The curriculum has been designed in order to empower students to shape their own futures. Children are growing up in a world that is unknown and it is uncertain what jobs students will go into when they graduate in 10, 15 or 20 years time. Therefore, it is key that schools prepare students for this future so that they can adapt to this ever changing world and this is what the Nordic Baccalaureate Curriculum does.
Nordic Baccalaureate is broken down into 4 key stages; Exploration: Early Years Stage, Foundation: Elementary School Stage, Formation: Middle School Stage and finally Direction: High School Stage
Exploration: Children begin to establish their identity and place in the world through a perspective consisting primarily of ‘me and my immediate surroundings’.
Foundation: The curriculum uses the UN Sustainable Development Goals as thematic topics for interdisciplinary Quests, through which students examine how concepts of equality, justice, well-being, diversity, and sustainability are evident in their daily lives and are impacted by their own actions and choices.
Formation: Nordic Baccalaureate educators guide and support students to understand their own development through these years of intense change, to celebrate their uniqueness, and to use their self-identity to inform the decisions they make about their future.
Direction: Empowering students to shape their future by drawing on students’ personal strengths, preferences, and passions
The Curriculum hopes to achieve all this though these five points:
- Drawing on students personal strengths, preferences & passions
- Bridging the divide between school and the ‘real world’
- Providing experiences that enable students to develop the contemporary skills employers and universities are looking for.
- Teaching the habits that students need to manage their physical and emotional health
- Instilling empathy, grit and perseverance to navigate inevitable complex challenges.
The Nordic Baccalaureate is made up of 3 layers which represent the ‘How’, ‘Why’ and the ‘What’.
The ‘How’ are its Core Competencies that define how learning happens, we will actually go in depth into the 7 core competencies in our next blog, so stay tuned for that.
The ‘Why’ is the UN Sustainable Development Goals that bind the core competencies and subject content to give the learning a purpose. Concepts such as biodiversity, well-being, sustainability, equality, justice and responsibility are elements drawn from the UN Sustainable Development Goals. They can be approached from a number of different perspectives, on a wide range of scales from students families to a global scale and they open up the door to personalised learning for all students.
The ‘What’ is Content Knowledge and Skills that are taught through traditional subjects and interdisciplinary Quests. Again, look out for a blog in the future that delves into the Nordic baccalaureate Quests! This third level is about what is learned and when it is learned and it is made up from adaptive learning modules, teacher-led lessons and workshops allowing students to understand, apply and analyse.
The Curriculum is a continuum of learning. It describes a sequence of steps building and developing subject specific knowledge and skills through the length of the curriculum. It is divided into 5 disciplines (Remember LAMPS); Languages, Arts, Mathematics, People and Sciences.
Each subject within a discipline is divided into domains of related standards. Standards are further sub divided into steps, which show and display a deeper understanding of the content and skills that students learn in order to move through the continuum. Students are assessed on the degree that they exhibit the skill; novice, apprentice, proficient and mastery.
Every standard has been labelled with a core competency page to help in the Quest planning process. They indicate which competencies are the closest to any given standard.
Over the next few blogs we will continue to dive a little deeper into the Nordic Baccalaureate Curriculum.
Who is Global Services in Education (GSE)
Global Services in Education is a company led by education experts. They are proven education leaders who know how to set up and manage international schools. GSE can lead the project from the initial idea to set up and full management. Kindergarten, Primary, Middle and High School, Universities and Adult education.
– School Management
– Strategic Planning
– Feasibility Studies
– Architectural Conceptual Design
– Interior Design
– ICT Planning
– Staffing & Recruitment
– Curriculum Design
– School Polices
– School Audits & Action Plans
– Training & Development
– Accreditation & Licensing
Duncan Douglas, Project Manager at Global Services in Education:
– A specialist in marketing, admissions, project management, Special Education Needs (SEN)
– Extensive experience in school start-ups and senior education pathways
– Worked across UK, China, Australia, Canada, Vietnam, Myanmar, India and Malaysia
– Expert in UK curriculum