112 English Schools Foundation Secondary Curriculum - Years 12 to 13 From ages 15-19 – Growing independence in the commencement years Throughout the secondary years in ESF schools, students are shaped by their experiences. Their observation of the world becomes more acute. Their knowledge and understanding grows wider and deeper. Students become more adept as skills are refined. They become clearer about what really motivates them and their identity is shaped by the experiences they gain both within and, equally importantly, beyond the walls of the school. Values are clarified further as ESF students are exposed to an increasingly broad range of views of the world, whether from other cultures, other places, through the curriculum or via the experiences they are afforded. It is in these last years of school, they grow more independent as learners, more independent in their thinking and more independent as decision makers. Students not only study for their final graduating diplomas, they also prepare for progression to Higher or Further Education and/or prepare for the world of work. Life beyond being a student sometimes seems distant and yet the choices students make at this stage of their education may impact on their futures. ESF schools will always have due regard for the needs of all students beyond qualifications and the years of studying. This means that schooling should remain rich, engaging and enjoyable but should also be, at times, challenging and intense. ESF schools would be deserting their duty if this was not the case. These are the commencement years – preparation for the world beyond home and school. Students in ESF schools will be well prepared for these challenges ahead. This booklet describes an overview of the curriculum and choices for the two final years of secondary schooling in ESF schools. It sets out a vision for enhancing post 16 education in the coming years. Chris Durbin School Development Adviser (Secondary) 1 ESF schools have values and goals underpinning what students study In all our schools, there is a clear determination to: •develop global citizens who will help to create a better world and who recognise their common humanity; •encourage our students to be ambitious, innovative and conscientious in their learning; •offer opportunities for young people to achieve success in many different ways to enable them to grow as responsible, caring and contributing members of the community; •enable students to develop socially and emotionally and understand their own well-being and that of others in the community and in other places in the world, and •enable our students to gain the qualifications to secure access to higher education, and later to enter professional, creative and business careers, world-wide. ESF schools will do this through the curriculum they offer and will ensure that each of our students has opportunities (in line with the IB learner profile) to: •develop natural and systematic curiosity, by engaging with the skills of inquiry; • become more knowledgeable and able to explore and evaluate ideas and issues; •be active, creative and critical thinkers who are able to apply their thinking to new situations and develop solutions to problems; •be reflective learners, developing an awareness of their own strengths and weaknesses; • be caring, with respect and empathy for diversity in the world; • be open-minded, valuing the language and culture of others; • be prepared to experiment and take calculated risks; to explore new ideas both independently and in collaboration with others; • be very effective communicators, conversant and creative with technologies, and •develop underlying principles that reflect the values of common humanity, community and respect for individuality. 2 English Schools Foundation Secondary Curriculum - Years 12 to 13 All students are valued and challenged ESF schools are inclusive and strive to find a personalised approach for every student. Within ESF schools there is a focus on personal achievements and personal abilities. This sustains confidence, motivation and ultimately achievement. The model pictured below is a way of representing the choices and pathways for Year 12 and 13. The features of this inclusive approach illustrated in the model below are as follows: At the heart of the model, there is a core set of values and approaches that all students engage with regardless of the choices of pathways and subjects made. The model has three sectors. These represent the choices of pathway to be made. The IB Diploma and Applied Learning Pathways are designed for progression to Higher Education. The Work and Life Skills Pathway is designed for students with individual needs and will have a personalised approach to their qualifications and progression beyond school. Inclusion is an important feature underpinning ESF schools. It is entirely possible to accommodate students who may need elements from one pathway and elements of another. Variations for individual students are represented on the next page. The choice of appropriate pathways prior to course commencement supports students in reaching their potential. Inclusive Personalised Education Years 12-13 APPLIED LEARNING PATHWAY INTERNATIONAL BACCALAUREATE DIPLOMA PATHWAY WORK AND LIFE SKILLS PATHWAY 3 Regardless of the curriculum studied, ESF secondary schools provide a core of lifelong learning: •engaging in active citizenship, locally, regionally and globally; •studying in more depth specialist subjects of the students’ choice; •participating in physical activity and exploring the well-being of themselves and others; •enhancing their language INTERNATIONAL BACCALAUREATE DIPLOMA STUDENT This is a typical IB Diploma student. and communication in more than one language and with multiple media, and • investigating their future careers and higher education options. ESF students have a number of choices. This page shows examples of how These are the three most common APPLIED LEARNING STUDENT approaches. On the opposite page the This student is studying personalised approach is illustrated. for the full International Choices are conducted through the Diploma. individual students select their pathway. options process in Year 11. There are other examples that could be illustrated here. WORK AND LIFE SKILLS DIPLOMA STUDENT This student does a combination of communication and life skills courses that meet his/ her needs. 4 English Schools Foundation Secondary Curriculum - Years 12 to 13 Personalised Programmes for All ESF Students Personalised example 1. WORK AND LIFE SKILLS STUDENT EXCEPTIONAL AT MATHEMATICS This student is studying IB Diploma Higher Level Maths alongside the core and chosen pathway. Personalised example 2. APPLIED LEARNING STUDENT (FOCUSED ON BUSINESS) This student wishes to go on to study Business at university. Personalised example 3. WORK AND LIFE SKILLS STUDENT (EXCEPTIONAL AT ART) This student wishes to build a portfolio of Art and Design combined with communication courses. 5 The International Baccalaureate Diploma Pathway The International Baccalaureate Diploma Pathway is an academic qualification which sustains a broad and balanced approach to learning. The IB Diploma is an internationally recognised, pre-university qualification. This is a brief description of the structure: The IB Diploma programme has a core goal of developing international mindedness, which is part of active global citizenship. To achieve the IB Diploma students : •study six subjects chosen from the six sectors on the model; •select three at higher level [HL] – which might provide a specialisation to link with further study; IB Diploma Programme 6 English Schools Foundation Secondary Curriculum - Years 12 to 13 •choose three at standard level [SL] – these are equally important as they sustain development in a broader range of skills; •study a Theory of Knowledge course – an interdisciplinary course – which is excellent preparation for university critical thinking and discursive essays commonly incorporated in many courses at university; •complete an Extended Essay – a fully referenced piece of original research – an individual study of choice akin to a student assignment at university; •complete a commitment to Creativity, Activity and Service [CAS] - a way to ensure that other skills for lifelong learning are extended and that students continue to challenge themselves by putting themselves in new situations outside school and are giving of their time in the form of service to others in the community, and •complete a range of coursework assessments and a final examination for each subject. Each subject will have its own requirements. Personalisation of the IB Pathway Aside from the choices of subjects and levels and the individual choice of an extended essay, there is a great deal of variety in the IB Diploma pathway – a variety of approaches to learning, a variety of experiences and a variety of assessments. In some cases, students may opt to study IB Diploma courses and attain individual certificates for these courses rather than study for the full Diploma. These are recognized by some universities worldwide. However, it is always worthwhile checking with the university before applying. Further details are available on the IBO website www.ibo.org or at your student’s school. 7 IB students moving on to Higher Education The International Baccalaureate Diploma is a globally recognised qualification that gives access to universities worldwide. The choices that students make in their studies should be determined by their aspirations for higher education. ESF schools have many years of information about our students’ progression to university, covering approximately 4000 destinations. Students from ESF schools go on to study a variety of subjects. Here are some examples of students in recent years to give a flavour of the variety of destinations and subjects. These students achieved an IB Diploma across a range of points. In the last few years, there have been around 35-40% attending UK universities, approximately 20% have gone to study in the USA, 20-25% choose local Hong Kong universities and 10% Canada. 5% study in Australasia and a further 2-5% study in a wide variety of countries in Europe and Asia. There are occasionally students studying in Africa and Latin America. Kelvin University of Toronto, Canada English [Major] and French and Italian[Minors] Christine Queen’s University, Canada Bachelor of Commerce [Finance] Deep Harvard University, USA Economics Paul University of Chicago, USA Mathematics Janet Parsons School for Design, USA Fashion Robin University of Southern California, USA Film Production Claudia Swarthmore College, USA Sociology and Anthropology Mi Soh Rhode School of Design, USA Architecture 8 Tom University of British Colombia, Canada Computing English Schools Foundation Secondary Curriculum - Years 12 to 13 Jasmine University of Hong Kong, Hong Kong Dentistry Radhika Hong Kong University of Science and Technology, Hong Kong Operations Management and Marketing Paul Royal Institute of Technology KTH, Sweden Engineering Michelle The Chinese University of Hong Kong, Hong Kong Medicine Jojo Hong Kong Polytechnic University, Hong Kong Hotel Management Dion Hong Kong Academy of Performing Arts, Hong Kong Cinematography and Film Directing Winnie Waseda University, Japan Marketing Flora University of Cambridge, United Kingdom Natural Sciences Yasmin University of Durham, United Kingdom Law Adam University College London, United Kingdom History with a year abroad [University of Pennsylvania] Catherine University of Edinburgh, United Kingdom Social Policy Nicole Central St. Martins’ College of Art, United Kingdom Art and Design Soo-Yeun Seoul National University, Korea Economics Jessica University of Sydney, Australia Psychology James University of Melbourne Medicine Alex Monash University Sports Science Joe Loughborough University, United Kingdom Sports Science Sam University of Canterbury, New Zealand Sciences 9 The Applied Learning Pathway This is a qualification aimed at those students who prefer creative and enterprising approaches to learning. This pathway is a pre-university qualification for young people to apply for university level applied learning courses. The centerpiece is the Business and Technology Education Council (BTEC) qualification examined by Edexcel. More information can be found at www.pearson.com These are often in very creative and enterprising subjects: art, business, design, performing arts, media, sport, and engineering and they provide for students who have aptitudes in these areas. There is a distinctive approach in this pathway. Courses enable students to build portfolios of achievements in their chosen area. This then enables students to access higher education courses in the creative subjects. Often schools offer two or three subjects so students can sustain their options if they are not highly specialised in one subject area. In the building of assignments, there are assessment criteria in communication skills so that oral and written language continues to develop. Students typically study BTEC [Level 3] qualifications in two or three combinations of subject. They may study: • one major subject – an Extended Diploma of one specialised area; • one major and one minor subject – these are called a Diploma and a Subsidiary Diploma; or • three minor subjects – three Subsidiary Diplomas There are other options available depending on aptitude and aspiration. Students have an opportunity to choose one or more of these: • Global Development AS Level – to sustain the global awareness that schools are committed to, • an Extended Project AS Level – a project that is conducted independently on an area chosen by them; • Work Skills – a course of study allowing students to experience a variety of work places, and/or • Creativity Activity and Service (from the IB Diploma Pathway). This package can lead to the Pearson International Diploma as an umbrella qualification. Personalisation of the Applied Learning Diploma Pathway Kerry University of West England – Hartpury College - UK Sports and Business Management [Equestrian] Lottie University of Wales Institute, Cardiff, UK Sport and Physical Education Jackie Santa Barbara Community College, USA Associate Degree - Golf Programme In addition to this, schools may offer targetted courses to extend the learning of an individual. This may include: • IB Diploma courses at Higher or Standard Levels; • Targetted ‘A’ or AS Levels; • Targetted IGCSEs; The main reason for this personalisation is to ensure options for Higher Education and some qualifications have more recognition in some countries than others. 10 Curtis Oxford Brookes University, UK Automotive Engineering (with scholarship) Andre George Brown College of Applied Arts and Technology ,Canada Game Design [Computing] English Schools Foundation Secondary Curriculum - Years 12 to 13 Applied Learning students moving on to higher and further education Students from the Applied Learning Pathway typically move on to: •Bachelor Degree Courses – these are usually in the specialist area of that student – business, sports, performing arts and art and design – often as combined courses so that the student learns about their specialism with business. These are usually achieved with Distinctions and some Merits. •Foundation or Associate Degree Courses or Higher National Diplomas – these vocational courses are typically one or two years in length and are considered courses directly related to the industry the student wishes to work in. They can also give access to Bachelor Degree Courses. •Foundation Year Courses – one or two year preparatory courses designed for students who want to qualify for a Bachelor Degree Course, which is offered in a range of countries. It is the principal route for entry for Art and Design Colleges. Alex University of Victoria, Canada Social Sciences Rohaan University of Exeter, UK Business Management Raj Kingston University, UK Business Jenny Leeds Metropolitan University, UK Event Management Jonathan Les Roches School of Hotel Management, Switzerland Hotel Management Oliver Institute of Hotel Management, Adelaide, Australia Hotel Management Business and Social Sciences Hospitality Sports Seb Leeds College of Music, UK Music Nikhil Bournemouth University, UK Film Production Performing Arts Engineering Technology Alex Central School of Speech and Drama, University of London, UK Theatre Practice Art and Design Ivan University of San Francisco Architecture Gigi Central St. Martins’ College of Art, London, UK Art and Design Arabella Fashion Institute of Technology, New York, USA Fashion Design Tiffany Ontario College of Art and Design, Canada Art and Design 11 The Work and Life Skills Pathway ESF schools are committed to supporting students to achieve appropriate qualifications. Students who are part of the Learning Support Centres and our Special School will be offered a range of choices that are personal to them. This pathway prepares students for the world of work and independent adult living. There is a high degree of personalisation for each and every student. The first principle is one of ‘appropriate levels of challenge’ and if there are any aspects or courses of the IB Diploma or Applied Learning Pathway that are appropriate for our students, schools will suggest that they are included in these courses. In many cases, students will be given opportunities to study in a small group to achieve qualifications that develop appropriate skills for independent living. Typically the framework for each student will involve: • Structured work place learning and learning in the community; • ASDAN/BTEC Level 1 courses which are likely to include: - a course to develop literacy, language and communication; - a course to develop the application of number, and - a course with appropriate life skills development. • targetted specialist options for individual students which may also be BTEC/IGCSE or ASDAN courses – often in art, sport, media, design or as appropriate; and • involvement in community service or full Creativity Activity and Service. Case studies of students moving on to work or Further Education Sharina Nesbitt Centre, Hong Kong Oliver Vocational and Personal Nesbitt Centre, Hong Kong Growth Programme Vocational training and Torrey and Shehan University of California Los Angeles, Extension Pathway, USA Media 12 Courtney continuation of BTEC Sodexho, Hong Kong qualifications Kitchen Assistant Jane Savannah College of Art and Design, Hong Kong Art and Design Jeremy Rock Foundation, Hong Kong Independent Living English Schools Foundation Secondary Curriculum - Years 12 to 13 Choices and Pathways In ESF schools, we believe that students are at the centre of decision making and that they learn to take decisions about their own futures and aspirations in consultation with parents, teachers, higher education counsellors and other significant adults. In advance of Year 12, students will have choices to make, choices of pathway, choices of subject and choices of level. This further builds on choices they have made earlier in their secondary education, Years 7-11. ESF schools will always offer advice to students and their parents on what is best for them as individuals. Choice is personal and it is about weighing up those factors that are important to the student and his or her family. The school has a wealth of experience to draw on as it has seen many previous students through the process and can put any student in touch with appropriate advice from former students, with experienced counsellors and through their contacts with institutions. The major factors to consider are: Aspirations of and interests of the student In Years 12 and 13, students study fewer subjects for longer periods of time. To be successful, there is a need for commitment and commitment usually comes more easily if students have are engaged more deeply, and if there is an element of choice. Choice has to be balanced with some core subject requirements so that students develop skills and What enables students to be happy in their learning and as a result excel in their studies? knowledge that advantage them in their future careers. Aptitude and abilities of the student Students often know themselves what they are particularly good at and teachers will have given indications of success to all students. It is also very important that students don’t go What will help the students maximise their learning and success? chasing small differences in grades and performance. Consistent performance aligned with interest is what matters. Qualifications needed to match aspirations Higher education courses and careers have requirements for entry. It is vital that a student does the research on those entry requirements. What are the requirements for future courses and careers? Sustaining options for the future Young people may not always be absolutely clear about their future at 15 or 16 years old and sometimes they change their mind. This is common and in this scenario, it is important to maximise options. There are courses in Higher Education that postpone specialisation to the next level. There are ways of combining choices of subjects so a range of courses are What is the range of options that a student might want to do in the future? available to students. Balancing Challenges Courses are available at different levels of challenge and with different assessment requirements that challenge students in a variety of ways. Education in school is always What are my real strengths, but what also might need improvement? a balance between enhancing your talents and improving areas that matter in the future. 13 Preparation for Careers, Higher and Further Education Typically programmes of career awareness and experience begin in the lower years of secondary. At this stage it is exploratory. Students are linked with various work places for short periods of time. Students also engage with preferences and aptitudes, not as definitive statements of their future, but as ways of increasing self-awareness and broadening their minds. In choosing their pathways, tutors and HE counsellors will advise students to explore a range of desired courses. Options are the key to success in education. Some students have a passion, others are less clear. This is normal in the diversity of the young people we educate. Both too much certainty and too much doubt can be a problem. Every student is different and we see it as our role to support students in finding progression routes that fit and make them motivated to go further. Application to courses and careers beyond school Throughout Years 12 and 13, students will be supported in their application to the next stage, regardless of the pathways and whether their chosen pathway is the world of higher and further education or the world of work. Schools will work in partnership with parents, higher education institutions, local businesses and organisations to support young people in their journey towards what will happen beyond school. They will be inducted into the higher education application processes for their chosen countries. They will get support in crafting personal statements and letters of application but very importantly also they will be expected to take initiative. Students need to research and explore possibilities prior to and early in Year 12 and look beyond one chosen pathway. They will need to refine their ideas, choices towards the end of Year 12 and at the beginning of Year 13 the actual application will begin. This process is not divorced from their studies. Most likely grades will need to be submitted by the school alongside the application. The Theory of Knowledge course, Extended Essay, internal assessments in their subjects and CAS will enable students and their tutors to write with authority that will enhance their application. If the student is choosing to have a ‘gap year’ or entering the world of work, then careers departments are also available for exploring purposeful and meaningful opportunities. Former students’ information is kept on file and so a range of case studies and contacts will be available for current students to consider. Indeed, former students often come in to give talks about their experiences. More about ESF support for Careers and Higher Education can be found at www. esf.edu.hk. 14 English Schools Foundation Secondary Curriculum - Years 12 to 13 Success and Development The curriculum in a school will always change and evolve. The IBO and other examination boards have a cycle of review for all courses. This is typically over a five to seven year cycle. In addition, schools also build on their successes and review ways that they can improve. ESF has had significant experience in delivering success in these pathways. Here are a few highlights: ESF 2014 ESF 2013 ESF 2012 World 2013 Awarded the Diploma 98.0% 98.4% 97.7% 79% Average points score for those entered for the Diploma (max 45) 35.0 34.7 35.2 29.9 Candidates achieving 40 points or more 22.1% 18.9% 25.4% 6.4% Candidates achieving 35 points or more 55.4% 53.1% 55.3% 24.3% Candidates achieving 30 points or more 84.4% 83.8% 84.6% 46.4% 5.49 5.55 4.7 Average points score in subjects at both Higher and Standard Level (max 7) 5.54 In spite of these successes ESF schools believe in continuous school improvement. It is vital to have an agenda for development that ensures that the experiences students have are rich and enjoyable and that students reach higher standards. Some Specific to the IB Diploma Pathway, ESF schools are aiming to: •sustain more students in Language A in Chinese and other native tongue languages where students have degrees of bi- examples of how we are developing are illustrated here. In literacy; Years 12 and 13, ESF schools are aiming to: • enhance inclusion and personalisation for all pathways; • increase the use of student voices in improving the learning experience; •ensure more resources are on-line to support the students’ independence in their learning; • further enhance the students’ wellbeing through a challenging period of work pressure; •create more space and time for deeper and more profound •further develop English for academic purposes – so that extended writing becomes more fluent; •enable more effective support for the Extended Essay, and •improve students’ progression to IB Higher Level Mathematics. Specific to the Applied Learning Diploma Pathway; • enhance worldwide university recognition; • ensure enhanced work place learning, and Creativity, Activity and Service and other forms of community • further enhance the esteem of the pathway in students’ service, and •enhance local to global opportunities of all students to enhance their leadership potential. own eyes. Specific to the Work and Life Skills Diploma Pathway; •prepare for the expansion in numbers of students in all secondary schools; •enhance learning in work places and the community, and •enhance potential progression routes for students worldwide. 15 Future Vision and Strategies Success is important and so is keeping education relevant to the modern world and the future careers of ESF students. ESF schools are proud of their education on offer and proud of student achievement. In the next few years, schools will be considering how to improve and the following are areas that they will consider: • further enhancing personalisation of learning – so that students increasingly self-determine their goals for the learning and beyond; • further extending learning for social and emotional well-being for all students; • improving students’ ability to learn on-line and with teachers and peers; • increasing the opportunities for collaboration with universities to support higher order thinking in specialist areas; • developing deeper exchange and service opportunities that show the schools and the students as caring, altruistic and open-minded with people beyond the walls of the school, and • finding ways of extending student leadership and ensure sufficient opportunities for all students. 16 Each school will have its own description of the curriculum under this framework. English Schools Foundation The contacts for this are: Secondary Curriculum - Years 12 to 13 ESF Centre 3762 6510 – Chris Durbin [email protected] – Samantha Rodgers [email protected] South Island School 2555 9313 – Jessica Davey-Peel [email protected] – Gwillym Cornes [email protected] – Carol Chapman [email protected] West Island School 2819 1962 – Jane Fisher [email protected] – Paul Cooper [email protected] – Gail Wright [email protected] Island School 2524 7135 – Matthew Rappel [email protected] – Roger Wilkinson [email protected] – Mark Rutter [email protected] Jockey Club Sarah Roe School 2761 9893 – Jenny Lingham [email protected] King George V School 2711 3029 – Carole Beer [email protected] – Kate Hodgson [email protected] – Jane Angwin [email protected] Sha Tin College 2699 1811 – Neil Hodgson [email protected] – Laurie Stein [email protected] – Lee O’Leary [email protected] Discovery College 3969 1000 – Andy Kai Fong [email protected] – Brian McCann [email protected] Renaissance College 3556 3556 – Carol Larkin [email protected] – Stewart Redden [email protected] 17