draft summary curriculum for qbe schools

8/9/2019 Draft Summary Curriculum for QBE Schools

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Summary DRAFT Curriculum 1

DRAFT SUMMARY

A Curriculum for an Innovative School

QBE Schools, England

Prepared for Will SutherlandDirector

TeamDennis YuzenasIain BarracloughJeff HuttLeslie LottMaria BrownSteve McCrea (Assembler)


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In GratitudeJohn VornleBahman AzarmJeremy McWilliam

Erik FriedlRaymond MerzDebbie Keiter Deborah VolbergNoel Thompson

Arthur von Wiesenberger Faith Conger

And others

Thanks for your comments and suggestions.


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Contents

A. Introduction to the School

B. Introduction to The Curriculum

C. The Curriculum

D. The ReadingsSupporting Key Quotes (to guide teachers, students, parents and staff)

E. Reference Books

F. Comments by the Curriculum Team

Appendices

Florida Sunshine Sate Standards

IB

New York Regents

Background(History of John Corlettes influence on Education)

A Digital Portfolio

A Digital Library

More About John Corlette


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A. Introduction to the School

The following pages are taken from QualifiedByExperience.com where theDirector, Will Sutherland, describes the aims of the school. His experiences as ahousemaster at Aiglon College for 18 years imbues the spirit of QBE Schools.

OUR MISSI ON

Our mission is to provide innovative courses, where all student develop the academic, workplace,life and citizenship skills, for post Secondary School or College success.

To teach how to learn, to teach how to teach, and to lead by example.

F uture Aspirations:

As yet this project is NOT connected to, or approved by Aiglon College.

It is hoped in the future our boats will be used in various venues for reunions, fund raising, andrecruiting events. There is also the possibility of introducing students, who do our short courses,to Aiglon and the idea of attending the school, and of course the school using them to promotetheir own summer sailing programme. We intend to be in Rome for the summer 2011 reunion.

It is clear that a couple of Historic Pilot Cutters sailed by, obviously competent, young students,arriving in any port of call, having crossed open sea, is going to attract attention and will be animpressive sight.

Modus operandi:

Our sailing boats are floating learning centres, accommodation and transport, which will visit portsof call relevant to the projects the student crew members are studying.

Our courses are dynamic, deep enquiry, project learning based, and practical enabling thestudent, of whatever age to learn through firsthand experience and achieving tangible goals.

Study and Travel Courses:

One week to twelve week courses are possible over the spring and autumn terms enablingstudents to live aboard, and study their academic school work and projects through links on theinternet and their laptops. The benefit of interaction with experts in the ports of call will beinvaluable to their learning process and will motivate them to complete projects. The routes willbe designed to take the students on a tour of destinations relevant to the projects they are


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studying.

Summer holiday Courses:

7 day courses will be used to take youngsters for taster motivational voyages.

Teachers short holiday courses will be used to demonstrate to other educators how our 3Rssystem works.

Transferable Skills:

The foundation will work with the students on their return to help them identify and adapt the skillsthey have learned at sea to beneficial use at school or college and at home.

The Programme:

Students are free to request customised programmes to suit their individual study requirements.

A suggested programme of courses will be made available by the end of July 2010.

A dditional RemarksWe want to nurture and produce motivated young people who show leadership qualities, areflexible and so are able to turn their mind to anything, and are very quick to pick up new skills.Having learnt how to learn they will realise they need to continually pursue self-development if they are going to succeed in modern life.

Rigor, Relevance and Relationships: By replacing the original 3Rs with Dennis Littki s 3Rs,which were adopted by Bill Gates, Rigor, Relevance and Relationships and incorporating thevalues and thinking of Kurt Hann, John Corlette, and other prominent educators, and of courseour own, we intend to provide opportunities for all students to benefit from the new concepts andsystems.

To be of use to the younger generation, any education system has to be flexible enough in itsaims and aspirations to keep up with human and technological development whilst preserving thearts, and the foundation values, which make man.

OUR TOOL S A RE MIND AND P EO P LE!

How do we bring this about?: By creating the right environment and giving the students theright to use their own minds to select and complete project based learning opportunities, both inacademic and sports curriculum time. Modern teaching methods and styles break down thebarriers between teacher and student, and create an informal but structured learningenvironment. This allows more one to one time and fosters a sense of enquiry and teamwork to accomplish a common goal. The growth mind set is All is possible, yes we can! sothe peer pressure is for everyone to succeed. Each individual is motivated to go to college and onto greater things.

Of all the delivery methods I have studied in the Western World I feel the High Tech High systemand work by Dennis Littky and Dennis Yuzenas are the most effective and logically relevant to the21st Century. Introducing these into European education systems will not be easy as there is little


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room to manoeuvre in the set ways of the hierarchy who will defend their positions at the top.

The quickest way to convince people is to demonstrate it works. So we have to get on and set upways of demonstrating project based learning in all spheres of the educational process. Thiscombined with the ideals and ethics behind the original Aiglon philosophy will produce a uniqueInternational College and centre for learning. I wish to use the sea to bring all the elements of majestic beauty, discovery, and expansive usable space to our project, in the same way Aiglonuses the mountains.

I HE AR AND I FORGE T, I S EE AND I RE ME MBER , I DO AND I UNDER STA ND Confucius.

Small Beginnings: At the outset, in the absence of buildings, we aim to use sailing boats asfloating learning centres, accommodation and transport, which will visit ports of call relevant to theprojects the student crew members are studying. The possibilities are numerous. For example theEden Project in Cornwall for Bio-diversity, Oc anopolis in Brest for ocean studies, the Barrage of the Rance for sustainable energy projects, and cities like London, Dublin, Edinburgh, Rouen,Lisbon, Rome, Marseille, and even across the Atlantic to New York and the eastern cities of

America. They are all, each and every one of them, centres of research rich with expertise andculture, offering our students, tangible, educationally rich, experience opportunities.

Modern technology makes all this possible. By supplying the students with the latest electroniccommunications equipment they need never be out of contact with their teachers and tutors.Projects and assignments can be chosen to fit interests and to cover relevant parts of examsyllabi. Assessment can be made by presentation and demonstration of new knowledge andskills. Most important is that the students learn how to learn and are encouraged to assist eachother to achieve high standards and to be motivated to succeed.

O ur students will be qualified by experience.

The 3 R s project at sea: Going to sea even for short periods of time will take our students into anew environment and all pre-conceived ideas, prejudices, and misconceptions fall away, aseveryone realises they are new players on a level playing field. They will start with a clean slate,and all learn to work together, get to know each other, and to play their part in a working team.


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Sound friendships will be forged, but most important of all are the life skills lessons we can learnat sea. Every voyage requires tolerance, caring, sharing, tenacity, self-confidence, and self-worth,planning, organisation, leadership, camaraderie, and above all, regard/love for our neighbours.

Courses: One week to twelve week courses are possible over the spring and autumn termsenabling students to live aboard, and study their academic school work and projects through linkson the internet and their laptops. The benefit of interaction with experts in the ports of call will beinvaluable to their learning process and will motivate them to complete projects. The routes willbe designed to take the students on a tour of destinations relevant to the projects they arestudying.

Summer holiday, 7 day courses will be used to take youngsters for taster motivational voyages,and to demonstrate to other educators how our 3Rs system works.

Transferable Skills: Our new school foundation will work with the students on their return to helpthem identify and adapt the skills they have learned at sea to beneficial use at school or collegeand at home.

I DO , I UNDER STA ND , I NEVER FORGE T W.S.

Young Teachers: We are coaching and mentoring young teachers/skippers in ways to teachstudents how to learn by giving the student the responsibility of going to sea, and leading anexpedition with set destinations and well defined, tangible goals. Sailing with the right mindsetcan bring out the best in people, and on reflection, most realise many of the foundation valuesand skills learnt are transferable to real life ashore.

Two identical Pilot Cutters: In talking to our young skippers in the UK and France it wasgenerally agreed, for a multitude of reasons, pilot cutters are the boats most suitable to start theproject. Apart from all the other pluses they are renowned for their seaworthiness, they will makea very steady and predictable teaching platform, and they have lots of bits of rope to pull, are verybeautiful, and have historic links with the founders of the project in Dartmouth UK in the WestCountry and in Saint-Malo.

The key to the development of the concepts and spreading of the ethos is providing a livingdemonstration and using it to coach other Teachers, Mentors, and Lecturers and encouragingthem to adopt this concept as one of their teaching methods.

The Pilot Cutter Project is just a beginning. As with all projects, when it is successful it will havemany fathers, exponents, and supporters. We know that one size does not fit all but for manythere is enough flexibility in our methods for most students to benefit greatly from the programme.

Key to the delivery is non segregation. Finding a mix of cultures, ideas, points of view, upbringing,and basic education, will enrich the experience for all and foster the maximum benefit from the 3Rs.

One of the areas in education we wish to address is the dropout rate. So many talented young

students are leaving school or college before they have passed their exams because they arebored and see no relevance to what is being taught. There are a multitude of reasons thesestudents find themselves in these circumstances, but they all could be avoided. We can motivateand set high standards which our students want to achieve. We have done it before and we cando it again.

Tuesday, May 18, 2010


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A view of "what's needed in schools" in the UK (and aroundthe world)

============ We all agree that every child is different and their needs are different, sowhy do we think they are all going to fit into the same educational box? I see a very big need for children to be taught the basics (a general LiberalArts Programme ) and then taught how to learn and what to learn. They need to understand there is no such thing as a free lunch. They also needto understand they have to be of use to society in order to happily fit intosociety, and to earn a living. They can do anything they want to do provided it is going to lead to an incomestream for themselves and their families. They need mentoring from someone who cares about them and who can help

them deal with family or their personal environment problems. T alk to today s students and they will tell you they do not understand thelogic of their education or where they are going, but they know whatinterests them. ====================== M y ongoing research into the effects of Aiglon college (and the philosophies of Kurt Hahn and John Corlette www.JohnCorlette.com ) on the lives of theAlumni is revealing the basic student needs and ways of meeting them. ======================

In summary the reformers cannot get out of their minds the traditional imagethe word School conjures up every time they use it or hear it. What the 21 st Century students need is a new concept education mediacentre: A resource for the whole community and everyone in it. Within this there needs to be a core framework which provides a balancebetween academic learning and life skills, discipline, appreciation, respect andtolerance for others, sports and physical exercise etc. We only know and are influenced by what we know. Therefore theprogramme should encourage enquiring minds, to develop innovation andexperimentation. Expeditions and cultural excursions have become extinct due to health andsafety restraints. This problem needs to be overcome in one measure oranother.


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Above all, a path for future development, a light at the end of the tunnel, hasto be presented to students and parents which satisfies their needs andaspirations.

A lot of what Tony Blair say is not actually happening in the UK and heintroduced the most teacher-controlling regulations -- he has knocked thestuffing out of our good teachers and the new system leaves them totallydisenfranchised. Central control and bureaucracy takes up more than half ateacher's working time and preparation hours have increased beyond anysensible measure. The results are lower standards and a weaker society.

Will Sutherland Director QBE Education.


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B. Introduction to The Curriculum

The general curriculum (draft) can be found on QBESchool.com.

The goal of Q BE Schools is to perpetuate John Corlettes vision for educationwhile adapting it to modern times. The following themes are important:

D elayed gratification

Planned hardships

Small discomforts, such asshowering with small towels G ood healthy food

Plenty of time outdoors in small teams

Meals seated in assigned places at a table with a

master and some kids that annoy you

An inner life , a time of quiet in the morning beforethe school day starts

Plenty of inspiring words (spoken, on a rotating list displayed on a computer screen, posted onwalls) to build character

These are elements of a good curriculum.

Academic subjects are part of the overall whole-person curriculum.

E ach part gets roughly 20% of the focus of the day.


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C. The Curriculum

An Integrated Curriculum

"What a gift He would gi'e us, to see ourselves as others see us."-- Robert Burns

Here's why school should be a wider experience than academics.

EXAMPLESpirit Emotions Mind Body Academics

Five parts, each part gets roughly equal time, ... the curriculum invites integration of subjects, math with language withphysics... even in a math class, there are moments when the teacher can:

After teaching exponents (10 to 25th power or a one followed by 25 zeroes)...

Spirit How many molecules are in the planet? Isnt that incredible? (Ponder the Infinite)

Emotions How does it feel to be decaying every minute? we are moving toward Chaos (the Laws of Thermodynamics,entropy and enthalpy) which are connected to big numbers (thats why we

Mind(Intellectual) -- Train the intellect... beyond the academics, what exercise can we use to influence and give the mindnew perspective? perhaps a meditation (the piece about people who were born in 1993 have never used an 8-track tapeplayer -- and how many pieces of ferrite are on a typical 8-track tape?)

Body Stand up, stretch, do the John Gray exercise for two minutes, feeling better now? Shake around the brain cells -- numbering 1 followed by twelve zeroes

Academics Oh, yes, back to academics. What happens when I multiply 40,000 pounds (4 x 10^4) times 6.8 billion (6.8 x10^9 number of people)? Thats the number of pounds of carbon dioxide that every person would indirectly generate if they all consumed energy at the rate of a typical U.S. person (20 tons per year)

Integration of the curriculum is inspired in part by the procedures at The MetCenter in Providence, RI.

See the list of sample guiding questions athttp://www.themetschool.org/Metcenter/Applied.html


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Traditional CurriculumSource: NY Regents

The Arts

Standard 1: Creating, Performing, and Participating in the Arts

Students will actively engage in the processes that constitute creationand performance in the arts (dance, music, theatre, and visual arts) and

participate in various roles in the arts.

Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materialsand resources available for participation in the arts in various roles.

Standard 3: Responding to and Analyzing Works of Art

Students will respond critically to a variety of works in the arts,connecting the individual work to other works and to other aspects of human endeavor and thought.

Standard 4: Understanding the Cultural Contributions of the Arts

Students will develop an understanding of the personal and cultural

forces that shape artistic communication and how the arts in turn shapethe diverse cultures of past and present society.

(Other standards will follow a similar pattern)


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To be filled in


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D. The ReadingsSupporting Key Quotes (to guide teachers, students,

parents and staff)

The following items are a partial listing. More can be found atVisualAndActive.com then scroll down to The Readings.

In the early 1970s I was placing student teachers in schools withopen classrooms. These schools had kids doing projects in small groups instead of thetraditional lecture format. One of my student teachers said, This is great, Dennis, butwhen am I going to really learn how to teach? She was standing there in an exciting,rich learning environment, but she couldnt see it because it didnt match her idea of whatteaching was, which was standing up in front of the room, looking out at quiet rows of faces, and pouring knowledge into them. Dennis Littky, The Big Picture, page 13

Trust. Truth. No Put-downs.Active Listening. Personal Best.Seen at New City School in St. Louis, Mo.

Howard Gardner Alternative Methods of AssessmentKey quotes from Gardner

Multiple Intelligences is most usefully invoked in the service of two educational goals. The first isto help students achieve certain valued adult roles or end-states. If one wants everyone to be ableto engage in artistic activities, it makes sense to develop linguistic intelligence for the poet,

spatial intelligence for the graphic artist and sculptor, movement intelligence for the dancer and musical intelligence for the composer. If we want everyone to be civil, then it is important todevelop the personal intelligences.

The second goal is to help students master certain curricular materials. Students might beencouraged to take a course in biology so as to better understand the development of the living world. If individuals indeed have different kinds of minds, with varied strengths, interests and

strategies, then it is worth considering whether pivotal curricular materials like biology could betaught AND ASSESSED in a variety of ways.Intelligence Reframed, p. 167


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Performances of Understanding When it comes to probing a students understanding of evolution, the shrewd pedagogue looks

beyond the mastery of dictionary definitions or the recitation of textbook examples. A studentdemonstrates or performs his understanding when he can examine a range of species found indifferent ecological niches and speculate about the reasons for their particular ensemble of traits.A student performs her understanding of the Holocaust when she can compare events in a Naziconcentration camp to such contemporary genocidal events as those in Bosnia, Kosovo or Rwanda in the 1990s.

Measures of understanding may seem demanding, particularly in contract to current, oftensuperficial, efforts to measure what students know and are able to do. And, indeed, recourse to

performing ones understanding is likely to stress students, teachers, and parents, who havegrown accustomed to traditional ways of doing (or NOT doing) things. Nonetheless, a

performance approach to understanding is justified. Instead of mastering content, one thinksabout the reason why a particular content is being taught and how best to display onescomprehension of this content in a publicly accessible way. When students realize they will haveto apply knowledge and demonstrate insights in a public form, they assume a more active stance

to the material, seeking to exercise their performance muscles whenever possible.

More Readings are found on www.VisualandActive.com


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E. Reference Books

G uiding Principles

Here are seven key principles selected by John Corlette , founder of AigonCollege:

Seven Principles for guiding educators

1. Education of the whole person

2. Systems of reward

3. Instilling self discipline

4. Leadership

5. Responsibility and maturity

6. Healthy lifestyle

7. Religion

Join the Facebook page " Seven Principles "

Some of these books and websites are mentioned in the videos that appear onQBESchool (the youtube channel).

Abraham Fischler The Student is the Class (blog) The StudentIsTheClass.com

Annette Breaux 1001 Answers for Teachers

Dan Pink Free Agent NationA Whole New Mind

Dennis Littky The Big Picture: Education is Everyone's Business


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How do Littky's schools integrate the curriculum? The link to ACADEMICS on MetCenter.org

Dennis Yuzenas Portfolios DVDClassroom Methods for the Project-Based Curriculum (DVD)

Edward Hallowell Answers to Distraction

Howard Gardner Intelligence Reframed

Lois Hetland

Portfolios: Educating for UnderstandingMalcolm Gladwell The Tipping PointBlink Outliers

Mel Levine various books

Thomas Friedman Hot, Flat, CrowdedThe World is Flat

Thomas Hoerr Multiple Intelligences School

Thomas Lickona Character Matters

Thomas Toch Foreword by Tom vander Ark

Tom van der Ark EdReformer.com Vander Ark's blog edreformer.com/2010/06/auto-tune- education /


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He talks of prep schools http://edreformer.com/2010/04/sponsored/

Two Million Minutes (the documentary)

Search on YOUTUBEhttp://www.2mminutes.com/ Robert Compton's effort to focus attention on good schools.

Magazines Men's Health

National GeographicPsychology TodaySmithsonian

Learning Outside the LinesJonathan Mooney


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F. Comments by the Curriculum Team

Leslie LottKids today will be adults working with technologies not even developed yet-- in settings muchmore individualized than those in today's workforce. They will need their individuality and willneed to learn throughout their lives. They will need to make decisions on their own and willneed strategies to do that successfully. Adults of the future will need to have big-picture thinkingabilities for issues such as problem recognition and solving, prioritizing, etc. Given these facts,education would best serve students if it aimed to teach them to be good learners rather than toswallow whole whatever is spoonfed to them. Wouldn't it be great if education encouragedchildren to investigate and make their own decisions based on that investigation-- rather thanrequiring them to sit quietly in neat little rows all doing the same thing at the same time justbecause that is easier for the teacher? Many of the things that tend to be socialized out of youngstudents through the very example given in the practical, organizational structure of traditionalschool settings are qualities that could actually help these children thrive as adults. Verylittle about the future will be traditional. Why do we think we serve children by "educating" them inschools that are?

Maria Brown (notes from a telephone conversation)

There needs to be strong leadership from director, but also a student council and a teacher council. While there needs to be democracy, that's all very well, but somebody has to bethe leader and the final word.

EXPECTATIONS OF PARENTS... they experienced top down leadership, so they alsoexpect it.

In Norway, the school work is play-orientated, where they explore and questioneverything. Learning is geared where they are from their personal level of development.If they want to know about numbers and letters, they are given but the effort is aboutlearning to cooperate with each other through creative play.

Point: the Steiner program has better results at every level, how they deal with stress, personal stress, less likely to commit crimes.

In short, staff should listen to students.

I believe that children learn not according to their age but according to their current level.

Those who are able are not held back in this type of school.

The benefit: you learn for learnings sake, not learning to pass an exam


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REWORD the key points... not "Don't Lead The Students" we don't inspire with anegative... the phrase should be: follow the student

Let the student lead the way, listen and then point to the doors.

People are driven toward the academic side.

We learn through experience. Respect is paramount. Respect for each other,for standards , work, teachers, each other. according to Margaret Williamson, former school inspector and school principal

Maria made reference to Rudolf Steiner and Waldorf Schools.

Iain BarracloughHis extended comments appear in the CD that accompanies this document.


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Appendices


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Examples of what most people expect in a curriculum appear below.

Materials that traditional schools use... MATH

http://everydaymath.uchicago.edu/

Everyday Mathematics is a comprehensive Pre-K through 6th grade

mathematics curriculum developed by the University of Chicago School

Mathematics Project, and published by Wright Group/McGraw-Hill.

It is currently being used in over 185,000 classrooms by almost 3,000,000

students.

The federal government's What Works Clearinghouse gave Everyday

Mathematics the highest rating of any commercially published elementary

mathematics curriculum.

http://www2.edc.org/mcc/

Character Education

Textbook:

Role M odels: Examp les of Charact er an d Leader ship serves as the textbook for thecurriculum. We believe kids need positive role models to look up to and emulate.Unfortunately, many kids today report they do not have role models. Other times, the


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role model is, at best, a curious choice. The Role Models textbook highlights 17individuals who exemplify the different character traits covered in the curriculum. Thisbook offers a mix of historical figures that have stood the test of time like AmeliaEarhart, Booker T. Washington and Helen Keller, as well as contemporary figures whoare worthy of our admiration, such as Pat Tillman, Christopher Reeve and OprahWinfrey. Quizzes and vocabulary lists accompany each chapter.

======================

http://www2.edc.org/mcc/pubs/mguide.asp

Choosing a Standards-Based Mathematics Curriculum

by Lynn T. Goldsmith, June Mark, and Ilene Kantrov

Choosing a Standards-Based Mathematics Curriculum is a guide for the selection andimplementation of instructional materials based on the NCTM Standards. This guide is intendedfor use by assistant superintendents, curriculum coordinators, mathematics supervisors, leadteachers, department heads, and other educators responsible for the curriculum review andselection process within a district. This 182-page guide describes a process for considering andreviewing standards-based mathematics programs and raises questions and issues for readers toconsider in their own processes, such as setting appropriate evaluation criteria, assessing districtneeds and resources, piloting materials before selection, and planning professional developmentand teacher support to facilitate implementation.

To view excerpts from the guide, click below (Adobe Acrobat required):

Table of Contents

Chapter 1: What Is a Standards-Based Curriculum?

Chapter 2: Getting Started: The Big Ideas of the Selection and Implementation Process

Chapter 6: Developing and Applying Selection Criteria


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Chapter 9: Teacher Support

Chapter 11: Implementation Rollout

Appendix: Sample Selection Criteria

Choosing a Standards-Based Mathematics Curriculum is available from Heinemann, Inc., at acost of $24 (plus shipping and handling).

http://www2.edc.org/mcc/default.asp

The K12 Mathematics Curriculum Center aims to help teachers and administrators makethoughtful, informed decisions about mathematics curriculum and instructional materials. Our

projects explore and analyze how curriculum decisions are made in K12 mathematics programs, provide resources that support good curriculum selection and implementation, and connect

research and practice in mathematics instruction. Funded by the National Science Foundationsince 1997, the center is based at Education Development Center, Inc.

Sunshine State Standards (Florida)

http://www.fldoe.org/bii/curriculum/sss/

Example: a standard for Geometry and points:http://www.floridastandards.org/Resources/PublicPreviewResource8383.aspx

If you are looking for a point-by-point description of what will be taught at QBE Schools,you can look here. Some part of the curriculum will cover this point.

Cambridge Materials

http://www.cie.org.uk/qualifications/syllabus_materials

If you are a teacher working for a registered CIE Centre, you may have

access to our Teacher Support website . The Teacher Support websitecontains all available syllabus material together with a host of otherresources that teachers at registered Centres can use to assist them in theirteaching.

http://www.cie.org.uk/qualifications/academic/middlesec/igcse


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The International General Certificate of Secondary Education (IGCSE) is theworld's most popular international qualification for 14-16 year olds. Itdevelops successful students, giving them excellent preparation for their nextsteps in education, including progression to A and AS Level study, and equipsthem with skills for immediate employment. Cambridge IGCSE is recognisedby universities and employers worldwide.

Florida Sunshine State Standards

Downloads:Floridastandards.org/Downloads.aspx

IB

The International Baccalaureate (IB) is a non-profit educational foundation,

motivated by its mission, focused on the student.

Our three programmes for students aged 3 to 19 help develop the

intellectual, personal, emotional and social skills to live, learn and work in a

rapidly globalizing world.

Founded in 1968, we currently work with 3,000 schools in 139 countries to

develop and offer three challenging programmes to over 837,000 students

aged 3 to 19 years.

T he Diploma Programme for students aged 16 to 19 is a demanding two-

year curriculum leading to final examinations and a qualification that is

welcomed by leading universities around the world.


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The IB is unique.

We offer a continuum of education , consisting of three individual

programmes. We span the years from kindergarten to a pre-university

diploma. While we are traditionally known for the Diploma Programme,

IB World Schools increasingly offer all three programmes.

We are proud of our reputation for high quality education sustained for

over 35 years . Our curriculum represents the best from many different

countries rather than the exported national system of any one. Our

challenging Diploma Programme assessment is recognized by the

world's leading universities. We maintain our high standards by

actively training and supporting teachers, and by authorizing and

evaluating IB World Schools.

We encourage international-mindedness in IB students. To do this, we

believe that students must first develop an understanding of their own

cultural and national identity. All IB students learn a second language

and the skills to live and work with others internationallyessential for

life in the 21st century.

We encourage a positive attitude to learning by encouraging students to

ask challenging questions, to reflect critically, to develop research

skills, and to learn how to learn. We encourage community service

because we believe that there is more to learning than academic

studies alone.

We ensure that our programmes are accessible to students in a wide variety

of schoolsnational, international, public and privatein 139

countries. These IB World Schools form a worldwide community in

which there is no such thing as a typical school (more than 50% of

IB students are in state-funded schools). IB World Schools cooperate


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in curriculum development, student assessment and the governance of

the IB, making this a unique international collaboration.

http://www.ibo.org/diploma/

L ife in the 21st century, in an interconnected, globalized world,

requires critical-thinking skills and a sense of international-

mindedness, something that International Baccalaureate (IB)

Diploma Programme students come to know and understand.

T he IB curriculum

IB Diploma Programme students study six courses at higher level or standard

level. Students must choose one subject from each of groups 1 to 5, thus

ensuring breadth of experience in languages, social studies, the experimental

sciences and mathematics. The sixth subject may be an arts subject chosen

from group 6, or the student may choose another subject from groups 1 to 5.

In addition the programme has three core requirements that are included to

broaden the educational experience and challenge students to apply their

knowledge and understanding.

T he extended essay is a requirement for students to engage in

independent research through an in-depth study of a question relating to one

of the subjects they are studying.

T heory of knowledge is a course designed to encourage each student to

reflect on the nature of knowledge by critically examining different ways of

knowing (perception, emotion, language and reason) and different kinds of

knowledge (scientific, artistic, mathematical and historical).


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C reativity, action, service requires that students actively learn from the

experience of doing real tasks beyond the classroom. Students can combine

all three components or do activities related to each one of them separately.

O ver the course of the two-year programme, students:

study six subjects chosen from the six subject groups

complete an extended essay

follow a theory of knowledge course (TOK)

participate in creativity, action, service (CAS).

Normally:

three of the six subjects are studied at higher level (courses representing

240 teaching hours)

the remaining three subjects are studied at standard level (coursesrepresenting 150 teaching hours).

Subjects, other than languages, may be taught and examined in:

English

French

Spanish.

http://www.ibo.org/diploma/curriculum/

=================


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New York Regents

Insert links to Regents website


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Background(History of John Corlettes influence on Education)

John C. Corlette was born John Hubert Christian Corlette on 21 June 1911 [1], anddied 9 December 1977.

Corlette was an English architect who, in 1949, founded the private English-style boarding school Aiglon College in Switzerland. The school is registered as a not-for- profit charitable institution, with an international student intake. Corlette was a former pupil ("Stoic") of Stowe School in Buckinghamshire, and a former teacher atGordonstoun, a private school in Scotland - he included some of the latter school'seducational ideas in the formation of Aiglon.

Corlette's death in 1977 came after an extended illness. His legacy is the school that hefounded.

Early years

Corlette was the son of an architect. [2]

As a teenager, he attended Stowe School, in Buckinghamshire, England. Because of illhealth (he had contracted pneumonia five times), he was advised to find a healthier environment, and it was recommended that he attend a school in Switzerland where thehigh altitude and drier air might assist his recovery - the same reasons that Switzerlandwas at that time renowned for its sanatoriums for people recovering from pulmonaryinfections and diseases. This is how he came to go to school in Chesires.

University Life and his First Decade of Employment

Corlette attended ??? university to study ???, and after graduation he commencedworking as an architect. He later commenced teaching at Gordonstoun but decided toreturn to university after working at Gordonstoun for xx years, whereupon he graduatedwith a degree in education.

The Start of AiglonIn 1949 Corlette opened his school in Chesires, the same village where he had gone toschool as a teenager.

Like his mentor Kurt Hahn, John Corlette wrote no books to guide future generations inthe creation of a curriculum. His speeches, like those of Kurt Hahns, are peppered with


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phrases that can guide the reader away from a focus on curriculum and textbooks andtoward the use of philosophy and environment to improve the behavior of the wholeman.

The following extracts from a speech given by Corlette at Aiglon's end-of-term ceremony

in July 1973 help illustrate his vision for the school. At the time of delivering thisaddress, the school had expanded to nearly 300 students and had introduced co-education.However, the precepts that guided the early years of the school were still present 25 yearsafter its foundation in 1949. [3]

y Education should be more than academics. We believe that the goal of educationis, or should be, the development of the spiritual man, that is of that part of eachone of us which, with development and training, is capable of a vision or directapprehension of the purpose of life, of the true nature of ourselves, of the world inwhich we live and of such other worlds or states of being as may exist besides.

y Standards of behavior should be set by the school.y

Another of our basic principles is that we believe that it is the business of thosewho direct the school, first to set the standards which they believe the studentsshould be aiming at, and state them in no equivocal fashion, and secondly thatthey should provide a method of grading for each aspect which will enable thestudent to know what progress the school authorities think he is making. Thisgrading should, if necessary and where possible, be accompanied by explanationswhich will help the student to understand his assessment and plan his future

progress.y In other words, tolerance of the beliefs of others does not mean that there is a

relativistic any standards will do approach to teaching. Multiculturalism doesnot connote a lack of universal standards.

y Education requires teachers to look beyond academics, even if the judgmentsmight be regarded as subjective. This is no reason for teachers to avoid theresponsibility of judging their pupils' work and progress, moreover this is

precisely how promotion is accorded to us in real life outside school.y A rank system or similar structure that rewards good behavior is central to the

schools method. It charts the course of the development of the boy or girl asregards his character, sense of responsibility, maturity and general development inrelation to the basic standards of conduct and morality which we lay down andwhich are derived, as far as we are able to understand them, from the teachings of Jesus Christ and other great teachers. This assessment has come to be known hereas the Rank System, and is absolutely basic to the idea of education at Aiglon.

Note: Corlette did not like the word rank as it held unintended militaryovertones.

y A system of rewarding merit outside the classroom is needed.y We get promoted in our business or occupation and our salary increased precisely

as we are able to convince our superiors in the hierarchy of our merits withreference to their requirements. The exception to this is of course if we aremembers of a trade union, in which case, as things are today, our salaries areincreased, not according to our merit, but according to the seriousness of the


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threats with which we are able to menace our employers. There have beenattempts by students in some schools to follow this example by threatening theschool authorities in various ways if they do not give them what they want. Thiscould not happen at Aiglon for the very simple reason that we would rather closethe school than abandon our principles.

y

Education includes developing appreciation for and a relationship with our environment. Intimate contact with nature, too, is important, and a realisation of our living relationship with it. Hence our adventure training programme.

y Learning to live with others and maintaining good relations with people is part of an education. Absolutely essential too is a positive and loving relationship with allother people regardless of their origin, background or beliefs, and a positive andloving relationship with everything in the world and in the universe around us.

y The education which we offer is designed to go far beyond [passing your examsor getting a better job. It aims] to develop the whole of you and not just a part, tohelp you to become truly and intensely alive, to help you to a knowledge of andunderstanding of that part of you which I call the spiritual part, by attention whose

dictates you can attain to much more than success in examinations and a good job,that is to lasting happiness. Note: This theory of education goes further than atypical schools mission.

Round Square

The beginnings of Round Square:http://www.roundsquare.org/index.php?option=com_content&task=view&id=25&Itemid=58

Corlette met and became friends with Dr. Kurt Hahn of the Round Square organisation.Dr. Hahn maintained that it was crucial for students to prepare for life by having themconfront it, to develop courage, generosity, imagination, principle and resolution. He feltthat this would result in young people becoming better equipped, developing the skillsand abilities to become the leaders and guardians of the future. [4]

Aiglon College became a member school of the Round Square association in 19xx, andfollowed these same precepts, giving the school an additional respect and regard in theeducational community.

The Round Square web site notes that, Unlike all the other twentieth century educationalinnovators, Hahn wrote no books. His testimony and legacy rest in his schools and other

programmes he initiated. Like Kurt Hahn, John Corlette left behind a school that he hadstarted. [5]

A tribute to Corlette: "John Corlette of Aiglon...was our most powerful personality andhe was the only one to own his own school. He was urging expansion and developmentlong before I felt we were ready for it. He insisted that there must be an association

journal but it was not until 1982 that the enthusiasm and driving energy of MargaretSittler got Echo going. John was an original and this showed itself in his creation


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Aiglon and its most characteristic custom: the morning Meditation. He collected art andhad a weakness for Jaguars (petrol driven). He was a master of publicity and used thismuch to the benefit of his school. During the first American conference at Athenian in1972, Aiglon gave a reception in San Francisco and a very fine film of the school wasshown with a commentary by the best of the B.B.C. announcers. It began with the camera

swinging through the arc of mountains between Aiguille Verte and the Dent du Midi.Then it swept down into the Rhone valley and one saw the distant road zigzagging uptowards Villars. A small object driving up the road grew into a familiar streamline shapeand the voice of the B.B.C. chimed in: John Corlette had a dream. There was a chortleof joy from the assembled Heads, which John took in good part."

The above is an extract from The Muscles of Friendship - a valedictory speech by JocelinWinthrop Young, Founding Director of Round Square, on the occasion of his retirement,October 1992 (made at Bishops College School, Lennoxville, Quebec, Canada).

There is generally a mood of antipathy in academia toward most articles on

Wikipedia. The contents of this article are accurate (the Curriculum Team knowsthe team that assembled this article).http://en.wikipedia.org/wiki/John_C._Corlette


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Corlettes speech

www.johncorlette.com (emphasis added to aid of the reader)

THE GOAL OF EDUCATION AT AIGLON

An Address by the director given at the graduation ceremonies and prize giving in Exeter Hall, 3 July 1973

---------------------------------

Some of you probably without thinking too much about it, will have assumed that the goalof education is the acquisition of a body of knowledge which will enable you to pass theexaminations set by universities, technical colleges or other such bodies. You believe thatsuccess in these examinations may enable you to earn a better living and make moremoney so that you can more effectively satisfy your physical needs and desires and such

other needs and desires as can be satisfied by these means.Whilst we agree that the ability to earn a good living is a necessary and importantaccomplishment we do not regard this as the goal of education but as a by-product of it.

We believe that the goal of education is, or should be, the development of the spiritual man,that is of that part of each one of us which, with development and training, is capable of avision or direct apprehension of the purpose of life, of the true nature of ourselves, of theworld in which we live and of such other worlds or states of being as may exist besides.

If we are able to achieve such illumination, the business of everyday life and its problemswill be taken care of as a by-product, and such physical wealth as we may need for our passage through this life will follow the spiritual wealth which we have worked to achieve.

Hence, although we can and do and should work to equip ourselves as efficiently aspossible with the tools necessary for earning our living, we shall do this with the moresuccess, and at the same time achieve for ourselves lasting happiness and peace of mind, if we set as our primary goal the acquisition of spiritual wealth or the development of thespiritual man.

The organisation and practice of any educational establishment should therefore be suchas to recognise this as the goal, and such as to contribute towards its achievement.

So, if an educator is to have any success in the accomplishment of his mission, he musttake into account not only the basic aim of the development of the spiritual man, but alsothe nature of man and the practical means whereby he may help him towards his goal.

Now, man's nature is complex, but for the sake of simplicity and to provide a practical basisfor action it can be divided into four main aspects, each of which influences and reacts toall the others. They are the physical, intellectual, emotional and spiritual.


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Each of these four main aspects, if well nourished and well exercised, can help us todevelop our spiritual side, help us to perceive truth which, as we approach it more nearly,will bring us closer to perfection or closer to theEternal One, to identity with cosmicintelligence, cosmic energy, creative principle or Ultimate God according as you like todescribe it. This is the ultimate destiny of us all and the reason and purpose of our lives

here on earth.It follows that any education which helps to prepare man to fulfill the purpose of his life on earth, must nourish and exercise all four aspects of his nature and regard them of equalimportance in the development of the whole man and in the satisfaction of his profoundestaspirations. The joy and happiness which all men seek can be attained only in this way.This is the path to self-realisation and through this to god-realisation which is our ultimategoal.

All other satisfactions are either a means to this end or are a mistaken attempt to attain happiness by concentrating un one of these aspects, or perhaps two, and neglecting the

others. This results in imbalance and dis-harmony and dis-ease.So, how, in practice, and in a school, and with the material, human and otherwise at our disposal, do we set about this task?

Nothing, or very little, we do at Aiglon is haphazard, or done because other people do it or somebody has said it ought to be done that way. Everything we do has been carefullythought out with reference to our basic aim and developed from first principles, andwhenever new problems or questions arise, we seek their solution within the samecontext. We ask ourselves, "Is the solution proposed consistent with our basic aim andprinciples?"

Since this point is not always well understood by those associated with the school, be theyparents, staff, students or outsiders, it is perhaps worth giving a few examples of how itworks out in our practice here.

For example, taking the physical aspect, we start from the premise that the body is thetemple of the spirit. This can be stated in different ways. It is the house which "we" inhabitduring the short span of our life on earth. It is not "us." It is an instrument which "we" useto express or manifest the various aspects of truth as "we" perceive them.

Therefore, the more perfect the body is as an instrument for this purpose, the greater will beits contribution towards the attainment of our goal. We should therefore learn to care for it,nourish it, and exercise it in a way which will help it to function in the best possible way for this purpose.

So we have Morning PT, so called. This should be a few minutes gentle jog-trot or theequivalent whose purpose is to stimulate the circulation of the blood after a night of relativestagnation, so that it may carry away for elimination some of the toxins accumulated duringrest, and at the same time, circulate fresh oxygen from the lungs to all the cells in the body,thus helping to keep them in optimum condition.


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Then we have the cold shower. The skin is one of the major organs of elimination of toxicwastes from the body, and also acts as a kind of thermostat or controller of the bodytemperature.

To fulfill these tasks the skin must be kept in top condition.Owing to the artificial kind of life that man today leads and the clothes he wears, the skin does not have the constant practice of having to respond to the forces of nature such asheat, cold and wet which in more primitive societies kept his skin healthy.

It is therefore necessary to do this deliberately, hence the cold shower to stimulate theoperation of the thermostat for the control of body temperature, to stimulate the irrigation of the glandular and lymphatic systems and to stimulate the circulation of the blood.

With regard to Sports, games and expeditions. Because of their value in developing and

training different aspects of the character as well as for their value in the development of the body and the maintenance of health, every student is required during the course of theyear (unless some medical reason prevents it) to:

a) Take part in at least one team game.

b) Ski during the winter and take part in ski expeditions.

c) Take part in expeditions on foot when snow and climatic conditions permit.

d) Follow a course of gymnastics appropriate to his ability.

These physical activities contribute also to the intellectual, emotional and spiritualdevelopment of the student. Intelligence is required to perform physical activities well.Considerable emotional satisfaction can also be had from them, from the physical pleasureof doing, as well as from the satisfaction derived from successful performance, and fromthe companionship with and service to others. All the foregoing plus the contact withnature also make their contribution to the spiritual development of the individual.

Now Food and Drink. This is of the greatest importance, but owing to the bad feedinghabits of modern civilisation and the resultant falsifying of natural instincts it is verydifficult to handle correctly. quite apart from the difficulty of finding good produce, andcooks and housekeepers who understand what is required and are able and willing to carryout the policy.

Ideally all the raw materials for meals should be fresh and biologically grown without theuse of pesticides or chemical fertilisers. They should then be eaten raw where possible or conservatively cooked in such a way as to preserve the maximum amount of the nutritiveelements in the food, especially in relation to vitamins, mineral salts and trace elements.


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All refined foods such as white bread, white rice, white sugar, and anything made with or containing them should be eliminated from the diet as well as stimulating or toxic materialssuch as coffee, tea, chocolate, alcohol (including wine or beer) and "soft" and carbonateddrinks, all of which contain sugar or chemical compounds of various kinds.

Efforts should be made to dissuade students from absorbing these things and candy andchewing gum, etc. between meals and when not in the school. Since most children arebrought up to value those unhealthy substances, the task is not an easy one.

A pure blood stream is the greatest defence against disease both of body and of mind. Theold tag "mens sana in corpore sane" - a healthy mind in a healthy body, has a great deal of truth in it.

Another of our basic principles is that we believe that it is the business of those who directthe school, first to set the sta ndards which they believe the students should be aiming at,and state them in no equivocal fashion, and seco ndly that they should provide a method of

grading for each aspect which will enable the student to know what progress the schoolauthorities think he is making. This grading should, if necessary a nd where possible, beaccompanied by explanations which will help the student to understand his assessme ntand plan his future progress.

And so we have our different grading systems co ncer ning the activities which are designedto help in the development of the four aspects of man's nature. First we set standards for the students to aim at, then by grading, we let them know how we think they are doing. Theobject of grading is not to stimulate Competition with others but to let the student knowwhat progress he is making.

Hence we have a grading system for studies, academic a nd artistic and practical, another for sports, games a nd the adventure training programs or expeditions, and a third for "thewhole man." This last is of course the key one and combines all the others in itsassessme nt.

It charts the course of the development of the boy or girl as regards his character, se nse of responsibility, maturity and general development in relation to the basic sta ndards of conduct and morality which we lay down and which are derived, as far as we are able tounderstand them, from the teachings of Jesus Christ a nd other great teachers.

This assessme nt has come to be known here as the Rank System, and is absolutely basicto the idea of education at Aiglon.

The term is, I think, unfortunate and misleading, with its military overtones, and perhapssomeone can think of a more felicitous way of describing it.

It may be objected that an assessme nt of this kind must necessarily be subjective a ndtherefore unfair. Of course it is subjective, but so areall our judgements, except possibly in the case of mathematics where it can be argued thattwo will make four regardless of what anybody thinks about it.


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However, this isno reason for teachers to avoid the responsibility of judging their pupils'work and progress, moreover this is precisely how promotion is accorded to us in real lifeoutside school.

We get promoted in our business or occupatio n and our salary increased precisely as weare able to convince our superiors in the hierarchy of our merits with reference to their requirements. The exception to this is of course if we are members of a trade union, in which case, as things are today, our salaries are i ncreased, not according to our merit, butaccording to the serious ness of the threats with which we are able to menace our employers. There have been attempts by students in some schools to follow this exampleby threatening the school authorities in various ways if they donot give them what theywant. This couldnot happen at Aiglon for the very simple reason that we would rather close the school tha n abandon our principles.

I hope these examples will give you some idea of how we arrive at the various practices

which we employ atAiglon.Given our aim of the education of the whole man and our belief that the lynch pin of this isthe development of the spiritual man, we believe that the solution of this problem ultimatelyrests in the development of the spiritual life of the individual,

This can be nourished through many channels.

First and foremost of course come the various world religions, the various denominationsof the Christian Church, Judaism, Buddhism, Mohammedism, Janism, Hinduism -- tonamesome of the principal ones.

Then there is today an increasing number of groups all seeking the spiritual life along moreor less independent lines, some owning allegiance to or at any rate inspiration from, one of the great religions or great Masters, others owning no specific allegiance but drawinginspiration from the wisdom of the ages wherever it may appear.

Other means for the development of the spiritual man lie in such tech niques ascontemplation, meditation, prayer and the growing insights of psychology andparapsychology.

Intimate contact withnature, too, is important, and a realisation of our living relationshipwith it. Hence our adventure training programme.

The development of sensitivity to and the practice of art in all its forms provides a verypositive channel for the development of the spirit; that is through music, painting, sculptureand all forms of craft -- to all of which of course we attach great importance here.

Absolutely esse ntial too is a positive and loving relationship with all other peopleregardless of their origin, background or beliefs, and a positive and loving relationship witheverything in the world and in the universe around us.


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This was after all essentially the message which Jesus Christ brought to us.

At Aiglon we try, imperfectlyno doubt, but always trying to do better, to put these ideas i ntopractice.

So, next time you think something we do is stupid and won't help you to pass your examsor get a better job, just stop and remember that the education which we offer, whilst it doesthis, is designed to go far beyond it, to develop the whole of you and not just a part, to helpyou to become truly and intensely alive, to help you to a knowledge of and understanding of that part of you which I call the spiritual part,by attention whose dictates you can attain tomuch more than success i n examinations and a good job, that is to lasting happiness.

******J.C. Corlette 3 July 1973

A Digital Portfolio

A Digital Portfolio contains:

PhotosVideos of PerformancesInterviews that the student has conducted (with pre- and post-interview videos or notes)one-on-one meetings with the student's advisors (which can be private or made public,with the agreement of the student and advisor)videos of the student in an internshipscanned writings (essays, digitized images of tests and quizzes)Any lists and plans that the student makes

The Digital Portfolio allows the student to look back at past work and see, "Yes, that'swhen I first became interested in xxxxxx. You can see my first paper about xxxxx."


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See Also DIGITAL LIBRARY (the collection of items that the student hasstudied)

EXAMPLES

(to be placed here: examples of students who have "performed their understanding")

A Digital Library

This Digital Library is an example of a personal system of collecting information.

In the days of Plato, a strong memory was essential (because there was virtually no wayto "look something up"). Even after Gutenberg, books were too rare to be available "atyour fingertips."

In the Digital Age, the skill of memory is helpful but rarely essential. To be financially

successful people, we no longer need the ability to reproduce mathematical formulae andspell complicated words (can you find the errors? recieve believe stationary stationery

responsable defence defensable menter adviser wierd Phillippinesadvisor inalienable unalienable )... Just look for the wiggly red line under the word(Spellchecker, please!).

We know dyslexic politicians and authors (who have millions of copies of their works in print) and people who don't remember lyrics or who can't name the signers of theDeclaration of Independence... and yet many of those people are financially comfortable.

QBE Schools believes that most students will find it important to develop an annotated bibliography of "books that are important to me and my career and chosen fields of expertise." A mentor who can describe a method of collecting this list is John Vornle,whose list of Business Books is worth $20,000 (read it and you'll have an MBA)

SBS = Selected by Steve


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Business Skills

Entrepreneurial videos and files ( SBS)

Marketing Marketing files ( SBS)

Charity

Charity in Action -- Marla Ruzicka and CIVICWorldwide.org What can one person do?

UNHRC -- one of our friends works there and he has agreed to be a mentor.

Geography

The Black Sea has virtually no oxygen at depth (learn about the benefits of the dead zone" -- described by Robert Ballard) Couldthis be the origin of Noah's Flood?

History

What was Kristallnacht like? What memories does someone whogrew up in Vienna have?Source: Kurt Wagner, doctor

What happened in 1099?

Karen Armstrong, Guardian

Holocaust Memorials


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Humor W e love to laugh... Dick van Dyke, Mary Poppins

How can we use music to stimulate a change in mentality?

Internet and Computer Skills makeuseof.com/makeuseof-downloads/

Language What is the power of Language?John McWorter

Learning Differences

LDoline.net a source of infomration that

The Gift of ADD and ADHD and Dyslexia

Touched by Fire

Howard Gardner's Theory about Multiple Intelligences

Museums

Hermitage

Louvre

MOMA

Smithsonian

Politics


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Can you duplicate the arguments on a variety of sides? Can you represent the central concerns of a variety of political parties?Ben Stein on the rightBill Maher about ReligulousWilliam F. Buckley, articulate evisceration of leftist ideas.Karl Marx, Surplus value of Labor "Surplus-value and the rate of surplus-value are... the invisible essence to be investigated,whereas the rate of profit and hence the form of surplus-value as profit are visible surface

phenomena" - Karl Marx, Capital Vol. 3 , Pelican edition, p. 134

Psychology Brain Research

Quotations (how to motivate myself and others with quotations)

" N ever regret. If it's good, it's wonderful. If it's bad, it's experience. " - E leanor Hibbert, British author

Religion What are five important tenets of different ways of viewing the Eternal or looking at explanationsof "why things are"?See Karen Armstrong's H istory of God , especially the chapter on Islam.

Social Skills

How to Bully (and how to identify bullying)See the testimony of an alumnus of Aiglon College

How to use Facebook and Youtube and other social networks to prepare for being an effectivehuman


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More Schools and Articles

These excerpts from other websites are included to inspire teachers who read thisdocument to explore other possible influences that could improve this curriculum.

America 's 'qu iet crisis ''The other team is prepari ng a lot more a ggressivel y tha n our team .'

By Joh n B eifuss S aturda y, Fe b ruar y 23, 2008

A docume n tar y film produced by a M emphis multimillio n aire is helpi ng to galva n i ze a n atio n al de b ate a b out the qualit y of U.S. educatio n i n a n i n creasi ngl ycompetitive glo b al mar ketplace .B ut if ve n ture capitalist B o b Compto n n ow has the ear of b oth Joh n M c Cai n a n d B arac k Ob ama tha nks to his provocative movie (a n d to the access that his wealth provides ), he admits he 's &quot ;n ot a popular gu y at home .&quot ;Compto n's tee n a ge dau ghters , Eli za b eth a n d M eredith , are strai ght-A stude n ts at S t . Geor ge 's In depe n de n t S chool , yet their father has hired tutors i n math a n d scie n ce i n hopes of elevati ng their educatio n to a n eve n hi gher level , to ma ke them b etter a b le to compete for what he calls the &quot ;hi gh-pa y, hi gh-growth jo b s of the 21st ce n tur y.&quot ;

&quot ;The y've n ot b ee n too happ y Iwe n t to In dia a n d Chi n a ,&quot ; sa ys Compto n, who experie n ced a radicali zi ng epipha ny a b out educatio n while visiti ngschools i n cou n tries that have emer ged as America 's top eco n omic challe ngers .&quot ;I loo ked i n the e yes of 13-year-old girls i n In dia a n d saw the face of m y dau ghters ' competitors ,&quot ; he said . &quot ;An d I saw the other team is prepari ng a lot more a ggressivel y tha n our team .An d how the y are educated will ultimatel y affect the eco n omic future of each cou n tr y.&quot ;Produced a n d fi n a n ced by Compto n o n a b ud get of a b out $500,000, &quot ;Two M illio n M i n utes : A Glo b al Exami n atio n&quot ; is a 53-mi n ute film that follows six top stude n ts i n the U.S., In dia a n d Chi n a to determi n e how the y spe n d the rou ghl y two millio n mi n utes co n tai n ed withi n their four years of hi gh school . ===========

http://www.youtube.com/watch?v=t8yk5O9lY6c win in china 10 minutes

http://www.youtube.com/watch?v=O3mezNB0dEg bob compton 9 minutes

http://www.youtube.com/watch?v=eu6RHuLPXrQ

=============articles from the BASIC school website....

http://www.basisscottsdale.org/ReasonInnovators2008.pdf

========

This article appeared in a Russian American education journal... Russian american educationforum

http://www.rus-ameeduforum.com/content/en/?task=art&article=1000731&iid=6

BASIS Schools: Good Teachers, High Expectations and a Little Bit of TensionOlga V. Block

DE SCRIPTOR S : charter schools; Arizona BASIS; a rigorous and well tested curriculum and increased expectations; a different approach to teachers; teacherstraining; an offer of the best education in the country.SYNOP SIS : The author is the founder of one of the most successful charter schools in the nation, and because of that her story of schools way to success, her self-analysis and readiness to evaluate the school are so challenging. She attributes schools success to a rigorous and well tested curriculum and increased expectationson students, as well as to the work of dedicated teachers who are experts in their disciplines, and also to the freedom allowed to charter schools in the state of Arizona.1 Olga V. Block, Ph. D. in Economics, co-founder of the charter school BASIS, Tucson, Arizona.


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==========

http://www.rus-ameeduforum.com/content/en/?task=art&article=1000723&iid=6

=====

http://www.basisscottsdale.org/

Avon Old Farms, Conn.

The school was established with training for boys to learn a trade... and she had specific prohibitions against sports (which she saw as a distraction) and she made the following

stipulations

Self Knowledge Attention shall be given at Avon to the study of adolescence [i take this to mean that the

students themselves will study the processes that they are going through as teenagers].Each student shall receive aid in solving his own problems by having opened to him, for inspiration and encouragement, a vision of the possibilities of his moral and intellectualdevelopment.

Educational Policies The academic work shall be directed toward deepening and enriching the thought

processes of the students that they may be able to appraise existing situations and thosewhich will confront them in later life. Efforts shall be made to develop in the students theability to think in the abstract.


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BullyingIt is recommended that the school issue a policy about bullying.

y Over half of students said that bullies are a problemat their school (55 percent )

(from the article below)

======================

"Middle and high school students live in a world of customization, instant gratificationand feedback, so real-time, one-on-one learning is what makes sense to them," said Dr.Caprice Young, President and CEO of KC Distance Learning, which owns Aventa

Learning, and former President of both the California Charter Schools Association andthe Los Angeles Unified School District. "Our data shows that more than half of thestudents said that the easiest way for students to learn something new is by practicing andwatching, which is one of several critical reasons why we need to re-wire our educationalapproach."

With students constantly competing for attention in the classroom a mere 18% said theyget the attention and the help they need all of the time online learning has been gainingmomentum in overcrowded and underfunded schools across the U.S. Instead of being

bored or falling prey to distractions, which nearly 50 percent said they were, onlinelearning has helped more teens get the individual, immediate instruction and mentoring to

allow them to consistently practice and watch what they need to learn."The last time we made a radical shift in education was when we moved from a one-roomschool house to individual classrooms," Young continued. "The iGeneration ischallenging the current system and we need to listen after all, they are our future."

In fact, teens are already voicing their need for a change in the traditional school day withnearly 90 percent saying that if they were in charge of their school, they would offer more electives, allow students to take online classes and pick the time of day they took classes. And, they revealed that potentially adding back in drama/music, foreignlanguage, Advanced Placement and writing courses to the curriculum might helpincrease the popularity of "being in class" as the favorite part of their day.

Teens are College-Bound, but Are They Ready for the 21st Century? The good news for parents and teachers is that nearly 90 percent of teens said they are

planning to enroll in a four-year college, community college or technical program whenthey graduate from high school and 43 percent ranked going to college at the top of thelist when asked if they could do anything when they graduate.


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But as the number of classrooms shrinks and the student population grows, middle andhigh schoolers feel like they are being lost in the shuffle. Sixty percent said that whenthey fall behind in their classes, they have to ask for help or dont get the help they needto catch up, and more than one-third confirmed that they have to ask to be challengedwhen they are doing well.

Preparation for "21st Century" skills is limited as well, as a majority of students are usingtechnology for online research or to use PowerPoint and Excel, but not much else.

"Ninety percent of the teens surveyed said that their schools have computers that areconnected online, yet teens are only directed to take advantage of whats at their fingertips at a very basic level," Young continued. "The potential to take the activitiesthat students are using on a daily basis, apply critical-thinking skills and turn them intoage- and generationally-appropriate learning opportunities is limitless."

Schools Offer Online Learning as a Solution

In addition to maximizing how and when teens use technology to create an enhancedlearning environment, when social factors like bullying (55 percent of respondentsconfirmed it is an issue) enter the picture, school administrators and teachers are turningto online learning resources like Aventa to help pave a new path.

Young believes that online learning is the "great equalizer" because it ensures that teensin every location have access to high quality teachers and consistent curriculum.Programs like Aventa, which in conjunction with school districts, give students newoptions to learn at their own pace and have a one-on-one relationship with educatorswhether theyre in need of more assistance, looking for more accelerated classes or simply prefer to learn in a medium that they have grown up with. For more information

about online learning, visit www.aventalearning.com .Survey Results at a Glance

y Classroom boredom (42 percent) and distractions from other kids (48 percent) topped the list of daily challenges of students

y Teens are voicing their need for a change in the traditional school day o More than half said that the easiest way for them to learn

something new is by practicing and watchingo Nearly 90 percent said that if they were in charge of their school,

they would offer more electives, allow students to take onlineclasses and pick the time of day they took classes.

y Teens are college-bound, but are they ready for the 21st century? o Good news for parents and teachers

Nearly 90 percent of teens said they are planning to enrollin a four-year college, community college or technical

program when they graduate from high school 43 percent ranked going to college at the top of the list

when asked if they could do anything when they graduate


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o But overcrowded classrooms have left teens feeling like they are being lost in the shuffle

6 0 percent said that when they fall behind in their classes,they have to ask for help or dont get the help they need tocatch up

More than 1/3 confirmed that they have to ask to bechallenged when they are doing wello Student interaction with technology is limited to a very basic level

Despite 90 percent of students having computers that areconnected online at school, the majority are usingtechnology for online for research or to use PowerPoint andExcel, but not much else

y Over half of students said thatbullies are a problem at theirschool (55 percent )

Download our "Beyond the Classroom" Survey Results Charticle

Fill out a brief form to download the Full "Beyond the Classroom" Survey summary

About the Survey The Aventa Learning "Beyond the Classroom" online survey was designed and analyzed

by Ketchum Global Research Network and fielded by Braun Research. The survey wasfielded to a national sample of 500 children age 13- to 17-year-olds from April 20-24,

2010. The survey has a margin of error of +/-4.4%.About KC Distance Learning, Inc.KC Distance Learning, Inc. (KCDL) is a leading provider of online learning programs for middle school and high school students including core, Foreign Language, Honors, andAP courses. Since the first programs were introduced in 1974, the company hasenriched the lives of more than 260,000 students through high quality online education

programs.


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(DRAFT) Mission Statement

http://www.rbmaritime.org/Mission_Statement.html (This is a maritime academy in Florida)

QBE schools give students a rigorous five-part hands-on education, including lifeskills and career exploration.


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