Deputy Head of Secondary at BIS Abu Dhabi Alan Grant, shares the school’s future-ready curriculum, blending academic excellence with global perspectives
PARTNER CONTENT: In an interview with Team Yalla, Alan Grant, Deputy Head of Secondary at The British International School Abu Dhabi, shares insights into the school’s future-ready curriculum, blending academic excellence with global perspectives.
Please provide a brief description of the future ready curriculum being offered at BIS Abu Dhabi
The British International School Abu Dhabi (BIS Abu Dhabi) integrates the English National Curriculum with innovative elements from Nord Anglia Education, providing a comprehensive education from early years to Senior School (Years 12 and 13).
The school enhances its curriculum with partnerships with MIT and The Juilliard School, adding depth to STEM and arts education. Students advance from the early years foundation stage to taking iGCSEs in Key Stage 4, and then have the option to pursue the IB Diploma, BTEC (Business, IT or Sport) or a Combined BTEC & IB Course in Key Stage 5.
The Global Campus initiative connects students with peers globally, while the focus on UN Global Goals encourages awareness and action on global issues. This approach equips BIS Abu Dhabi students with a solid academic foundation and a global perspective, preparing them for further education and the wider world.
How does the future-ready curriculum ensure that every student has a suitable pathway, considering diverse learning styles and career aspirations?
Designing a future-ready curriculum that caters to diverse learning styles and career aspirations requires a comprehensive approach that considers individual student needs and prepares them for the demands of tomorrow’s world.
We have a strong focus on developing essential skills such as critical thinking, communication, collaboration, creativity, and digital literacy. These skills are essential for success in higher education and the workforce and can be integrated into the curriculum through project-based learning, interdisciplinary projects, and real-world problem-solving activities.
In Year 11, we engage in a comprehensive process with both students and parents to craft a personalised pathway that aligns with each student’s unique interests and abilities. This tailored approach ensures that they not only flourish and excel in Senior School but also lays a strong foundation for their future endeavours, whether pursuing higher education at a university or exploring alternative pathway.
Please elaborate on the strategies within the curriculum to address individual student needs, ensuring they are well-prepared for the rapidly evolving demands of the future workforce.
Addressing individual student needs within a curriculum to prepare them for the rapidly evolving demands of the future workforce involves implementing a range of strategies.
Creating flexible learning environments that allow students to have greater autonomy and control over their learning experiences is crucial and we have made significant investments this year to create a state-of-the-art Senior School Academy.
This includes providing a variety of collaborative learning spaces, flexible timetabling, and providing access to resources and support services that accommodate individual student needs.
In what ways does the curriculum foster adaptability and critical thinking, preparing students for the uncertainties and challenges they may face in their future careers?
The International Baccalaureate Diploma Programme (IBDP) and the Business and Technology Education Council (BTEC) qualifications foster adaptability and critical thinking skills crucial for navigating the uncertainties and challenges of future careers.
The IBDP Learner Profile emphasises an interdisciplinary learning environment, most notably through the Theory of Knowledge, which encourages students to explore and question the bases of knowledge across subjects.
This broad approach is complemented by the Extended Essay, a deep dive into independent research that sharpens students’ abilities in critical thinking and complex problem-solving.
Moreover, the Creativity, Activity, Service (CAS) component of the IBDP pushes students beyond academic confines, promoting personal growth through diverse experiences that require adaptability and reflection. On the other hand, BTEC qualifications offer a more focused, vocational pathway.
By emphasising practical skills and knowledge application, BTECs Alan Grant, Deputy Head of Secondary at The British International School Abu Dhabi, shares insights into the school’s future-ready curriculum, blending academic excellence with global perspectives.
We have a strong focus on developing essential skills such as critical thinking, communication, collaboration, creativity, and digital literacy prepare students to quickly adapt to workplace environments and demands.
The curriculum’s project-based assessments mirror real-world challenges, engaging students in continuous problem-solving and application of their learning. Additionally, BTECs stress the development of workplace skills such as teamwork, communication, and leadership, further simulating the challenges and dynamics of professional settings.
How do you assess and measure the effectiveness of the future-ready curriculum in providing personalised pathways for students, ensuring they are not only academically proficient but also equipped with relevant life and career skills?
Evaluating how well IB Diploma and BTEC Programmes prepare students for the future isn’t just about grades; it’s about gearing them up with crucial life and career skills. Both paths offer tailored learning experiences, but they each have their unique way of doing things.
The IBDP focuses on developing the whole student—boosting critical thinking, research skills, and personal growth through its core elements like the Theory of Knowledge and the Extended Essay. It’s all about preparing students to adapt to an ever-changing world, with assessments indicating how ready they are for higher education and life’s challenges.
In contrast, BTEC hones in on practical skills and vocational training, making learning super relevant to future careers. Through ongoing assessments, including real-world projects, BTEC ensures students are not just book-smart, but also ready to jump into their careers or further education, showing how effective this approach is in real-life applications.
The true measure of these programmes’ success lies in how well students can apply what they’ve learned to real-world scenarios, backed by feedback from universities and employers, plus the students’ own reflections and progress. It’s all about setting students up for life, not just for academic success.
How does your curriculum incorporate emerging technologies, critical thinking skills, and real-world problem-solving scenarios to ensure that students are well-prepared for the dynamic and evolving challenges they may encounter in university and beyond?
By incorporating emerging technologies, critical thinking skills, and real-world problem-solving scenarios into our curriculum, we ensure that our students are well-prepared to succeed in university and beyond. Students graduate the Senior School with the knowledge, skills, and mindset necessary to thrive in an increasingly complex and interconnected world.
Our curriculum is continuously updated to include the latest advancements in technology. We incorporate emerging technologies such as artificial intelligence to enhance learning and to support students to navigate technology with academic integrity at the core. Students can work with cutting-edge tools and platforms, gaining hands-on experience that prepares them for the technological demands of the future.
For further information, visit bisabudhabi.com
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