencies our Curriculum will also enable learners to develop the attributes of a lifelong-lifewide and ‘future-ready’ learner. Such features, reflecting the International Baccalaureate Learner Profile, we call the Global Citizenship Profile.
Our Curriculum is guided by recognised best practice within the domains of teaching, learning and education, by the ongoing work of both the World Economic Forum and the OECD, and most significantly by the rigorous framework of the International Baccalaureate Middle Years Programme (MYP). We are adopting the MYP as a facilitating Curriculum framework as it:
- encourages international-mindedness, starting with a foundation in their own language and culture;
- promotes a positive attitude to learning by challenging students to solve problems, show creativity and resourcefulness, and participate actively in their communities at an ever increasing scale;
- reflects real life by providing a framework that allows students to see the connections among the subjects themselves, and between the subjects and real issues;
- supports the development of communication skills to encourage enquiry, understanding and language acquisition, and to allow student reflection and expression to shape an individual’s journey across their education;
- emphasises, through the learner profile, the development of the Global Citizen – physically, intellectually, emotionally and ethically; and
- is exciting, innovative, meeting students’ personalised needs, satisfying all National and many International Curriculum requirements and providing a supportive framework for all national qualifications and accreditation, including GCSE.
The IB MYP flows naturally into the IB Diploma Programme (DP) and IB Career-related Programme (CP), rigorous qualifications which we intend to offer within our Sixth Form (academic Year 12 & 13). All IB programmes are recognised by universities and employers worldwide as a more rigorous alternative to A levels and BTECs (Level 3) hence our desire to offer these as part of our commitment to An Education for Global Citizenship.
Our curriculum seeks to encompass all learning in London has to offer. What we call ‘Classroom London’ is a feature throughout our curriculum ensuring learners have opportunities to learn in-situ and witness how London can be perceived as a living, learning environment. We recognise that it is also important to teach “how to learn” through experience-led approaches just as much as instruction-led ones, and by empowering students to be lifelong-lifewide learners who take ownership of their upskilling throughout their lifetime. Our broad and balanced curricula also features exposure to the workplace, with an eye toward professionalising the future workforce. Internships, mentoring, access to employer networks and site visits, for example, contributing to the work-readiness of young people, helping them envision a variety of career paths and equipping them with the relevant competencies.
Early exposure to the workplace and ongoing career guidance is required as such we at IAG have developed and intend to implement our Professional Pathways approach to Year 10 and 11 with an integrated Internship to ensure real-world experiences of entering into the professional workplace.