Middle-Level Curriculum

1. Middle-Level Curriculum Group Members: CheningZangmo, JamyangDorji, Karma CheaZangmo, Kinley, Lhaden, NamgayDema, SonamTobgay (W), TashiDendup, Thoepaga N. Dawa & TsheringChophel

2. Presentation Outline • Middle-Level Curriculum • History • Goals for middle schools • Why separate curriculum for middle schools? • Comparative Study (Bhutan and U.S.A) • Do we need to change or need the same curriculum in middle schools? • Benchmarks and transitions for middle schools • 8 Principals for transforming the education of young adolescents

3. Middle-Level Curriculum Ages: 12 - 15 years Grades : 7 - 10 Duration: 4 years From when to when?

4. Students of Middle-Level Schools • Students are at a transitional stage (childhood to early adolescents) • Characterised by rapid growth of physical, cognitive, emotional and social traits. • Students find it difficult to cope up with the freedoms and stressors that they come across at this stage. • It is a stage where there is high risks of students seriously damaging their life chances.

5. History of Middle-Level Curriculum in Bhutan • Modern Education in Bhutan began in 1914 during the reign of First Druk Gyalpo at Haa and Bumthang. • But was through Buddhist monasteries. • Medium of instruction were Hindi and Choekey. • First Development Plan (1961-66) education till grade tenth began. • Examination for grades six, eight and tenth were conducted by ICSE.

6. Goals for Middle-Level School Curriculum • Build self-esteem and a strong sense of identity, competence and responsibility. • Understand and adjust to the physical changes they are experiencing. • Deal with wider social experiences and new social arrangements. • Explore different areas of knowledge and skill to help determine potential interests.

7. Make the transition between childhood education and education for middle adolescents, and prepare for the eventual transition to senior high school. • Deal with the value questions that arise because of their developing cognitive abilities, their growing need for independence and rapid changes in society. • Cope with social pressures from some of their peers to engage in risk-taking behaviours • Develop concern for the environment, the local and global communities and the welfare of others.

8. Goals for Middle-Level School Curriculum (In Bhutan) • Provide students with skills for coping with everyday pressure. • Encourage students to respect differences among their peers. • Encourage open communication between the school and the home. • Stimulate career awareness in students. • Develop decision-making skills of students (Independence) • Assist the development of academic, social, aesthetic, emotional and physical skills.

9. Why do we need separate curriculum for middle-level schools?

10. Middle – level students are in their transitional period (childhood to early adolescence). • Major transitions and critical turning points for middle school learners. • They mature physically, emotionally and psychologically. • They are at high risk of seriously damaging their life chances. • They don’t have the social and emotional maturity to handle the freedoms and stressors that characterize our modern society. • Individual differences among the students are greater during transitional stage and early adolescence.

11. Comparative Study (Bhutan and U.S.A)

12. Similarities between American and Bhutanese middle schools American school Bhutanese school Co-curricular and curricular activities are both emphasized to encourage broad educational experiences. Incorporates modern approaches of learning and teaching; student centered learning is priority. • Offers holistic program that encourage broad educational experiences in both co-curricular and curricular activities. • Learning strategies involve pair discussions, dialogues with the teacher and group discussions.

13. Children are regularly assessed with the usage standardized set of criteria. “Education for all.” (the goal of Bhutanese education policy) Formal school education for a child start from 6 years old. Parents also share keen responsibilities in the upbringing of their child’s learning or progress. • Children are regularly assessed (yearly) as they progress through their school life. Assign levels to their progress. • “No child should be left behind.” (Act of education in U.S.A) • Schooling in America generally begins at the age of 5 or 6 years. • Parental communication and involvement is emphasized for the learning process of a child.

14. Differences between American and Bhutanese middle schools American education Bhutanese education Till grade 6 is regarded as primary, grade 7 and 8 as lower secondary and grade 9 and 10 is regarded as middle secondary. Bhutan does have a single education system which is homogenous all over the educational institutions across the nation. • Grades 6, 7 and 8 are regarded as middle school level. • Doesn’t have a single educational system. There are a number of accreditation bodies who ensures that they have certain standards and fundamentals in common.

15. Teachers to some extent are confined and restricted by certain teaching methods, skills, strategies and educational philosophies. Each child is given attention by teachers and schools but assessment is carried out generally. Features emphasis on ICT skills at high school and tertiary level only. • Teachers have some degree of personal freedom to develop their own teaching style with the structure of the particular curriculum. • Each child is assessed on set targets that are achievable. (“Golden Target”) • Features a strong emphasis on ICT skills.

16. Do we need to change or need the same curriculum in middle schools? Class Activity: Four Groups and share discussions in the class after 10 minutes.

17. With the change of time there should also be change of curriculum (not just for middle-level schools but also for other levels).

18. M. Lee Manning’s 7 Benchmarks of Student-Friendly Middle Schools

19. ‘Benchmarks’ means to measure the quality of something by comparing it with something else of an accepted standard; • Provide educational experiences that address young adolescents’ tremendous diversity. • Provide teachers who are trained in middle school concepts and early adolescents development. • Provide exploratory programs.

20. 4. Provide developmentally responsive, comprehensive guidance and counselling programs. 5. Ensure equal access to all educational experiences. 6. Ensure a positive and safe learning environment. 7. Involve parents, families and community members.

21. 8 Principles for transforming the education of young adolescents Carnegie Council on Adolescent Development

22. Create communities for learning • Teach a core of common knowledge • Provide an opportunity for all students to succeed • Prepare teachers for the middle grades

23. Improve academic performances through better health and fitness • Re-engage families in education of adolescents • Strengthen teachers and principles • Connect schools with communities

24. END