The Oxford International Curriculum is a new integrated curriculum, which places an emphasis on the enjoyment of teaching and learning, fostering wellbeing in education, and developing key global skills for learners’ future personal, career and academic success.
Between August 2020 and June 2021 an impact study* was undertaken to gain an in-depth understanding of the extent to which the Oxford International Curriculum supports the development of students’ metacognitive skills and self-regulation, helping them to become independent learners.
The impact study
Teachers and school leaders at eight international schools took part in the impact study. They used the curriculum pilot resources for Global Skills Projects, Wellbeing and core subjects for a period of nine months with Year 1 (primary) and Year 7 (lower secondary) pupils.
Discussion groups with teachers and interviews with school leaders were conducted with each school at the end of the trial period.
The findings from the impact study show that the Oxford International Curriculum is widely perceived to help learners develop their metacognitive skills and self-regulation, supporting them to become independent learners.
Developing learners’ self-regulation
All participating schools reported that using the Oxford International Curriculum had a very strong positive impact on developing learners’ self-regulation to become independent learners. They reported that learners needed support with self-reflection, but that learners were becoming:
• more resilient with problem solving
• more self-regulated
• more aware of their emotions
• better at communicating with others through teamwork.
Developing learners’ metacognitive skills
A majority of schools reported that using the Oxford International Curriculum has had a very strong positive impact on developing learners’ metacognitive skills to become independent learners. They reported:
• Improved teamwork and leadership skills
• Increased ability to work independently
• Thinking more deeply
• Stronger discussion skills.
*This impact study was planned and implemented using the Oxford Impact Framework. The Framework is a systematic approach to evaluating the impact of Oxford University Press products and services, developed through a unique collaboration with the National Foundation for Educational Research and supported by the Department of Education, University of Oxford.
About the author:
Silvia Yafai is the Curriculum Academic Lead at Oxford University Press. Silvia has extensive teaching and training experience in the international development sector. She has a keen interest in global learning and transformative approaches to development and education.