JEDDAH, 13 April 2008 — Ahead in world rankings in academic excellence, 1,500 pupils and dual international accreditation, the British School in Jeddah (BSIJ) is not resting on its laurels while celebrating its 30th year of existence. New management plans to more fully integrate the primary and secondary curricula and undergo a rigorous mid-cycle examination by the accrediting bodies keep the staff busy.
“The big change coming is combining primary and middle school under one management structure to get an even better continuity of education right through from primary to IB,” Bruce Gamwell, the school’s director, said. Two years in the planning, the structure is in place and will be incepted in September this year.
The BSIJ’s first academic year was 1997/8 when the school operated from a small villa with a handful of pupils. Gamwell has been with the school for four years, three as director. During that relatively short period, he noted that there have been huge changes in the school’s student profile. The major change is from a majority Western-based student body to one that is largely Middle Eastern.
“One result of that, for example, is that Arabic has been integrated fully into the curriculum from reception to International Baccalaureate (IB) levels for two years now,” he said.
He felt that Arabic teaching was readily accepted among the students although some found the language challenging.
“However we feel that as they are living in Saudi Arabia that giving them the skills to converse with and carry out simple activities such as going to the shops is important,” he said.
The lower and middle school curricula are loosely based on the UK national curriculum. From year 10, pupils follow the International General Certificate of Education (IGCSE) course leading to Cambridge international examinations.
“These are all assessed and marked overseas to maintain independent standards,” Gamwell said. “Our results are very good in the world IGCSE rankings, well above average.”
However, senior pupils switch to the IB program that Gamwell thought was by far the best preparation for university life and was increasingly becoming recognized as the entry standard. His extensive experience with the UK and Australian systems confirmed this for him.
The IB’s broad curriculum incorporating six academic subjects, three at advanced level, is as demanding as A levels. “A strong element for me is that the Theory of Knowledge aspect gives pupils a philosophy of learning — they have to think deeply what learning is about and indeed what life is about,” he said.
The IB also has a community service aspect; pupils have to go out and become involved in the community to some extent with work in orphanages, sport clubs and similar social institutions. “It’s a life program, really,” said Gamwell.
As well as the normal functions of the school, the staff has to submit a five-year report that comprehensively examines the school systems from teaching through management right down to canteen and car parking.
“The good news was that we got a very positive outcome from the boards this year,” Gamwell smiled.
He was at pains to point out that one of the most important aspects of the accreditation requirements was that the school should not enroll children in programs that were not suitable for them.
“This is crucial to the accreditation. If we do not have the facilities to cater for the needs of some children we should not, and therefore do not, offer them. With us, it is a case of what you see, you can get.”
Gamwell emphasized that there was massive support in the school for English as a second language (ESL) because the medium of instruction is English. Increasingly, many who apply do not have English as a first language.
Later applicants to the school who have little time to learn English are often declined entry, but young children, who have time to develop the language, are helped all the way.
By the end of this 30th year, all the teaching staff will have been trained in the “ESL in the mainstream” skills which gives classroom subject teachers a view of the requirements of ESL learners.
There is one major absence that Gamwell would dearly like to remedy. “We need playing fields — we lack an area for outdoor sports where kids can get dirty playing football or rugby,” he mused. With land prices soaring in Jeddah, getting a grass field is something of a receding target.
“Whatever the future holds I am certain that the young people whom we are privileged to educate at the school will continue to leave as fine world citizens with the potential and desire to make a difference,” he said.
