Crawford Times - Summer Edition 2020 (2)

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20192 Crawford Mag Ad_FP.pdf 1 2020/09/09 10:354 | Crawford Times
CRAWFORD INTERNATIONAL SCHOOLSAUTHORISED AS INTERNATIONAL BACCALAUREATEWORLD SCHOOLSBy Traci Salter Willis, Head of IB: ADvTECH South Africa,Academic Strategic Development Advisor,Director: Tournament of Minds, South AfricaSPOTLIGHT NEWSThe Crawford International groupof schools are the first groupglobally to simultaneouslycomplete the authorisationprocess with seven of theirpreparatory schools becoming IBWorld Schools. Crawford InternationalRuimsig will be authorised as theeighth school in 2021.The authorisation process is anintensive and mandated procedurerequired by all schools acrossthe globe wishing to officiallybe recognised as InternationalBaccalaureate (IB) World Schools.Our Crawford InternationalPreparatory schools are nowauthorised to offer the IB Primary YearsProgramme (PYP).The aim of an IB World School isto develop internationally-mindedpeople who, in recognising theircommon humanity and sharedguardianship of the planet, choose tomake the world a better place locally,regionally or globally.The PYP is a multifaceted educationalframework driven by conceptualunderstandings that capture futurefocusedapproaches and ways ofthinking, being and acting as aninternationally-minded citizen.The IB is a global organisation withtheir Head Office located in TheHague in the Netherlands. The IBprogrammes are divided into fourcore phases depending on schoolstructures: (PYP) for those aged 2 to12 years; Middle Years Programme(MYP) for those aged 11 to 16 years;Diploma Programme (DP) for thoseaged 16 to 19 years, as well as acareers certification offering.These International Baccalaureateprogrammes are currently active inover 5,200 schools across the globe,providing an incredibly powerfulnetwork of over 70,000 professionaleducators engaging in discussionsaround teaching, learning, innovationand application, which continues toenhance and extend the exceptionalIB educational offering.The PYP is ideal for the studentsof today and is structured aroundempowering these students tobecome active, life-long learners,grappling with challenges andengaging in relevant discussionsrelated to the world they are a part of.The PYP still encompasses the samesubject areas we’re familiar with,but the way that those subjects arepackaged, presented, taught andinquired into, is unique. The term usedto describe it is transdisciplinary,where all subject areas relevant toeach unit of learning are integratedunder a broad conceptualunderstanding being explored over aperiod of five to seven weeks.PYP IN PRACTICEThe programme continuallyincorporates local and global issuesinto the curriculum, asking studentsto look at six related, transdisciplinarythemes and to consider the linksbetween them. These themes include‘Who We Are’, ‘Where We Are in Placeand Time’ and ‘How the World Works’.The PYP is committed to structured,purposeful inquiry that engagesstudents actively in their own learning.The programme supports students’efforts to construct meaning fromthe world around them by doing thefollowing:• Drawing on their prior knowledge• Providing provocation through newexperiences• Creating and delivering units oflearning that are interconnectedand focused on being relevant inthe world of today• Providing opportunities forreflection and consolidationThe PYP transdisciplinary frameworkencourages and supportsconnections across learning andteaching as a means to raisea student’s awareness for therelevance of their learning to theirreality. As such, the units of inquirythat the students have beenengaging in are transformed fortopics into exploring conceptualunderstandings, for example:Instead of learning about “water” asa topic, students inquire into how“people depend on and need toconserve earth’s limited resources”.Instead of simply learning aboutbasic “food chains” as an isolatedtopic, students inquire into anunderstanding of how “plants andanimals depend on each other forsurvival in their environments”. Insteadof simply repeating the experimentthe teacher has designed,students inquire into how “scientificinvestigations can help people tomake sense of the world”. Insteadof hosting another “market day” thestudents complete a full inquiry intohow “economies depend on theability to produce goods and supplyservices that can be exchanged”.Every child a masterpiece | 5
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Crawford Times - Summer Edition 2020 (2)

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