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CURRICULUM POLICY Ownership: Vice Principal (Studies) CURRICULUM POLICY Ownership: Vice Principal (Studies) Updated: August 2017 ____________________________________________________________________________ 1.0 United World College movement The curriculum at UWC Atlantic College (the college) is holistic in approach. It is underpinned by the values and ethos of the United World College (UWC) movement. They are: • international and intercultural understanding • a celebration of difference • personal responsibility and integrity • mutual responsibility and respect • compassion and service • respect for the environment • a sense of idealism • personal challenge • action and personal example. The curriculum is an expression of the UWC mission in action. Young people are placed into positions of responsibility and through action and personal example ‘demonstrate a commitment to making a positive difference in the world’ (UWC Strategic Plan 2010-2015). Learners are at the heart of a constructivist, sense making process that is broad based and rigorous, and which allows each person to understand as Kurt Hahn said their ‘own grand passion’, (www.kurthahn.org). 2.0 The education model The college curriculum combines the academic and conceptual with extensive experiential learning opportunities. The aims of the curriculum are, to: • provide an outstanding, broad based education in a supported environment • present a strong sense of purpose and clear identity in a globalised world • encourage independence of thought and intellectual curiosity • provide an excellent framework of knowledge, skills and understanding to equip students for future study and adult life Curriculum 6.1 / KV 1 August 2017 / Annual • develop the skills of lifelong learning • encourage reflection and creativity • instil a sense of social responsibility and collaboration • instil compassion The college follows the UWC common framework, shared by all 17 colleges and schools, and this outlines the uniqueness of a mission based UWC education. The education model at UWC colleges and schools consists of five interlinking elements. • UWC Community: Deliberately diverse, engaged and motivated community in pursuit of the UWC mission • UWC Values • Teaching: Experiential Learning • Experience: Active – Academic – Social – Personal – Outdoor – Service • Mission and Outcomes: Peace and a Sustainable Future - Courageous Action • Personal Example • Selfless Leadership The elements combine to provide UWC students with a holistic, values-based education that develops them as individuals and as members of a global society.1 1 http://www.atlanticcollege.org/educational-model/ Curriculum 6.1 / KV 2 August 2017 / Annual 3.0 Provision The college curriculum provides full time supervised education for all students between the ages for 15-19 in accordance with the Education Act 2002 (Independent School Standards section 157) and with reference to the Independent School Standards (Wales) Regulations 2003. The college offers two education programmes: the International Baccalaureate Diploma Programme (DP) and Cambridge IGCSE. They are appropriate, internationally recognised qualifications suitable for the age group and the student profile of the college. They are supported by schemes of work and plans and make provision for: • a range of learning opportunities, including; o linguistic o mathematical o scientific and technological o human and social o experiential and physical o aesthetic and creative • the acquisition of skills in literacy, numeracy, speaking and listening experiential activities. A UWC education prepares students for experiences, opportunities and the responsibilities of adult life with a focus on personal action and social responsibility. In addition, we provide: • university and careers guidance appropriate to students on both academic programmes • a personal, social and health education programme in line with the core values and ethos of the college a range of co-curricular activities appropriate to students on both academic programmes. 4.0 Learning support The Learning Coordination Team ensure that all students are able to learn and make progress, including those with a range of additional learning needs, including EAL needs. The team works by referral: particular students are raised by tutors, house parents, health centre or individual teachers, and discussed at team meetings and Case Conferences, then directed to relevant services in the college. Tracking and monitoring takes place to ensure that individual learning plans are observed. The approach is collaborative. The team is comprised of both academic and pastoral staff. Curriculum 6.1 / KV 3 August 2017 / Annual 5.0 Outcomes IB DP and IGCSE programmes lead to qualifications recognised by pre-university colleges, universities and higher education institutions and employers worldwide. They; • enable students to gain new knowledge, increase understanding and develop a range of academic and experiential skills • increase understanding of the UWC mission, values and ethos • instil a sense of intellectual curiosity and a range of critical thinking skills, including research practice • foster the skills of independent learning and self-management instil resilience and application. The learning sessions, whether academic or as part of the co-curricular programme, are well planned and employ affective teaching methods, differentiated to ability and need and which take into account the starting point of learners. Teachers: • demonstrate appropriate subject knowledge and understanding • demonstrate a range of classroom skills and professional practices that encourage effective, responsible behaviour • inspire students in their subjects • utilise effectively a framework for assessment which informs planning and delivery, including testing and targeted use of data • employ resources appropriately. In both the IB and IGCSE programmes, a framework is in place to evaluate and monitor student progress and performance. This is communicated to parents and students once per term. In addition, students are diagnostically assessed in English and Maths after arrival to ensure that appropriate advice and guidance are given when selecting individual programmes. 5.0 Assessment, recording and reporting The procedures of on-going assessment and progress recording are detailed in the college assessment policy. Student work is assessed regularly by teachers. Progress is recorded and reports sent to parents once per term. Curriculum 6.1 / KV 4 August 2017 / Annual 6.0 Curriculum structure The IB curriculum is organised by faculties. There are 7 faculties: the 6 IB Group faculties and a faculty of Theory of Knowledge. Each faculty is managed by a faculty head who reports to the VP (Studies). The PSHE (Wellbeing) programme is directed by the Head of Tutors. Each Faculty produces a detailed handbook containing schemes of work, analysis of exam results, assessment policies and other relevant faculty information. 7.0 Programmes For an overview of the academic (IB and IGCSE), refer to Appendix A. There are separate policy statements on: • Academic Honesty • Additional Learning Needs • Assessment • Attendance • Language • University Guidance 8.0 Distribution This policy is available on the college website in order for parents, prospective parents and students to consult. It is also available to all staff on the college IT staff shared area. Students are provided with a copy of the detailed curriculum in the Student Handbook, updated annually, distributed to students electronically. 9.0 Review This policy is reviewed annually by the VP (Studies). APPENDIX A THE CURRICULUM AT UWC ATLANTIC COLLEGE The academic curriculum covers two areas: • Pre-Diploma Cambridge IGCSE for 14-16 year olds Curriculum 6.1 / KV 5 August 2017 / Annual • IB Diploma Programme for 16-19 year olds Both programmes are influenced by the mission and values of the UWC movement. Both have two parts: academic, conceptual learning balanced with experiential education. A1) The Pre-Diploma (15-16 year olds) The Pre-Diploma is a one year programme, in which Cambridge IGCSE qualifications are gained alongside a co-curriculum of environmental and outdoor education. Cambridge International Examinations are internationally respected as an excellent foundation for pre-university study in both the IB or at A’ level (or international equivalent). The Cambridge learner is: • confident • responsible • reflective • innovative engaged. The programme gives students a firm grounding in the learning areas outlined in Standard 1.2 (a) of the Independent School Standards (Wales) Regulations 2003. It focuses on core skills, in language, maths and science, with supplementary subjects in humanities and the arts. Learning also takes place outside of the classroom in co-curricular sessions. The following subjects are offered, subject to demand and availability: first language English, second language English, History, Global Perspectives, International Maths, Maths, Co-ordinated Science and Art and Design. Instrumental music lessons are available during student’s free time. Students experience a personal, social and emotional skills programme in a range of ways, particularly through induction. It is delivered by the houseparent and tutor team. Assessment is based upon descriptors. Grades are awarded on an A* – G scale. Examinations for each subject are taken at the end of the course, with coursework also contributing towards the final grade in English 1st language, History and Global Perspectives. Teacher assessment is made throughout the course and parents
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