Fieldwork Education

[vc_row][vc_column][vc_custom_heading text=”Fieldwork Education” font_container=”tag:h2|text_align:left|color:%231e73be” use_theme_fonts=”yes”][vc_separator color=”juicy_pink”][vc_column_text]St. George’s College is the first educational institution to implement the British curriculum of Fieldwork in Peru, which articulates English education with “formative field work”, from Early Years to pre-university level.

British education makes our students think and process most of the information in the English language.

International category

Fieldwork Education offers an international study curriculum used by more than 15,000 teachers in more than 2,000 schools in 98 countries around the world. The only school in Peru that fully applies this educational strategy, based on obtaining a complete picture of the knowledge acquired through research, creation and innovation – and which is delivered almost entirely in English – is St. George’s College

This curriculum is complemented by technological advances that strengthen this process, such as the use of 3D printers for the development of prototypes such as lenses, historical places (Washington Capitol), or objects for practical use such as a lemon squeezer that adapts to a plastic bottle.

Taught mainly in English, this curriculum also allows us to reinforce our bilingual differential, ensuring fluent English at the end of the school career. Thanks to this curriculum, students are able to think and process most of their information in the English language, particularly in Science, Humanities, History and Geography courses amongst several others.

Employing the latest developments in neuroscience concerning how children learn, Fieldwork Education is based upon Enquiry, research, and internalization of knowledge putting it into effective practice. In addition, British programs are celebrated because they are perfectly articulated with the International Baccalaureate Diploma, Careers Program, university and life.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_single_image image=”1842″ img_size=”large” style=”vc_box_shadow_border”][/vc_column][/vc_row][vc_row][vc_column][vc_tta_tabs][vc_tta_section title=”International Early Years Curriculum – IEYC” tab_id=”1553892396496-a85d2989-fe63″][vc_column_text]The international programme for early childhood (IEYC, International Early Years Curriculum) is the beginning of our other study programs (IPC and IMYC). This curriculum has been specially designed for children from 2 to 5 years old and includes Nursery, Pre Kinder and Kinder grades.

The goal of the IEYC is to foster a love for learning through a combination of academic, personal and international education. It is compatible with key areas of learning through exploration, inquiry, holistic research and game-based approaches that cover all areas of the curriculum, including personal, social and emotional development. The learning process captures the natural curiosity of children as a starting point and, within an enabling environment, balances the provision initiated by the child and the scaffolding of the teacher. In this way, active and cooperative learning can be fostered and built, not only with the participation of children, but also with the collaboration of parents who play an important role in this learning.

The programme has eight Learning Principles, which form the basis of all IEYC policies and practices. Each of these principles conveys a belief that is considered essential for the learning and development of children. We believe that students need to achieve meaningful learning that prepares them to face the challenges of the 21st century.

In this curriculum, children learn through a series of carefully selected work units. The work units have a theme in which children are interested and they are relevant to today’s world.

The methodology used is based on the concept of Multiple Intelligences and the development of a teaching oriented to inquiry. Children are able to explore and learn from their environment and little by little they are expressing their ideas in multiple ways, becoming architects of their own learning and gradually developing their interests, thinking skills and concerns.

This programme is designed under a cycle of inquiry by which the child is the motivating axis and it develops under certain stages. In each stage the child goes through different moments that seek to capture their interests and questions that complement the inquiry cycle. All this is developed through a practical and active approach where the development of the English language is motivated.

All of IEYC’s learning and development is based on a set of four learning strands: Independence and Interdependence, Communication, Enquiring, Healthy Living and Physical Well-being.

Each chapter of the learning units provides descriptions of what children will experience and learn through integrated contextualized learning activities of the IEYC.

Likewise, the programme proposes the development of soft skills that are well called “personal goals”. The child is encouraged to develop a sense of order, organization, autonomy, self-confidence, responsibility and respect. Repetition and reinforcement opportunities are offered to meet the needs and pace at which each child learns and at the same time attend to individual levels of achievement.

The continuous assessment records reflect the learning experiences acquired, the child’s response and the next planned steps for learning and development. The practice of a formative and summative evaluation is an important and integral part of the Early Years programme.

The continuous self-assessment process guarantees that the IEYC is not only a curriculum; it is a philosophy, a pedagogy and a process that can help learners and teachers to reflect and thus focus continuously on learning.[/vc_column_text][/vc_tta_section][vc_tta_section title=”International Primary Curriculum – IPC” tab_id=”1553892396516-5fe6e76c-7eb2″][vc_column_text]

The International Primary Curriculum (IPC) is an internationally minded curriculum that is used in a number of countries around the world. The IPC provides opportunities for global learning – allowing pupils and staff to make links. The goal of the IPC is to nurture a love of learning through a combination of academic, personal and international learning. Children will develop many skills which they will need in order to face the world of tomorrow confidently.

Children at St. George’s learn through a series of units of work, of which there are over 130 to choose from. Each unit is carefully selected to meet the needs of our own school community. The units of work have a theme which children are interested in and relevant to today’s world. Children learn many of the subjects through the theme so that their learning has meaning to them. The units of work have suggested tasks linked to learning objectives however the nature of the curriculum allows staff to be creative and focus upon the needs of our children. The development of skills is a very large part of the IPC; learning activities at St George’s have been designed so that our children develop these important lifelong skills.[/vc_column_text][/vc_tta_section][vc_tta_section title=”International Middle Years Curriculum – IMYC” tab_id=”1553892398061-0b1108bc-39e8″][vc_column_text]St. George’s has adopted all three programmes IEYC, IPC and IMYC offered by Fieldwork, a United Kingdom curriculum design group. Their programmes for Early Years, Primary and Middle Years are all rooted in the varied learning mechanisms given known brain development during each stage of these children’s age-groups. As the brain increases and becomes more sophisticated, its capabilities also change, and nowhere is this clearer than in early adolescence, where physical and emotional needs transform radically and rapidly.

Within the Middle Years area, Fieldwork offers the IMYC (International Middle Years Programme), and this, from the outset, respects the importance of study in the time-honoured subject areas. However, invoking neuroscience, they identify three main areas in adolescent education that simply must be taken into account in order for effective learning to occur. They need to make sense of their learning, be actively involved with their peers and be able to make connections.

The IMYC ‘draws on current media platforms, involving active skills-based learning, and promoting self-reflection and the opportunity for students to make sense of their learning.’ It also allows the children to lead their own learning, helping to define their place in the order of things, in addition to the place of others.

There is a heavy emphasis on teamwork and team-learning teasing out the inherent soft-skills owned by each student, and all in an international setting.

Fieldwork offer over thirty concept-based units of study, often involving up to seven different course areas to neatly weave and link together the knowledge, skills and understanding required for the next level of study.

Happy at all levels with Fieldwork, St. George’s continues offering a world class education, challenging both staff and students to their highest levels.[/vc_column_text][/vc_tta_section][/vc_tta_tabs][/vc_column][/vc_row]