Structural Challenges Implementing International Baccalaureate Programmes in Australia

2021 ◽  
pp. 194-213
Author(s):  
Paul Kidson
Keyword(s):  
International Baccalaureate ◽  
National Curriculum ◽  
Language Instruction ◽  
Specific Tension ◽  
History Of

International Baccalaureate (IB) programmes in Australia exist within a complex array of curriculum requirements that differ significantly across states and territories. Navigating these differing requirements creates tensions and, at times, conflict for principals. This chapter explores principals' perspectives on these tensions. After providing a brief history of the IB in Australia, a contemporary profile is provided which highlights the diversity of implementation. While principals overwhelmingly endorse the value of an IB education, four challenges are identified: balancing the requirements of local and national curriculum priorities, duality of curriculum requirements and structures, the consequent financial imperatives of this duality, and a specific tension related to the provision of additional language instruction. Supporting principals to manage these tensions effectively remains a challenge for the IB to address.

Accommodating the history of music within the National Curriculum

1995 ◽  
Vol 12 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Paul Terry
Keyword(s):  
Higher Education ◽  
National Curriculum ◽  
Future Developments ◽  
History Of

Under current legislation, the history of music forms a specific strand of listening and appraising at Key Stages 1 to 3. This article discusses some philosophical and practical aspects of these current requirements, together with their implications for further and higher education, as well as attempting an anticipation of future developments in the light of the recent review of the National Curriculum as a whole.

scholarly journals PEMANFAATAN SITUS SINGOSARI DALAM BANGKAN LITERASI SEJARAH PESERTA DIDIK

2014 ◽  
Vol 1 (1) ◽  
pp. 159
Author(s):  
Nur Lailatus Zahroh
Keyword(s):  
National Curriculum ◽  
Practical Aspect ◽  
Research Approach ◽  
Historical Sources ◽  
History Of ◽  
Research Findings ◽  
Historical Fact ◽  
Historical Literacy ◽  
Historical Sites ◽  
The Right

<p>SMPI al Ma'arif is truly beneficial since it is located around the site Singosari, however the students in this schools do not know the history of the site Singosari; even they have never visited the historical object at all. In fact, the material about Singosari kingdom is one of the mandates of the national curriculum. To develop historical literacy as an effort to preserve the site and develop a sense of affection among the students towards historical site, the use of the Singosari site is the right step. The author is using qualitative research approach based on naturalistic studies. The research findings show that historical literacy development among the students by utilizing the historical sites have been reflected in the RPP made by the teacher. In practical aspect, some historical literacy index zas developed by a teacher. The development of historical literacy by utilizing the historical siteshas changed the paradigm of historical fact memorization to improve the students' involvement in historical sources.</p><p>Keywords: The Uise of Singosari Site, Literacy Ffistory of Students</p>

scholarly journals TEACHING THE HISTORY OF BYZANTIUM AT GEORGIAN SCHOOLS ACCORDING TO THE ANALYSIS OF CURRICULA AND TEXTBOOKS

World Science ◽  
2018 ◽  
Vol 1 (7(35)) ◽  
pp. 4-8
Author(s):  
Madona Mikeladze
Keyword(s):  
Present Article ◽  
National Curriculum ◽  
Byzantine Empire ◽  
Indelible Mark ◽  
Special Place ◽  
Historical Processes ◽  
Christian Culture ◽  
History Of ◽  
School Books ◽  
Byzantine History

The Byzantine Empire, which existed for more than 1000 years, holds a special place in the history of civilization. It was the largest medieval Christian state on the crossroad of Europe and Asia. The Byzantine culture belongs to the medieval Christian culture, but it has specific peculiarities in comparison to the Western Christian culture.The phenomenon of Byzantium, as the successor of the Roman state tradition and as the source of Christian culture, is of particular importance in the development of Georgia's historical processes.Understanding the historical processes of the V-XV centuries in Georgia is quite difficult without knowing the history of Byzantium. We cannot analyze even the later period without knowing Byzantium, because this country has left an indelible mark on Georgia, especially on its culture. The purpose of the present article is to show what the position of the Byzantine history is in the national curriculum and school books.

scholarly journals Ianua linguarum: From Roboredo (1619) to Comenius (1631)

2021 ◽  
pp. 375-410
Author(s):  
Marli Quadros Leite ◽  
Cínthia Cardoso de Siqueira
Keyword(s):  
Seventeenth Century ◽  
Physical Distance ◽  
Language Instruction ◽  
Specific Method ◽  
Philosophical Foundations ◽  
Construction Of Knowledge ◽  
Time Space ◽  
History Of ◽  
Main Ideas ◽  
Shed Light

The purpose of this article is to offer some considerations on the didactic and pedagogical thought of two important figures in seventeenth-century language instruction: the Portuguese grammarian Amaro de Roboredo (~1580‒165?) and the Moravian educator Jan Amos Comenius (1592‒1670), in order to show how a broad horizon of retrospection of knowledge constituted at that time was decisive in enabling these authors to work on common topics despite their physical distance from one another. The object of this study is the method of language instruction defended by both authors based on the work Ianua linguarum (1611) by Irish priests of Salamanca, probably authored by William Bathe. To this end, we propose treating certain aspects of the horizon of retrospection specific to these authors to situate them in their own time and space as well as to identify the main ideas in language instruction revealed in the following works: Methodo grammatical para todas as linguas (1619) and Porta de linguas ou modo muito acommodado para as entender (1623) by Roboredo as well as Ianua linguarum reserata (1631) and Didactica magna (1657) by Comenius. Basing our work on the theoretical and methodological perspective of Sylvain Auroux (1989; 1992; 2008) we establish a method of defining the causes that led these authors to propose a specific method for language instruction as well as the effects stemming from this method to shed light on the theoretical and philosophical foundations common to them, by means of a broad horizon of retrospection of knowledge, as evidenced by the co-presence of significant authors of that time. Finally, because it is related to the investigation of the construction of knowledge regarding language and language instruction through an analysis of the causes of changes in knowledge, considering dimensions (object, time, space parameters external to the text, and the interference of interpreters) and their relationship (Auroux, 2008), this work is inscribed in the History of Linguistic Ideas

scholarly journals GAMIFICATION AND ARTISTIC DRAWING FOR IMPROVING THE ENGLISH LANGUAGE INSTRUCTION IN ECUADOR: MEANINGFUL ONLINE EDUCATION / GAMIFICACIÓN Y DIBUJO ARTÍSTICO PARA EL MEJORAMIENTO DE LA ENSEÑANZA DEL IDIOMA INGLÉS DE ECUADOR: EDUCACIÓN EN LÍNEA SIGNIFICATIVA

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Katherine Nerexy Bailón Delgado ◽  
Erelin Maria Rivera Parrales ◽  
Jhonny Saulo Villafuerte-Villafuerte
Keyword(s):  
Public Schools ◽  
Online Education ◽  
English Language ◽  
National Curriculum ◽  
Language Instruction ◽  
Learning Motivation ◽  
Foreign Language Instruction ◽  
English Class ◽  
Motivation For Learning ◽  
Fourth Grade Students

This work aims to determine the contribution of gamification and artistic drawing in the English as a foreign language instruction of elementary school children in Manabí, Ecuador. The constructivist paradigm and qualitative and quantitative educational research approaches were applied to collect information. The participants were 105 people between second and fourth-grade students and teachers of two public schools located in Manta and Montecristi. They took part in an educational intervention that articulated games and drawings to the national curriculum for English class during October 2019 and September 2020. The instrument applied was the Valenzuela Learning Motivation questionnaire, and the techniques administered were a focus group, open interview, and Liker questionnaire. The results showed that all participants reached a relevant improvement in their vocabulary acquisition by participation in these language practices. It concluded that gamification and artistic drawing contribution is positive and relevant, increasing the lessons' meaningful and participants' motivation for learning. Este trabajo tiene como objetivo determinar el aporte de la gamificación y el dibujo artístico en la instrucción del inglés como lengua extranjera de los niños de la escuela primaria en Manabí, Ecuador. Para la recolección de información se aplicó el paradigma constructivista y los enfoques de investigación educativa cualitativa y cuantitativa. Los participantes fueron 105 personas entre estudiantes de segundo y cuarto grado y profesores de dos escuelas públicas de Manta y Montecristi. Participaron en una intervención educativa que articuló juegos y dibujos al currículo nacional para la clase de inglés durante octubre de 2019 y septiembre de 2020. El instrumento aplicado fue el cuestionario Valenzuela Learning Motivation, y las técnicas administradas fueron un grupo focal, entrevista abierta y Liker. cuestionario. Los resultados mostraron que todos los participantes alcanzaron una mejora relevante en la adquisición de vocabulario al participar en estas prácticas lingüísticas. Concluyó que la gamificación y la contribución del dibujo artístico son positivas y relevantes, lo que aumenta el significado de las lecciones y la motivación de los participantes para aprender un idioma extranjero. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0749/a.php" alt="Hit counter" /></p>

Character education in schools implementing national curriculum and international baccalaureate

10.26539/1387 ◽  
2018 ◽  
Vol 1 (3) ◽  
pp. 192
Author(s):  
Hotmaulina Sihotang ◽  
Stevanie Datrix
Keyword(s):  
High School ◽  
Data Analysis ◽  
Character Education ◽  
Social Services ◽  
Research Method ◽  
International Baccalaureate ◽  
National Curriculum ◽  
Self Concept ◽  
Self Management ◽  
Learner Profile

The purpose of the study was to evaluate the implementation of the character education program of Junior and Senior High School Victory Plus School using the national curriculum and International Baccalaureate. The research method used is mix method. The result of data analysis showed that the average self-concept score was 2.65 (less good); self-management is 2.73 (good); and social services is 2.73 (good) in the implementation of courageous, honest, active, mindful, innovative, open minded, and nobel (champion) value. The value of champion is relevant to the value of the national curriculum character but the value of hard work, religion, democracy, the spirit of nationality, and the love of the homeland have not yet appeared. The balanced and reflective values in the learner profile are not yet visible.

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