First-time parents have it hard. Choosing a pre-school for my daughter for the first time was like taking an exam. I researched the different types of curriculums, talked to other parents and tried my utmost to let go on her first day of school.

Now, I find myself in need of a new school for my kid and going through the whole process again, but this time, after seeing how she interacts at school, I’ve got a different take on the various types of curriculums out there available for the early years.

When it comes to early childhood education for the kindergarten age group, several distinct curriculums offer unique approaches to nurturing young minds in Beijing. Montessori, Reggio Emilia, and Multiple Intelligences each bring their own set of characteristics and benefits.

Montessori curriculum emphasizes independence and self-directed learning. Children are provided with carefully designed materials that allow them to explore and learn at their own pace. This approach fosters concentration, discipline, and a sense of order. In a Montessori classroom, children are free to choose their activities, which helps develop decision-making skills and a sense of responsibility.

Reggio Emilia, on the other hand, focuses on the child as a protagonist in their own learning journey. It emphasizes the importance of the environment as the “third teacher.” Classrooms are filled with beautiful and inspiring materials that encourage exploration and creativity. The Reggio approach values collaboration and documentation of the learning process, allowing children to express themselves through various mediums such as art, music, and drama.

Curriculums based on multiple intelligences recognize that children have different learning styles and intelligences. This approach aims to address these differences by providing a variety of activities that tap into different intelligences, such as linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal, and helps children discover their strengths and interests and develop a more well-rounded learning experience.

In terms of differences, Montessori places a strong emphasis on individual work and self-discipline, while Reggio Emilia emphasizes collaboration and group work. Montessori classrooms are often more structured and organized, while Reggio Emilia classrooms are more flexible. Multiple intelligences curriculums are more focused on catering to different learning styles, while Montessori and Reggio Emilia are more focused on overall child development.

All three curriculums recognize the importance of play in learning, the need for a rich and stimulating environment, and the value of respecting the child’s individuality.

So, when choosing an early childhood education curriculum for the kindergarten age group, it is important to consider the child’s needs and learning style. Montessori, Reggio Emilia, and multiple intelligences curriculums all offer valuable approaches to early childhood education, and each has its own unique strengths and benefits.

Want to know which kindergarten fits your style? Check out our website for information on all the international schools available in Beijing.

Images: Pexels

Choosing the right school for your child is a pivotal decision that significantly shapes their educational journey. One crucial aspect to consider is the school curriculum, as it plays a fundamental role in determining what and how students learn.

There is a diverse range of curriculum options available at international schools throughout Beijing, including IB (International Baccalaureate), AP (Advanced Placement), English National Curriculum, a bilingual approach, a hybrid  curriculum for the upper years and Montessori, Reggio Emilia, and a multiple intelligences approach for the younger years. Each comes with its unique approach and philosophy.

Parents need to be well-informed about these differences to align their child’s learning style, aspirations, and cultural preferences with the school’s educational framework. This understanding ensures that the chosen school not only imparts knowledge but also fosters holistic development, preparing students for a globalized world. In this educational landscape, where variety is abundant, discerning parents play a pivotal role in shaping their children’s educational experience by making informed choices about the curriculum that best suits their child’s needs and future aspirations.

With that said, be sure to make your way to Hilton Beijing on Mar 23 to attend this year’s Jingkids International School Expo (JISE) to get to know more about the international schooling options available in Beijing and attend this year’s PechaKucha-style presentations where a number of these schools will put their best foot forward in quick and concise presentations that won’t eat up your time.

Now let’s go over what curriculum options are available in Beijing.

Montessori

Age group: ECE/kindergarten

Created by Maria Montessori in the early 20th century, the Montessori approach is founded on the belief that every child should be respected as an individual and allowed to learn at their own pace within the prepared classroom environment. Children are usually taught in mixed-aged classrooms rather than in grades, and teachers and classroom assistants create individualized teaching and development plans that foster a child’s physical and spiritual learning.

Reggio Emilia

Age group: ECE/kindergarten

Reggio Emilia is an innovative approach to early years education in which children are seen as unique, creative individuals who embark on a journey into learning from the moment they are born as part of finding out about themselves, others, and the world around them. Students are active designers of their own educational development based on an environment where they are free to explore and ask questions. 

Multiple Intelligences

Age group: All (primarily kindergarten/elementary)

The multiple intelligences approach to education is based on American developmental psychologist Howard Gardner’s proposition that there are multiple types of human intelligence that represent different ways of processing information, including logical-mathematical, linguistic, spatial, musical, and interpersonal. In terms of education, this can mean individualizing teaching to suit different students and teaching important materials in multiple ways. A multiple intelligences approach can be applied to a range of curriculums. 

Bilingual Approach

Age group: All

Less of a curriculum in itself and more of an approach to teaching and instruction, many international schools in Beijing teach in both English and Chinese. The linguistic split varies between schools; it could be 50:50 or 30:70, and students could be taught by co-teachers in different languages or taught in different languages on different days. It is hoped that a bilingual approach will create well-rounded international individuals that are well-equipped to face a job market that often requires skills in multiple languages. 

English National Curriculum

Age group: All

First introduced in 1988, the English National Curriculum sets out the content taught in most key subjects in primary and secondary schools across England and in many schools around the world. The curriculum is highly structured, divided into four “Key Stages” covering ages 5 to 16 (or six stages including ECE and post-16 A-Level examinations), but is also constantly undergoing development, giving it a high standard of learning. Most students in Beijing who follow this curriculum take IGCSE qualifications at 16 and may then choose A-Levels or the IB Diploma program.

International Baccalaureate

Age group: All

The International Baccalaureate (IB) has a 52-year history of high-quality international education. Taught at schools around the world and with the IB Diploma recognized by many of the world’s top universities, IB is a natural choice for many expat families. IB schools must be authorized and accredited to offer one or all of the following programs: the Primary Years Programme or PYP (ages 3-12), the Middle Years Programme or MYP (ages 11-16), and the Diploma Programme or IBDP (ages 16-19). 

Hybrid Curriculum

Age group: All

This type of curriculum can be described as “the best of both worlds.” Some schools in Beijing apply a combination of the Chinese National Curriculum and internationally recognized curriculums such as the IB, English National Curriculum, or American Common Core Standards. This flexible approach to learning helps build students with a broad range of international education experiences. Core subjects from the Chinese National Curriculum may be taught, but the overall teaching approach may be more Western. 

Images: Pexels

One of the first questions that parents choosing an international in Beijing need to decide is the curriculum. Unlike where many of us (parents) will have gone to school, where we probably studied a set national curriculum, Beijing’s international schools are free to design their own curriculum (within reason), and the wide range of options can be a bit overwhelming for first timers. 

To help you make more informed decisions, we have put together a breakdown of some of the most common curriculums on offer. Please keep in mind that this guide is not meant to suggest that any one curriculum is the best or that any one school implements that curriculum better than the others. Each school interprets and shapes its curriculum in a unique way; so contact school admissions offices for more information. 

Montessori

Age group: ECE/kindergarten

Created by Maria Montessori in the early 20th century, the Montessori approach is founded on the belief that every child should be respected as an individual and allowed to learn at their own pace within the prepared classroom environment. Children are usually taught in mixed-aged classrooms rather than grades, and teachers and classroom assistants will create individualized teaching and development plans that foster a child’s physical and spiritual learning.

Reggio Emilia

Age group: ECE/kindergarten

Reggio Emilia is an innovative approach to early years education in which children are seen as unique, creative individuals who embark on a journey into learning from the moment they are born as part of finding out about themselves, others, and the world around them. Students are active designers of their own educational development based on an environment where they are free to explore and ask questions. 

Multiple Intelligences

Age group: All (primarily kindergarten/elementary)

The multiple intelligences approach to education is based on American developmental psychologist Howard Gardner’s proposition that there are multiple types of human intelligence that represent different ways of processing information, including logical-mathematical, linguistic, spatial, musical, and interpersonal. In terms of education, this can mean individualizing teaching to suit different students and teaching important materials in multiple ways. A multiple intelligences approach can be applied to a range of curriculums. 

Bilingual Approach

Age group: All

Less of a curriculum in itself and more of an approach to teaching and instruction, many international schools in Beijing teach in both English and Chinese. The linguistic split varies between schools; it could be 50:50 or 30:70, and students could be taught by co-teachers in different languages or taught in different languages on different days. It is hoped that a bilingual approach will create well-rounded international individuals that are well-equipped to face a job market that often requires skills in multiple languages. 

English National Curriculum

Age group: All

First introduced in 1988, the English National Curriculum sets out the content taught in most key subjects in primary and secondary schools across England and in many schools around the world. The curriculum is highly structured, divided into four “Key Stages” covering ages 5 to 16 (or six including ECE and post-16 A-Level examinations), but is also constantly undergoing development, giving it a high standard of learning. Most students in Beijing who follow this curriculum take IGCSE qualifications at 16 and may then choose A-Levels or the IB Diploma program.

International Baccalaureate

Age group: All

The International Baccalaureate (IB) has a 52-year history of high-quality international education. Taught at schools around the world and with the IB Diploma recognized by many of the world’s top universities, IB is a natural choice for many expat families. IB schools must be authorized and accredited to offer one or all of the following programs: the Primary Years Programme or PYP (ages 3-12), the Middle Years Programme or MYP (ages 11-16), and the Diploma Programme or IBDP (ages 16-19). 

Hybrid Curriculum

Age group: All

This type of curriculum can be described as “the best of both worlds.” Some schools in Beijing apply a combination of the Chinese National Curriculum and internationally-recognized curriculums such as the IB, English National Curriculum, or American Common Core Standards. This flexible approach to learning helps build students with a broad range of international education experiences. Core subjects from the Chinese National Curriculum may be taught, but the overall teaching approach may be more Western. 

To see Beijing’s outstanding international schools all in once place, be sure to register for this year’s Jingkids International School Expo taking place on March 11-12 at Four Seasons Hotel.

Images: Jingkids, Pexels

This article appeared in the jingkids 2023 School Choice Guide

Every year we have the distinct privilege of compiling a School Choice Guide (SCG) for our readers. This special issue of our magazine is not only a comprehensive look at the state of international education in Beijing, it also acts as a compendium to our annual Jing International School Expo (JISE), so that parents and students are equipped to make the most out of their visits with principals and staff at the event, and ultimately find the best school for their family.

Due to COVID-19, we were unfortunately forced to delay JISE, however, our 2020-2021 School Choice Guide is available and jam-packed with information! Now is the perfect time to familiarize yourself with everything from the various curricula followed at different institutions, to the ways in which schools ensure that all their students receive an equitable education, no matter their learning needs.

For now, check out our feature on scholarships and learn how your student can get a leg up in the competition. Then pop over to our School Profiles Index and find out which Beijing international schools offer these valuable awards.

The days of a teacher standing in the front of a classroom throwing words at students and hoping something sticks is long gone. Education has undergone an incredible transformation of unparalleled diversity and complexity. With so many schools teaching a multitude of curriculum types, it can be easy to get lost in what each school has to offer in the terms of teaching approach and student learning. To get a better understanding of the different curricula out there, we interviewed seven schools that have all adopted a specific curriculum to teach their student body. Please keep in mind that this guide is not meant to suggest which curriculum is the best, but to simply give a better understanding of how they differ from one another and how some of Beijing’s schools implement them.

Hybrid Curriculum

A hybrid curriculum is just as its name suggests. Two curricula are selected by the school, one being an international curriculum such as IB or Common Core using English as its main language for instruction, and the other being the national curriculum of the country the school is in. Therefore, schools have much greater flexibility in the courses they can provide for students as well as making the transition into enrolling in the school easier for students who are coming in from public schools. Core subjects from the Chinese National Curriculum are taught, but the teaching approach may be more Western as hands-on activities such as presentations, debates, and team-oriented research are incorporated.

How Hybrid Curriculum works at BSB Shunyi:

Students at the British School of Beijing, Shunyi (BSB Shunyi) follow an enhanced English National Curriculum completing the IGCSE examinations at age 16. Then senior students aged 17 and 18 study for the IB Diploma. Their German Primary Programme for native Germans includes the Thuringia Curriculum core subjects in German and integrates into the English Curriculum for the other subjects with their peers.

International Baccalaureate

IB programs are designed to have students think critically and challenge one another as they are encouraged to become independent global citizens. There are four main programs offered to students: The IB Diploma Program and the IB Career-related Program (ages 16-19), the Middle Years Program (ages 11-16), and the Primary Years Program (ages 3-12). IB schools have been authorized and accredited to teach these programs by the International Baccalaureate.

How International Baccalaureate works at BCIS:

Beijing City International School (BCIS) employs a play-based approach to early childhood learning, an inquiry-based approach in their Elementary School, and an impact-based approach to the Secondary School learning. The three approaches to the IB programs enable students of all ages to guide their learning and apply it in meaningful ways. For their oldest students, the Secondary School Learning Model develops the four key impacts of critical thinking, creative thinking, purposeful doing, and connected learning to best equip these students to meet personal goals in their future education and lives beyond.

Bilingual Approach

While not officially a curriculum, it is still an approach to learning that has been adopted and applied by many schools. Its focus is on having two languages taught with the goal of both languages being considered as primary languages for the learner. This approach is highly recommended to take place for learners before they turn 7, in order for them to have a more manageable time reaching fluency.

How Bilingual Approach works at BIBA:

The Bilingual Approach to education at Beijing International Bilingual Academy (BIBA) is ultimately about making connections, facilitating communication, and expanding horizons by providing opportunities for students to learn two languages simultaneously.

Reggio Emilia

Reggio Emilia is a student-centered and experiential learning approach that is based on the principles of respect, responsibility, and community through exploration and discovery, creating a self-guided curriculum. The aim of the Reggio approach is to help children reach their full academic and social potential.

How Reggio Emilia works at House of Knowledge:

House of Knowledge (HoK) was the first school in Beijing to adopt the Reggio Emilia approach to learning. In the pursuit of creating a rigorous elementary curriculum for internationally-minded students, HoK elementary school adopted the highly regarded International Primary Curriculum (IPC), which is a comprehensive thematic curriculum with emphasis placed on meeting students at their academic and developmental levels.

Multiple Intelligences

Multiple Intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It is a competency-based curriculum mainly for kindergarten and elementary schools. There are numerous ways intelligences can manifest, ranging from linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist.

How Multiple Intelligences works at Ivy School:

Designed around a six-week inquiry cycle, the curriculum explores six theme units over the course of a school year. Working with teachers, children participate in activities that seek to help them to explore and answer focus questions that allow them to develop a deeper understanding of their world. Ample time is set aside for play as it is the most important “work” of children. Not only do Ivy kids learn the knowledge and skills that they will require for first grade, but also thinking routines and learning habits such as planning and reflection that will serve them throughout their lives.

Montessori

Founded on the belief that every child should be respected as an individual and allowed to learn at their own pace within the prepared environment of a classroom, the Montessori approach provides children with mixed-age classrooms by stages rather than grades and makes individualized teaching and development plans. Teachers are directors, supporters, and collaborators.

How Montessori works at MSB:

The teachers at International Montessori School of Beijing (MSB) are constantly observing, assessing and planning lessons to meet the needs of the children. Studies are integrated not only in terms of subject matter but in terms of moral learning as well, resulting in an appreciation and respect for life. Elementary-aged children are in a world of the abstract, and the instruction given to them must appeal to the imagination.

English National Curriculum

The English National Curriculum was launched in 1988 by the UK government and used by all state schools in England, Wales, and Northern Ireland. Under the English Curriculum, students study the full breadth of subjects divided into blocks of years known as “Key Stages” (KS). These Key Stages are designated into 4 different stages which go from KS1 to KS4, and the curriculum is constantly undergoing developments which gives it a high standing compared to more linear ways of learning.   

How the English National Curriculum works at Harrow Beijing:

Since the establishment of Harrow Beijing in 2005, they have developed their own curriculum which takes the best of the English National Curriculum and also incorporates elements of the Chinese curriculum. Their chosen curriculum at the Senior School and Sixth Form is IGCSE and A-Level, which require students to think and not just regurgitate facts, to develop independent, investigative styles of learning. It seamlessly flows from the Early Years Foundation (2 years old) right through to Y13 (18 years old).

This article appeared in the beijingkids 2020 School Choice Guide

One moment, the children were in the hallway and the next they were not only stepping into a new room, but also a lush new landscape that would help them forever remember the day’s lesson. The second grade class at House of Knowledge School (HoK) had walked into their classroom only to be amazed by how their teachers decorated the space with greenery, fake snakes, and even a diffuser to increase the humidity.

This creatively engaging introduction to the students’ unit about rain forests is a key component of the International Primary Curriculum (IPC), which HoK has adopted starting the academic year and is already seeing impressive results.

Fieldwork Education states that “the IPC is now the curriculum choice of international and national schools in over 1,800 schools in over 90 countries around the world.”

The curriculum’s success with children is based on numerous factors such as the design to have phrases that make up each of the dozens of units available for teachers to choose from. That introductory phase is, aptly enough, called the entry point. At least that’s the case put forth by Ms. Nellie Townsend, HoK’s Elementary Principal and IPC Coordinator. She describes those initial moments as a “wow factor” that ensures the students’ attention spans are attracted to the lesson in those crucial early moments.

Ms. Nellie Townsend, HoK’s Elementary Principal and IPC Coordinator

“The point is not for it to be ‘Oh, today we’re going to move to the next unit, and it will be about this,’” Townsend says of the too dull conventional approach that prompts many children to tune out just as the lesson is beginning. She says it’s important to begin with a bang by actually building a lush setting to help the children literally immerse themselves in their rain forest unit, or smell and taste cocoa for a unit about the chocolate industry, or interview a visiting reporter and snap shots of a photographer with a child-friendly camera for a unit about journalism.“

“We want to get them excited and have fun,” Townsend says. “That way they can’t wait to get further with whatever it is, rather than just telling them we’re going to work on writing.”

From there, the students move through the remaining phases within the IPC’s unit framework. Next up is a “knowledge harvest,” where the teacher leads an open-ended discussion about what they might already know about the topic.

“Now we’ve wowed you, and we want to ask you what you already know. The children have seen the diffuser and the artificial snakes. And there are no right or wrong answers, you’re free.” Townsend says. “As the teacher you’ll throw in some questions and moderate the discussion, but the students lead it otherwise. And now they’re wondering ‘What else will I find out?’ and ‘Is what I know exactly like some of the things I’m going to learn?’ So you’re building curiosity student is always at the center of it, as opposed to you dictating and leading. It’s their own little journey.”

The core values of House of Knowledge

The students’ prior knowledge is contrasted with the “explaining the theme” phase. This section is the only conventional lesson portion of the unit, in which teachers dictate information and crucial details, but only for succinct periods that don’t slow the momentum of the prior phases. After that comes a research component where the teacher guides students to check books or use online tools to get more information about the unit.

It all culminates with a presentation portion, where students can showcase what they’ve learned. But these are not high pressure, on-the-spot ordeals. Instead, the students display their work as part of a fun assembly that celebrates how far they have come to their teachers, parents, and peers.

The flags used in the exit point phase of the “Different Places Similar Lives,” unit.

Prime example: the end of a recent “Different Places Similar Lives” unit. It finished with an assembly-turned-international festival, as the students presented research about the culture of their homelands, along with flags, and tasty treats prepared by their parents. “There were scones from British parents, and one boy who’s half-Nigerian half-British was with his parents who brought food from both,” says Townsend. “And they had this celebration at the exit point, and they got to display what they’ve learned.”

The fun celebratory vibes were in step with the upbeat, innovative entry point that hooked students into the topic in the first place. But, more importantly, Townsend says the exit point allows the unit’s phases to come full circle, as students not only absorb information but also share what they’ve learned, taking ownership of it the entire time. “In that moment they become the teacher,” she says of the how the students present their findings to their parents. And at that point, those students are helping immerse others in the topic in the same way that their teacher did at the entry point, with a lush setting and an equally lavishly prepared lesson.

For more information on the IPC curriculum, click here.

This post is paid for by HoK.

Photos: Uni You

In previous posts, the topic of Intellectual Curiosity has been mentioned and there is no question this is one of the areas most people may be confused about when it comes to the intricacies of thinking how to effectively engage the breadth of what this may mean.

There are many ways of defining Intellectual Curiosity but for the purposes of this article, let’s talk about how to go above and beyond the academic perspective. There is no question that what happens in the classroom is engaging and pertinent. But all too often students see the assignments, lectures, and projects as the sole way to engage their interests. More importantly, students often think that what happens in the classroom and associated work as enough.

But those who are truly fascinated with learning dig deeper. They read journals, magazines, and research or white papers on topics raised in class to further extend the information presented. As an example, students in Physics may explore and become interested in Astronomy or research Elon Musk’s creative endeavors related to Mars or driver-less cars. While a cursory exploration may be satisfying, the true explorer will go even deeper to understand the physics, math, and related topics to not only understand but also use this information to test their own theories and perhaps experiments.

There are certain curricula that allow for this level of investigation – the IB Extended Essay is a direct opportunity for students to engage their interests in fascinating ways while exploring and researching a topic above and beyond their coursework. As well, the Group 4 Project provides the opportunity for multidisciplinary exploration. Others may have the opportunity in other ways to take on new and different interests or expand on their learning by reading above and beyond the texts or lectures assigned for class.

For those without the opportunity within their school, Pioneer Academics offers the opportunity for students to work with a university professor to design and work on a research topic in a variety of fields, depending on the professor’s expertise.

While the prospect of working with a professor may be daunting, other students may branch out to bring new activities to their school. One such project might be introducing Robotics in the form of a club or activity. Robotics brings in STEM activities from science and technology, coding and design. Some schools are taking on building an electric car from a kit, engaging all facts of engineering and project development, culminating in the Formula 24 Race Car British Motorsport Festival.

The ultimate challenge is, perhaps, the Intel International Science and Engineering Fair (ISEF), which has a long history and has developed a strong presence in China. As a progressive process students and/or their teams move from regional to national and finally to the US. Millions of students worldwide start in the process and, eventually, over 1,700 students, from 75 different countries, present their independent research compete for the final prize with significant accolades and award money for the winners.

Intellectual curiosity, however, is not just about science. It includes literature, humanities, and math as well. Whether it is writing a novel or pursuing community service, one of the main facets of intellectual curiosity is to explore and grasp the tentacles of the learning process to make sense. Students who begin to understand the interrelatedness of subjects, and the multidisciplinary components of learning, are students who will propel their learning forward.

Many students have little idea of what they like or what their future may hold. Engaging in projects as exampled above provide unique opportunities. But the best activities may not be those that are already organized, but from personal inspiration and grit. As an aside, students may want to take personality and career tests to understand their innate strengths to help further develop them or to tackle building on their weaknesses. As previously mentioned. Morrisby Careers Guidance and others similar like Do What You Are or Myers Briggs highlight careers based on personality traits.

All too often students settle for the minimum in their education, focusing on the end result. Learning is a process not an end for those truly curious to learn, engage, and grow. So, go above and beyond. Think creatively, and don’t settle for a standard education, but push your learning to new boundaries.

Photo: i.amz.mshcdn.com

CAS: Creativity, Action, Service.  50 hours of each in order to get the IB Diploma. CAS seems like the formula for the ideal well-rounded student, as it forces juniors and seniors to become the epitome of what it means to be well balanced.  Not only must they wade through hours of schoolwork, but they also have to be athletic, creative, and caring.  By the time they graduate at the end of senior year, IB students will have struggled through difficult academic courses, learned to manage their time, and honed their many talents.

However, oftentimes, CAS forces students to participate in activities that are meaningless to them outside of the valuable CAS hours they offer. Because of this sentiment, students often put minimal effort into their extra-curriculars. The old adage in IB seems to be “I’m only here for the CAS hours”. 

I recently joined a service group and the first thing I was asked was “do you need CAS hours?” At first, I was mildly offended – yes, I was there because I needed CAS hours, but I could have been there because I wanted to make a difference.  I could have been there because I really cared.  How did she know I wasn’t joining out of the goodness of my heart?  She had only expected me to join just because of CAS. This exchange in itself is distressing- people should participate in activities that they genuinely enjoy, not,as the norm is, because they just want CAS hours. 

When people only join teams, clubs, or groups for CAS, the gratifying experiences for those who participate for genuine enjoyment are diminished.  When everyone around you only puts in half the effort, it can be seriously disheartening. And when people say, “I’m only doing this because I need CAS hours”, it weakens the objective of community service, which,at its most basic level, is to care. 

Furthermore, CAS takes time away from those students who may be exceptionally skilled at one specific thing.  Students who are especially talented in music or sports, those who practice their skill many hours a day, find it difficult to fit not only Diploma subjects but also CAS hours into their schedules.  In trying to make us well rounded, CAS minimizes time we could be using to develop true competence in one area. 

The CAS requirements are 50 hours each of community, action, and service.  Maybe it is a good thing to force people to try new things, and maybe CAS really does benefit students in the long run.  However, it should be noted that the need for CAS hours can end up taking away from the enjoyment of extracurricular activities and could also prevent us from developing genuine skill.  Should CAS obligations really consume the spirit of creativity, action, and service by turning them into nothing more than hours to be logged?

This article originally appeared in the February 2015 issue of UNIT-E. It was written by Riena Harker, a student at the International School of Beijing.

About UNIT-E
UNIT-E was founded in the spring of 2010 with the aim of establishing a non-profit, student-run magazine for international students in Beijing. Staffed by current students from a range of international schools, the magazine provides an amalgam of cultural tidbits, fragments of Beijing student life, and a broad spectrum of unique perspectives from a diverse group of young adults.

Photo: Ken

It started in Geneva as a college introductory program spearheaded by a few private schoolteachers. Now it is seen, by many, as a pinnacle of high school education — and it has taken root in Beijing’s international schools as well.

The International Baccalaureate (IB) diploma program is no longer just a niche school stream for the children of diplomats, looking for curricular consistency as their families jet from one foreign locale to the next.

Today, children from a spectrum of backgrounds are enrolling in the highly buzzed program, both abroad and in their home countries, where the “I” in its acronym is highly touted as a prime path to becoming employable in a globalized economy.

Over time the IB has also branched out from a two-year program at the tail end of high school to offering programs at the middle and primary levels as well.

In Beijing, there are 15 schools that offer one or all components of the IB, including as WAB, ISB and BCIS, as well as Dulwich, CISB and YCIS. BSB Shunyi is also a recent convert to offering the program.

In the UK, a recent Telegraph article noted that schools offering IB around the world has grown 37% since 2005 — to a total of 3,925. The number of students enrolled in the program has leaped 43 percent in the same time span, to a total of 146,519.

The piece said IB’s key attribute is its “breadth” of sixth subjects, compared to the more rigid options in England’s A-level program that prompt students to chose between sciences and arts.

One educator was quoted in the story as criticising the A-level method, saying: “ I don’t think it’s terribly sensible to specialise at 16 [years old].”

However, for all its accolades, IB is not without its detractors.

A story that ran on candgnews.com covered an evaluation of the program at a school in the US state of Michigan. One parent said he worried that IB would not adequately ready students for the science, technology, engineering and mathematics fields, “…sometimes referred to as STEM in education circles.”

The parent went on to say that: “If our society had a shortage of lawyers, diplomats, historians and linguistics experts, I would have no problem, but according to the [Michigan] governor, that’s not the case. We have a shortage of STEM-trained people.”

Some American educators gripe about IB’s international focus, and how it undermined “American exceptionalism.” Jay Mathews, an education columnist for The Washington Post, dismissed such concerns in an op-ed as “raging paranoia,” that is “completely divorced from reality.”

In particular, he was referring to the rhetoric on truthaboutib.com, a website dedicated to critiquing the IB program, coordinated by one of its biggest detractors, Lisa McLoughlin, a “…real estate broker/journalist/activist from Long Island who is leading a small but vibrant movement to stop the growth of the International Baccalaureate program in the United States.”

Aside from her critiques, rooted in American sovereignty, Matthews conceded that McLoughlin did raise some legitimate concerns, mainly that many American universities continue to give more weight to Advanced Placement (AP) program courses than IB.

But Matthews chalked this discrepancy up to ignorance on the part of the universities. The aforementioned Telegraph piece, meanwhile, argues that IB’s broader course style is a more “holistic” option that better serves its students, regardless of their career choice.

It then quoting an expert who said such well roundedness is crucial in every field, before giving an example: “"It is a worrying thought that people can go on and be scientists if they’re not able to write essays and communicate effectively.” 

Avid football fan, Chinese president Xi Jinping has asked that the national football team sucks less, of course not in those words but he asked to see an improvement. The only time, which happened to be also the last time that China qualified for the World Cup was back in 2002.

Soccer is a popular sport in China but national team’s disappointing performances have harden the most optimistic of fans. Two weeks ago, the education minister, Yuan Guiren, in a national conference on the promotion of soccer in schools stated that in assessing the overall achievements of students, soccer skills will be graded  as per a report by the China Daily.

Yuan also said that schools would have their facilities inspected to check on their efforts made to make the sport more inclusive for the kids. In the physical education class, soccer skills would be compulsory to provide more opportunities for students to play soccer professionally.  

Additionally, the government will set up more soccer academies by 2017 to about 20,000 primary and middle schools. China Daily wrote: In July, the education ministry laid out plans to establish soccer tournaments in primary, junior and high schools as well as colleges. Enrollment policies will be relaxed so it will be easier for schools and colleges to recruit talented footballers. Also, plans to train as many as 6,000 soccer teachers in 2015.