00:00:18
Well, the
00:00:19
British curriculum is a treasure
chest of the very best knowledge
00:00:23
and enjoyable matter
in humanity in its long history.
00:00:26
It describes a very clear progression
from children at the very youngest age,
00:00:30
from play based
learning through to young people
00:00:33
leading and joining the world
in the world of work and learning.
00:00:36
So there's a huge progression, is renowned
for rigor and excellence.
00:00:41
And of course, it's very well regulated.
00:00:42
So there's a strong sense
of accountability and quality
00:00:45
within the system.
00:00:46
That's what really matters to parents
00:00:53
of parents to send their children
to the British school in the Netherlands
00:00:56
because of our very professional,
highly trained staff.
00:00:59
Everything comes through the quality
of the people who work in the classrooms
00:01:03
and make the school great.
00:01:04
We have a very disciplined but creative
environment at the British school
00:01:08
and benefit, of course, from everybody
being native English speakers,
00:01:13
which adds to that level of rigor too.
00:01:16
I think also that the British curriculum
offers huge breadth and in terms of extra
00:01:21
curricular offer, that's something
that's hard wired into the British system.
00:01:25
And basically, you know,
whatever your child's talent, it's
00:01:29
all job to find it and to ensure that it's
reached its full potential.
00:01:39
The British curriculum
in the British school in the Netherlands
00:01:41
is adapted to reflect the diversity
of our student population.
00:01:44
It is genuinely international.
00:01:47
We have over 85 different nationalities
and we use those nationalities
00:01:51
to enrich the experience of diversity
for our children and young people.
00:01:56
The curriculum is deeply knowledge
based and knowledge is universal,
00:01:59
but there are also deep mechanisms
within that to develop
00:02:02
confidence and social skills
that are also important.
00:02:04
Part of that global sense
of what citizenship in the future
00:02:08
will look like.
00:02:14
The British curriculum
is totally portable.
00:02:16
It's globally recognized, and it's
why so many British schools are opening
00:02:21
across the world
and why the British curriculum
00:02:23
is still the fastest
growing global curriculum on the market.
00:02:27
That is a fact.
00:02:40
The foundation
00:02:41
state is really important
because children learn really rapidly
00:02:45
in the first five years of their life,
and it's really important
00:02:48
that you give them the opportunities
to develop themselves.
00:02:52
So the foundation stage
is like the building blocks for
00:02:55
how you can be a good learner
for the rest of your life.
00:03:03
The foundation stage is a age
group from 3 to 5.
00:03:09
Your child can start foundation
one after their third birthday
00:03:13
and they move into Foundation
two in the academic year
00:03:17
in which they become five.
00:03:19
So that means that Foundation
one is also sometimes
00:03:22
called nursery in the UK education system.
00:03:26
And Foundation
two is often called reception.
00:03:35
The most important principles are that
00:03:37
every child is unique
and they all learn in different ways.
00:03:42
And children become strong
through positive relationships
00:03:46
and that they are resilient and capable
and can become confident
00:03:51
if they are in an environment
which is enabling and allows them
00:03:55
to discover the world in different ways.
00:04:04
The three
00:04:06
prime areas, the heart of the early years
curriculum are communication in language,
00:04:11
physical development and personal social
and emotional development.
00:04:16
And those three areas are essential
to a child's development.
00:04:20
In the early years.
00:04:26
Children learn through fun exploration,
00:04:30
being active both indoors
and outdoors around our environment.
00:04:35
It's really important
that they get the opportunity
00:04:38
to develop their own interests and through
that interest that they make connections
00:04:43
in the world around them
so that their learning goes to a new level
00:04:57
while at key stage one.
00:04:58
Those are the years that the children turn
six and seven within the academic year.
00:05:04
The curriculum is designed
to be much more formal in relation
00:05:08
to where they've come from.
00:05:09
Although we have a gentle transition,
we start to move
00:05:12
towards having more specifics, subject
based lessons.
00:05:16
So they'll have English,
they'll have maths, they'll have science,
00:05:20
they'll also have history and geography,
which is often taught through topic work.
00:05:25
They will have arts
design, technology, music, P.E.,
00:05:31
their personal and social health,
education,
00:05:33
and all of those will be timetabled
and fitted into their daily lives.
00:05:38
But the personal and social health
education underpins everything.
00:05:42
So we have a strong belief that children
really need those life skills
00:05:47
and that understanding themselves
and how they relate to others.
00:05:50
That's one of the key elements
of that curriculum in key stage one.
00:05:54
And as it goes on through the school,
we believe very strongly
00:05:58
that the curriculum needs to be designed
and carefully planned by the teachers
00:06:02
using the English national curriculum
objectives to build upon
00:06:07
and to use that as a framework
so that the children learn
00:06:11
how to communicate really effectively
so that they are able to speak, listen,
00:06:17
read and write,
and using the basic structures of English.
00:06:26
We also
00:06:27
intend to develop the children's
competence and confidence
00:06:32
in the mathematical and numerical skills
through practical as well as
00:06:36
written methodology and through instant
and quick recall as they develop.
00:06:42
We aim to open the eyes
and ears to the world around them
00:06:46
so that they are really inspired
to understand
00:06:50
how they're living and how they relate
to the world around them.
00:06:54
We want them to think critically,
so we give them opportunities
00:06:57
to start asking those questions
and to formulate those questions.
00:07:02
So that they can find their own answers
and be given those answers.
00:07:05
The inspiration is key,
and at this stage in their learning,
00:07:10
in the curriculum we put together,
the teachers designed it very carefully
00:07:15
in a creative way so that we address
the individual needs of the children.
00:07:20
But addressing the actual intentions
of the curriculum and the subject matter.
00:07:26
We want the children to go away,
00:07:28
having developed in their learning,
secured their learning,
00:07:32
but also working at greater depth
as they are ready and able.
00:07:36
Every child has to go on
an individual learning journey,
00:07:40
and the teachers designed the curriculum
all the way through, but
00:07:43
particularly at this stage
for the children to get the skills
00:07:47
and knowledge that they need
so that they are well-equipped
00:07:50
for their educational journey
as they move into key stage two.
00:08:04
Yeah, well, we continue to
00:08:07
focus on the core curriculum,
which is English.
00:08:11
That's the teaching of English language,
the reading and writing,
00:08:14
maths, the computer science
and the personal studies.
00:08:18
But it's really enriched by units of work
which enable the students to develop
00:08:22
skills and knowledge in the arts,
humanities, science and languages.
00:08:27
And of course,
because we're based in the Netherlands,
00:08:29
we do embed
the learning in the Dutch context
00:08:32
and take into account the international
makeup of our student body
00:08:42
while the students
00:08:43
continue throughout key stage
one and two to develop breadth
00:08:47
of skills and knowledge
in many different subject areas.
00:08:51
What we do is
we also give them the opportunity
00:08:54
to develop their ideas to depth, to learn
00:08:57
to question their ideas,
to listen to different opinions,
00:09:01
and to really formulate clear ideas
that can be challenged by other students.
00:09:07
What's
really interesting about the way we work
00:09:09
is that the students
get to learn different perspectives.
00:09:13
They work in teams
where they hear different ideas,
00:09:16
so that that really helps them to embed
their learning at a greater depth.
00:09:20
In school, the children are actually
living an educational journey
00:09:25
which prepares them beautifully
for living in a diverse world.
00:09:30
And we believe that the students who have
an education at the British school
00:09:35
become very active
as citizens in their communities.
00:09:39
However, I think those are
and obviously into the world
00:09:42
that they're going to live in as adults
as well.
00:09:53
Well, we have really high expectations
of children here
00:09:56
at the BSN in lots of different ways,
including academically,
00:09:59
such as thinking critically,
being owners of their own progress.
00:10:02
And AI is very learning
00:10:04
and that's really covered in our
curriculum, in its breadth and depth
00:10:08
in terms of assessment.
00:10:09
What we do is
is predominantly formative assessment,
00:10:12
which is the on the spot assessment,
which actually really has a high impact
00:10:16
on student learning.
00:10:18
We take our standards
from the English national curriculum,
00:10:21
particularly in reading,
writing and maths,
00:10:24
and we look at a learning continuum
against those standards.
00:10:28
So we look at working towards
those standards being emerging
00:10:32
and them developing secure
in greater depth.
00:10:35
And we take snapshots
of where children are on that continuum
00:10:38
at different points in the year.
00:10:40
So we would expect children
at the beginning of the year
00:10:43
to probably be emerging emerging learners
because they are starting
00:10:47
to see new content in that curriculum
and learn new skills.
00:10:51
And then if they're working age
00:10:53
related, relates to expectations,
they'd be secure at the end of the year.
00:10:56
What we do is we review children's
00:10:59
where they store,
00:10:59
where children are on that learning
continuum
00:11:01
at lots of different points in the year
and take snapshots of that.
00:11:04
And the purpose of that
is to look at where
00:11:06
where children are,
but also where their gaps are
00:11:08
and how we can help to fill those gaps
with responsive teaching
00:11:11
and then making the
progress that we expect to.
00:11:19
There are many elements of transition
that we need to make sure that we manage
00:11:22
carefully in order to maintain academic
and pastoral momentum that children have.
00:11:27
So one of the ways that we do
this is we share a lot of information
00:11:31
that's between year six and year seven,
00:11:32
but also other transition points
in a child's school career.
00:11:36
So between different year
groups, for example,
00:11:39
we share pastoral and academic information
between six and seven really carefully
00:11:45
because that helps to inform groupings
and established groupings in year seven
00:11:49
and the Year
six children experience to transition days
00:11:52
where they come up to a year
set year to the senior school
00:11:55
and they experience a day
in the life of year seven,
00:11:59
and there's a few different purposes
for that.
00:12:01
One of them is to make sure
that the students and I
00:12:05
have some experience of lessons
that they haven't yet that
00:12:08
they would have in year seven,
but also to be independent
00:12:11
through the school building,
00:12:13
see what they think they can expect
when they move up here.
00:12:15
But for the teachers, it means that
they get a chance to build relationships
00:12:18
with students as well really early on
and ensure they feel safe and secure here.
00:12:23
We are
00:12:23
sharing more and more curriculum
information between year six in year
00:12:26
seven to try to make sure
that these curriculums dovetail together,
00:12:30
and particularly that Year
00:12:31
six creates a really strong foundation
for the seven curriculum.
00:12:35
And the year seven curriculum
really takes that and then challenges
00:12:38
it and makes it forward
00:12:50
in years seven, eight and nine.
00:12:52
We actually call that key stage three.
00:12:55
We build on the curriculum
from the primary school.
00:12:58
The most important thing is
that it's a broad and balanced curriculum,
00:13:02
so students study a range of subject areas
with specialist teaching.
00:13:07
And the idea really
is to promote the spiritual, moral,
00:13:12
cultural and social dimension of education
and build on skills
00:13:17
that children have already start
to establish in in the primary schools.
00:13:26
In key stage three year
00:13:28
seven, 8 to 9 students
will pretty much exclusively study
00:13:32
core curriculum, English, maths
and science, and a foundation curriculum
00:13:38
which comprises subjects
like art and design, computing design,
00:13:42
technology, modern languages, history,
00:13:45
geography, PE and life skills.
00:13:49
And all students will study subjects
through three years.
00:13:54
At the end of year, nine students
00:13:58
start to make their choices
for their options in years ten and 11,
00:14:03
and some subjects become a specialist
for those students
00:14:08
where there's
a little bit more freedom of choice.
00:14:09
But all students and yes, ten and 11
will will study English, maths and science
00:14:14
because that's a compulsory
part of education.
00:14:17
Some students who are bilingual
00:14:20
or multilingual or for whom English
00:14:23
is a second or third language,
00:14:26
we may have specialized programs for them
during year seven, eight and nine.
00:14:30
So that they have full access
or they will be able to have full access
00:14:34
to the curriculum by the time they reach
for GCSE examination. Is
00:14:44
the GCSE examination.
00:14:46
That's a standard examination
in the English curriculum.
00:14:49
Most students study
to what's called GCSE level,
00:14:53
and there are other subject qualifications
that we may have in place,
00:14:57
but most students will sit nine or ten
00:15:00
or 11 GCSE by the end of year 11.
00:15:04
There have been some changes
in GCSE in 2016
00:15:08
and beyond as schools
incorporate those changes.
00:15:11
Predominantly,
the examinations are now linear,
00:15:14
which means various
nominations are obtained of two years.
00:15:17
There's no coursework element to those.
00:15:20
The school
also offers a rich and vibrant extra
00:15:22
curricular program
which is designed to complement
00:15:26
and balance
the work that students do in class.
00:15:29
And all of those extra curricular options
are available for students either
00:15:33
at lunchtime or after school
00:15:47
at Key Stage five,
00:15:48
which is also referred to as year
12 and 13 or sometimes sixth form.
00:15:52
We aim to individualize learning
as much as possible.
00:15:55
We do this through four pathways
at the BSN, which are A-levels,
00:16:00
the International Baccalaureate
Diploma Program BTECS
00:16:04
and the International Baccalaureate career
related program.
00:16:07
All of these are natural
progressions from GCSEs, but they're also
00:16:12
natural progressions for students
that maybe are not taking GCSE.
00:16:15
But in other studies up to 16.
00:16:22
The main outcome for all our students
is actually
00:16:25
about preparation for life
and the next stage of education.
00:16:29
There's no right pathway
in terms of university entrances.
00:16:33
All our programs are what establish
00:16:36
they're highly valued by institutions
around the world.
00:16:40
What we aim to do
is to develop the passion for students,
00:16:44
for the subjects they've chosen
00:16:45
by teaching to a greater depth that maybe
they've experienced in the past,
00:16:50
and also to develop their higher order
thinking skills.
00:16:58
We follow four pathways.
00:17:00
The first one is A-levels.
00:17:02
In A-levels,
most students will study three A-levels,
00:17:08
and any combination is possible
as long as it fits with the timetable.
00:17:12
And they are known as linear courses.
00:17:14
So the exams are taken
00:17:16
at the end of the two years
and that's what the grade depends on.
00:17:19
Some subjects do have an element
00:17:20
of coursework
which contributes to the final grades
00:17:23
and all students are marked from a style
which is the highest grade through
00:17:27
to the International Baccalaureate Diploma
program, also known as the IB Deep.
00:17:33
It's for students who maybe want to study
a slightly broader curriculum.
00:17:36
In the last two years of school
that study six subjects, three
00:17:40
at higher level, three at standard level
chosen from specific groups.
00:17:44
In addition to this, there's also
a core program that they need to pass.
00:17:48
The exams
is taken at the end of the two years
00:17:51
and their water marks up to 45 points.
00:17:54
Btecs are top of vocational qualification
and what this means is
00:17:59
it's focused on the world of work
and a particular career path at the BSS.
00:18:03
And these are we offer these in business
and also in hospitality.
00:18:07
They're a little bit different
from the A-levels in the IB deep
00:18:10
in terms of there are no exams currently,
but they are assessed
00:18:14
through a number of assignments
that are set throughout the two years,
00:18:17
which are marked by teachers
and then moderated by the exam board.
00:18:21
It's used for students that know the path
they want to take
00:18:25
and also who may not show their best
in the stressful environment of exams.
00:18:29
The BCP is the International Baccalaureate
vocational program.
00:18:34
It's career related again,
and at the BSM, we focus on business.
00:18:39
It's a combination of subjects.
00:18:42
So students
will study a BTEC qualification
00:18:46
and also study two diploma program
subjects.
00:18:50
And again
the BTEC so assessed through assignments
00:18:54
and the diplomas
are exams at the end of the two years.
00:19:08
Higher education is really important
to us, to the business.
00:19:11
We want all of our students
have the best opportunities
00:19:13
and we appreciate that those opportunities
look different for everyone.
00:19:17
That's why I said five options
allow all students to apply
00:19:20
to universities all across the world.
00:19:22
Building relations with universities
is also very important,
00:19:25
and we have a firm every year
with six universities and institutions
00:19:28
are represented from Shanghai
to Vancouver, and our students
00:19:31
come and have the opportunity
to talk to people from those universities
00:19:34
about their options and how to apply.
00:19:42
The UK is still a big draw
for lots of students.
00:19:45
It's a leading figure
in terms of research and development
00:19:48
and they always have lots of programs
that connect with other universities
00:19:51
across Europe, like the Erasmus scheme,
00:19:53
which means that students
can spend some time
00:19:55
in another city or another country
and continue their studies.
00:19:59
However, it isn't just the UK
that provides that draw.
00:20:02
Actually, top universities across the
world are where our students want to go,
00:20:05
and we have students
applying across Europe, North America,
00:20:08
Asia and Australasia
00:20:10
and we're really proud to support students
in those applications to.
00:20:18
We also want
to look at a holistic view of careers.
00:20:21
So rather than it just being about
what's next for university,
00:20:24
we want to look at doing
psychometric testing and having 1
00:20:27
to 1 interviews to look at what job
opportunities are there for our students.
00:20:31
These often give them a better sense
of what they might want to pursue
00:20:34
and where their skills and talents
might be best utilized.
00:20:39
We also understand
that our further education
00:20:42
isn't just limited to our application
processes or interviews.
00:20:46
We want to grow skills.
00:20:47
We want to grow interest
and passions in subjects.
00:20:51
And so we actually have a range
of opportunities
00:20:53
for us to institute just that.
00:20:55
Student leaders, student ambassadors,
the head of the MBA and the leader require
00:20:58
the captains of sport.
00:21:00
All of these are about developing skills.
00:21:02
They're going to take them into this
00:21:03
multifaceted and international workplace
that is open to them now.
00:21:07
The thing most for our students
is for them to be passionate about what
00:21:10
they perceive, and we want to support them
in realizing their ambitions.
