Eye On The World Issue 6 - Summer 2011

Issue 6: Summer 2011

The best of the International Primary Curriculum from around the globe

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3 Welcome all!

4 Thoughts from Martin HomeandHost

5 What’s New from the IPC? TheIPCCo-ordinatorscourse

6 An IPC unit in action TheIPCCelebrationsunit

8 Making the IPC work for you AssessmentforLearning

10 IPC News ReportingfromaroundtheIPCworld

12 The Best of the IPC Justsomeofwhat’sgoingonwiththeIPCaroundtheworld

14 Leading with the IPC TheIPCLeadershipConference

15 The IPC Gig Guide What’scomingupwiththeIPC?

16 The IPC Interview WetalktoSugataMitra

18 Competition page Anotherchanceforyoutowin!

19 Meet the IPC Team IntroducingyoutoMartinSkelton

20 The Surgery AspecialsurgeryonAssessmentforLearning

22 A Focus on Learning Why27courses?

In this issue

Front cover:ChildrenfromHSVintheNetherlands,testouttheboatstheyhavedesignedandcreatedaspartoftheIPCGowiththeFlowunit

www.internationalprimarycurriculum.com

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DearColleagues,

It’snotonlyteachersandHeadteacherswhogiveusgoodfeedbackabouttheIPC.Childrendotoo.WerecentlyhadthepleasureofvisitingAlbertRoadPrimarySchoolinPenarth,Walestoaskthechildrentherewhatnewunitthemestheywouldlike.Theideaswerewide,rangingfrommagictounderthewatertopolaradventure.Thechildrenweretotallyeagertolearn.

AttheBritishSchoolofBostonintheUSA,theyear6studentshavebeendescribingtheirlearningwiththeIPC.“Oneofthemostenjoyablethingsisworkingingroupsandtakingpartinunusualprojects,”oneofthemsaid.AnotherdescribedthestartofthenewYear6unitGoingGlobal:“ThestudentstookpartinatradinggameaspartoftheirEntryPoint,theymadeanunusualamountofnoise”!Shewentontoexplainthatthestudentslearntalotabouttrade,importingandexporting‘goods’inordertowinthegame,andsaidtheEntryPointgoteveryoneexcitedaboutthelearningtocome.

ChildrenlearningwiththeIPCseemtogetexcitedateverystageofthelearningprocess.Thesecretiswantingtolearninsteadofwaitingtobetoldfactsandinformation.Asoneteachersaidtousthisweek:“There’sabigdifferencebetweentellingandlearning.”

ThishasbeenparticularlyprofoundatThomassonMemorialSchoolinBolton,England.It’saspecialschoolfordeafchildren.“Mostofourchildrenhavecommunicationproblemsanddon’thavegoodvocabularyskills,”teacherTanyaReynoldstoldusrecently.“Butnow,withtheIPC,theyaskquestionsandrespondwellwhenIsay‘goandfindoutaboutthis’.Theydidn’tknowhowtoaskquestionsbefore.TheIPCisgivingthechildrenlotsmorehands-onlearningexperienceswhichhavedevelopedtheirresearchskills,theircreativethinking,theircommunicationandpersonalskills,andindependenceintheirlearning.They’reaspiringtodomoreandallbecausethey’reengagedintheirlearning.”

SugataMitra,worldfamousforhis‘HoleintheWall’learningexperimentsinIndia,willbeourKeynotespeakeratSummerSchoolinJuly.Wewereluckyenoughtotalktohiminadvanceandyou’llfindtheinterviewonpage16ofthisissue.Sugatahasdonesomeincredibleresearcharoundtheworldonthewaychildrenlearnandengageintheirlearning.Doreadhisinterviewandevenbetter,comeandseehimatSummerSchool.Wehopeweseeyouthere!

Bestwishes,

JaniceIreland,AnneKeelingandtheIPCTeam

Welcome all!

AchildatThomassonMemorialSchoolinBolton,EnglandenjoystheExitPointoftheIPCHolidayunit.

AspartoftheIPCChocolateunit,childrenatAlbertPrimarySchoolinPenarth,Walesgetbusycreatingtheirownchocolatebars.

YearOnechildrenattheBritishSchoolofBostoncompletelyengagedinascientificinvestigationtodeterminewhichfabricisthebestinsulatoraspartoftheIPCClothesunit.

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Martin Skelton is the co-founder and Managing Director of Fieldwork

Education and he designed and was Founding Director of the IPC. Martin is also Director of School Management Services for the World Class Learning Group and, as a result spends many, many days visiting schools around the world helping them to improve learning; something that he is totally passionate about. Here Martin offers his advice on how to implement Home and Host country learning.

‘Home’and‘Host’–ThesetwosimplewordscanbefoundinanynumberofactivitiesintheIPC.Whatdotheymean?Whatdidtheymean?Andwhatshouldwebethinkingwhenweseethesewords?

Rightattheverybeginning(andImeantheverybeginning)oftheIPC,thefirstfewdraftswerewrittenwithaspecificaudienceinmind–childrenandtheirfamilieswhohadmovedfromtheirhomecountrytolivesomewhereelse;inanarrowsense,toliveinternationally,inaplacethatwasdifferentfromtheirhomecountry.

SoonafterthefirstIPCunitsweredrafted,itbecamecleartoallofusinvolvedthatwehadbeengivenafantasticchancetohelpchildrendevelopinternationalmindedness.Althoughweweren’tentirelyclearatthetimewhatthatmeant,wesensed

thatitwasimportantandwekeptbeingtoldbypeoplewespoketoandauthorswereadthatitwasgoingtobeanimportantdimensioninthelivesof21stcenturychildren.

Aswecontinuedtoreflectonwhatinternationalmindednessmightbe,oneconceptkeptcomingtotheforefront.

Runningthroughallofthemanydifferentdefinitionsofinternationalmindedness(whenitwasconsideredfromtheperspectiveofpolitics,totheenvironment,totradeandmore)wastheideaofreceptivenesstoan‘other’.Inotherwords,atitsheart,internationalmindednesswastodowithappreciating,acceptingandlivingalongsidetheviewsandbehavioursofpeoplewhodon’tnecessarilythinkorbehavelike‘we’do.

So,theterms‘home’and‘host’becamebeneficialtousbecausetheytookthecircumstanceofachildlivingsomewhereinternationally(ina‘host’country)andusingthatopportunitytohelpthemthinkaboutthesimilaritiesanddifferencesbetweenwhatwentontherecomparedtowhatwentonintheplacetheyoriginallycamefrom(home).

AstheIPCgrew,tooursurprise,anumberofschoolsindifferentpartsoftheworldsawmanyofthebenefitsoftheIPCfortheirchildrenwhoweren’tlivingelsewhereto‘home’.SchoolsintheUKandHollandandthennational

schoolsinothercountriesstartedtousetheIPC.Theseschoolscouldseethatinternationalmindednesswasalsoimportantfortheirownchildren,eveniftheyweren’tlivinginternationally.Theprinciplewasthesame–howdowehelpchildrenappreciatetheviewsofothersdifferentfromthemselves?

Asourownknowledgeofchildren’sdevelopmentgrew,itbecameclearthatthisappreciationofthe‘other’canbeginataveryyoungage.Evennow,Ithinkthatthewayparentstalktochildrenabouttheirfirstsleepoverinadifferenthouse–differentneverthelessequal,ordifferentthereforewrong–hasapowerfuleffectonthechildandhisorherdevelopmentoftheawarenessofothers.

Theappreciationofothersbeginsverylocally;onlyovertimeandattherightdevelopmentalleveldotheconcentriccirclesofactivityactuallyspreadtobecome‘international’.

So,ofcourse,innationalsystemsweneedtousetheIPCterms‘home’and‘host’asmetaphorsfortheopportunitytocompareandcontrastbehavioursandattitudesofwhichwe’refamiliar(home)withthoseofwhichwe’renot(host)–thefamilywe’vejuststayedwith,thedifferentculturalgroupsinourowncommunity,aswellasthelinkswecanmakewithplacesthataregenuinely‘international’.

Thoughts from MartinHomeandHost


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What’s new from the IPC?TheIPCCo-ordinatorsCourse

Are you the IPC Co-ordinator in your school? Do you know what your role involves? If your

answers are “yes” and then “no”, don’t panic. The IPC Co-ordinators course is a two day workshop to help IPC Co-ordinators understand exactly how they can drive the IPC forward in their school. Sarah Brown is one of the trainers and she explains what goes on: “Lots of people come to the course in a state of fear about how to lead and manage the curriculum in their school. The first thing we do is work on writing a job description.”

Leading the learning

SarahsaysthatanIPCCo-ordinatorisnotanadministrativerole.“AsanIPCCo-ordinatorwhatyoushouldbedoingisleadingthelearning.Formanypeoplethat’sabigshiftinmind-set,”shesays.Duringthetwodaysofthecourse,participantsfocusonwhatmakesaleaderforlearningandworktogethertoagreethesixkeyresponsibilitiesoftheirrole,formulatinganactionplanforleadingandimprovingthelearningintheirschool.“Werestrictthenumbersoneachcourse,”saysSarah.“Sothatit’sasmallgroupworkingtogether.Thiscreatesagreatatmospherewithlotsofdiscussionandreflectionbetweenpeoplewhoareallinthesameboat.Everyonelearnssomuchfromeachother.”

Leading change

PaulineNord,DeputyPrincipalofPrimaryatCollègeduLémaninGenevawastheinspirationbehindtheintroductionoftheIPCCo-ordinatorscourses.“Iwaslookingforacoursethatwasprimarilydesignedforthose

whowouldbemanagingthegeneralimplementationofIPCacrosstheschoolratherthanspecificallyintheclassrooms,”shesays.“Iwantedsuggestionsonhowtoleadthechange.”PaulinesaysthecoursehelpedhertodevelopalongtermplanforthecompleteintegrationoftheIPCintotheschool’scurriculum.“ItprovidedmewithsuggestionsonhowtobestsupportourstaffandreassuredmethatittakestimetofullyembedtheIPCintoaschoolcurriculum.ItwouldbegreattohaveaonedayIPCCo-ordinatorsconferenceeveryyear.”

Sharing responsibility

SaraCastledineistheAssistantHeadteacheratBiglandGreenPrimarySchoolinLondon,England.ShetookpartinanIPCCo-ordinatorscourselastSeptember.Asaresultofthecourse,Sarasays:“IcanconfidentlydirectcolleaguesincertainaspectssuchastheimportanceoftheentryandexitpointandalsoensurethattheIPChasbecomeapartoftheschoolsstrategicdevelopment.IthasnowformedasignificantpartoftheSchoolImprovementPlan.”Saraisalsonowensuringthatindividualcurriculumco-ordinatorsaretakingresponsibilityfortheirsubjectareas.“Irealisedon

thecoursethatI,asoneperson,couldnotbeentirelyresponsiblefortheimplementationofsuchanimportantfeatureoflearning,soIwentawaywantingtogetindividualsubjectleadersonboardwhichhasnowhappened.”

ForSarathebestpieceoflearningfromthecoursewasunderstandingtheIPCSelf-Reviewprocess.“Eventhoughwehadnotlookedatitasaschool,IamnowabletoidentifywhereonourIPCjourneyweare,andwhereweneedtogointhefuture.Thedocumentationforthisisinvaluable.I’vebecomeverypassionateabouttheIPCbasedonworkingwithothersatthecoursewhowerealsoleadingonit,”sheadds. IPC Co-ordinator

courses are happening in London, The Hague, Jakarta and Cambodia

very soon. Look on the IPC website for

more details.

SaraCastledineandsomeofthechildrenatBiglandGreenPrimarySchoolinLondon.

Itgivesparticipantsmorethananoverviewofsomething.Itallowsyoutoreallygettogripswiththeaspectsyouneedtoknowabout.Sara Castledine

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Every child in your class will have participated in, and be thrilled at the prospect of a celebration. And within your class, the range of cultural and religious events celebrated may well be wide and varied. The IPC Celebrations unit for 6 to 7

year olds is an excellent unit for being able to personalise the learning to every child in your class. It’s also a great opportunity to explore the celebrations of others and to understand why and how people celebrate in different ways. Here’s how a number of IPC member schools have taken the IPC Celebrations unit and made it their own:

Celebrations at the British School of Houston in the USA

“We began with a party where we ate and drank traditional celebration food from different countries around the world including a gingerbread house. We created a timeline of all the celebrations we have participated in. We made our own celebration masks, Chinese lanterns and created Diwali patterns which we used for display.” The children of Year 2

Image: AgingerbreadhouseenjoyedbyallattheBritishSchoolofHouston.

Celebrations at Highfield Community Primary School, Cheshire, England

“We enjoyed learning about Chinese New Year. We read ‘The Runaway Rice Cake’ (by Ying Chan Compestine) and created our own story maps to write our own version of the story. In PE we created a Lion Dance, traditionally performed at Chinese New Year and used our IT skills on 2Publish to make a Kung Hey Fat Choy card. During the unit we also celebrated Australia Day.” Teacher, Emily Reid

Image: ThechildrenofYear1atHighfieldCommunityPrimarySchoolinEnglandmakeFairyBreadaspartoftheirAustraliaDaycelebrations.

Celebrations at British School of Chicago, USA

“We held a birthday party and the children were in charge! We had party planning teams who decided everything from the games to play, to the food to buy. We all went shopping and the children had to find specific items and check prices to make sure they stayed inside their budget. They developed many important skills such as cooperation, observation, negotiation and communication. The party was a huge success!” Teacher, Amy Buxton

Image: Year2childrenatBritishSchoolofChicagocheckingtheirpartyshoppinglistinthesupermarket.

An IPC unit in actionTheIPCCelebrationunit

Great resourcesTheDorling

KindersleyCelebrationsbookgiveslotsofinformationabout

celebrationsaroundtheworld.


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Celebrations at British School of Boston, USA

“Three members of staff from three different countries came to talk to the children about celebrations in their countries and answered questions that the children had prepared. The children then presented their learning in their own way using posters and spider diagrams. During our Diwali learning we read the story of Rama and Sita online at: http://www.slideshare.net/barcombe/the-story-of-rama-and-sita-147969 and then acted out the story.” Teacher, Laura Davies

Image: Year2childrenattheBritishSchoolofBostondesignedandcreatedpapier-mâchémasksfortheircelebration.

Celebrations at the British School of Washington, USA

“The children were able to put their creative skills to use when they were in charge of planning and hosting a Thanksgiving Feast for their parents. This included thinking about a traditional menu, booking a venue and planning theme-based costumes and decorations. The children gave themselves names of actual Pilgrims who sailed across on the Mayflower and made head-dresses for their parents who acted as the honorary Native Americans invited to the feast. The children produced books on ‘How to plan an event’. Such a great unit to help the children learn about the host country’s traditions and celebrations.” Teacher, Saijal Patel

Image: Year1childrenatBritishSchoolofWashingtonwelcometheirparentstotheirThanksgivingFeast.

Celebrations at St. Hilda’s Church of England Primary School, Oldham, England

“Our Entry Point was an Asian wedding! We borrowed all the staging and equipment from local companies and two members of staff ‘got married’. All the children sent and received invitations and in the afternoon parents were invited to the Walima Reception. We also had our local priest come to show the children a baptism, ‘Kipper’s Birthday’ (by Mick Inkpen) was a featured text and we explored relevant festivals including Mother’s Day.” Headteacher, Gill Pursey

Image: RecreatingatraditionalAsianweddingatSt.Hilda’sChurchofEnglandPrimaryinOldham.

Celebrations at NIS International School – Jakarta

“We found a lot of movies on YouTube which were beneficial. Each video helped us all to remember that there is not only me and my culture, but that of millions of other people and cultures as well. We visited the biggest mosque in Asia, a cathedral and a Sikh temple and we observed and followed all the rituals and code of conduct required. This is an essential unit to help develop the IPC personal goals as it covers aspects which are the core existence of most celebrations.” Teachers Mrs. Mimu and Ms. Femke

Image: AtNISInternationalSchool–Jakarta,thechildrendressedintheirnationalcostumesandexploredthevariousritualsindifferentcultures.

It’saunitthathelpsbindthedifferentnationalitiesinclass;breakscertaindogmas,andgivesusallanopenmindedapproachandinsightintoeachother’shomefront.Mrs. Mimu and Ms. Femke

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The IPC Assessment for Learning programme gives you a way of tracking progression in key

skills in every IPC unit and across every Milepost.

ManyschoolsarefindingitgetschildrenengagedintheirlearningprogressandmoreandmoreareusingtheAssessmentforLearning(AFL)databasefortheirend-of-yearreporttoparents.TwoquitedifferentIPCmemberschoolsexplainwhytheygetexcitedwhenyousayAFL!

Moving from activity to learning goal at Hollandse

TheIPCwasintroducedfouryearsagoatHollandseSchoolinSingapore.TwoyearslatertheAFLprogrammewasintroduced.

“Weimplementeditgradually,”saysStanvanLaarhoven,ateacherattheschool.“Westartedbyassessingthekeyskillsinoneunitandgraduallybuiltupfromthere.NowwedoaminimumofonekeyskillforeverysubjectwithineachIPCunit.Someteacherswillassesstwoorthreeskillsforeverysubjectbuteveryone,eventhenewteachers,doone.”

A shift in focusTheimpactoftheIPCAFLprogrammeatHollandsehasbeensignificant.“It’scausedusquiteachangeofmind,”saysStan’scolleague,JorisJeurlink.“It’shelpedustoswitchfromonlyfocusingonactivitiestofocusingonlearninggoals,”heexplains.“Thatmeansthatsometimes,ifandwhenitisappropriate,wewillshortenanactivityoncethegoalisreachedratherthanspendalongtimecompletinganactivityjustforthesakeofit.”

FromMilePost2,theteachersatHollandseusethechildren’srubricfromtheAFLprogrammeandintroducechildrentotheideaofworkingtowardsthelearninggoalsratherthanjustdoinganactivity.Jorisaddsthatthechildrenveryquicklyfeelmoreresponsiblefortheirlearningprogressasaresult:“Thechildren’srubrics(whichwe’vetranslatedintoDutch)areveryvisual,veryhands-on,veryeasyforthechildrentoassessthemselves,”hesays.“Therubricshelpthechildrentobeawareoftheir

learninggoals.Theyfeelreallyproudwhenthey’veachievedagoalandalwaysunderstandwhentheydon’tneedtocompleteanactivitybecausethey’vealreadyreachedthegoal.”

End of year reports at Christ Church

WithinamonthofintroducingtheIPC,ChristChurchCofEPrimarySchoolinOldham,Englandbegantheroll-outoftheIPCAssessmentforLearningprogramme.“Ithelpedallround,”saysHeadteacherDebraPayton.

Roll outLaunchingAFLatChristChurchinvolvedapilotbytwoseniorteachers.OnewasYear5/6teacher,JohnMoulton.“You’vegottobe100%sureaboutwhatyou’retalkingaboutbeforeintroducinganewprogrammelike

Making the IPC work for youAssessmentforLearning

StanvanLaarhovenfromHollandseSchoolinSingaporelearningwithhisclassduringafieldtriptoMarinaBay.

ChildrenatHollandseSchoolusingthechildren’srubricstoself-assesstheirgeographyskills.


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AFLtoeveryone,”hesays.“NicandItrialleditforahalftermandbytheendofthattimeknewexactlywhatweweredoingandhadbecomefansofit.Wecouldseeitwasgood,thatitworked.Sowemodelledittotherestofthestaffduringaninset,setting

upatestclasswithtestpupils.Andthenweofferedacarrotbysaying‘Ifwetakethisonwewon’tbespendinghourswritingreportsattheendoftheyear.’Thatwasarealincentive!”Thestaffstartedbyassessingeverychildineveryclassontwoscienceskillsoveratwoweekperiod.“Attheendofthetwoweekswereviewedeveryone’sprogress,”saysJohn.“Westartedsmall,ironingoutanyproblemsaswewent.Everyonewashappywiththisprocess.”

Debrasaystheroll-outwasasuccess.“TheimportantthingwastohaveJohnandNicregularlyonhandtohelptheircolleagues,”shesays.“There’sonememberofstaffwhoseICTskillsareaverageatthemostandshe’smasteringAFLthankstotheongoingsupportshe’sreceived.”NowalltheteachersareusingtheAFLprogrammetoidentifywhatskillstheyneedtoteachthechildrenandthesameassessmentprocesshasbeenintroducedformathstrackingtoo.“It’shelpingusalltolookdeeper,”saysDebra.“Wearenowfarmorefocusedonspecificlearningskills.”

ReportsAsforthereportstoparents,Johnsaysit’smadeabigdifferencetobothteachersandparents.“There’sdefinitelylessreportwritingtodonow,”hesays.“TheendofyearreportnowincludesanexplanationofwhatBeginning,DevelopingandMasteringmeansalongsidethechild’sAFLprint-outplustraditionalreportingforMaths,English,REandgeneralcomments.Theparentslikeitbecauseit’stalkingaboutwhattheirchildhasbeenlearningratherthanhowwe’vebeenkeepingthemoccupied.”

There’smoreadviceaboutIPCAssessmentforLearninginaspecialEyeOnTheWorldSurgeryonpages20and21.

ChildrenatChristChurchCofEPrimarySchoolinOldhamtakepartintheEntryPointtotheIPCMigrationunit.

Advice about AFL

• StanvanLaarhovensays“Someveryconfidentchildrenwillsometimesassessthemselvesabithigherinskilldevelopmentduringtheirself-assessment.Andsomeinsecurechildrenwillassessthemselveslowerthantheyshould.Soteacherinvolvementandteacher-to-pupildialogueisveryimportantduringself-assessmentinordertohelpchildrenprogress.”

• DebraPaytonsays:“GetAFLontheagendainyourdevelopmentmeetingeveryweek.Theconstantreviewveryquicklyhelpsittobecomeanintegralpartoftheschool.”

• JorisJeurlinksays“Asnewteachersjointheschool,makesuretheyunderstandwhattheyaredoingwiththeIPCandwithAFL.Abuddysystemworkswelltohelpthemthroughthelearningprocess.”

• StevenMark,DirectoroftheIPCsays“Beforechangingyourreportstoparents,talkwiththemaboutwhatthenewreportactuallymeans.‘Beginning’,‘Developing’,and‘Mastering’,formanyparentscould,withoutdiscussionandexplanation,causeconfusionatbestandanxietyatworst.We’veallseenparentsupsetbecausetheirchildisatbeginninglevelratherthan‘topoftheclass’.

• JohnMoultonsays:“Whereverpossible,assesswiththechildalongside.You’llhavegreatexperiencesandlearnfarmoreaboutthechildthatway.”

A brand new Assessment for Learning database will be available in September. The improved database or ‘Tracking Tool’ as it will be called has been designed to make it much easier to record assessments and use pupil and class data. Look out for it in the Members Lounge soon!

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Writing an IPC Service unit at SJI International

SJI International in Singapore has this year written its own Service unit in the style of IPC in order

to launch its own service initiative and to prepare the Grade 6 students for their transition to High School where completing a period of community service is compulsory.

EmmaColemanistheGrade6teacherwhowrotetheunitandsheexplainswhatwasinvolvedinwritingit:“IfollowedthelearningprocessandthelearningphilosophiesoftheIPCindevelopingtheunit.SowestartedwithanEntryPointandKnowledgeHarvestandincorporatedarangeofsubjectsandinternationalmindednessaswellasreallydrawingontheIPCPersonalGoals.”

FortheEntryPointtheGrade6classwereaskedtopilotthenewcommunityserviceinitiativebyvolunteeringinahomefortheelderly.“Thisempoweredthechildrenbytakingownershipandresponsibilityforthenewunitofworkwhichwasafirstintheschool,”saysEmma.AlthoughthisstartedasanEntryPoint,theinvolvementwiththehomecontinuedthroughouttheunitandbeyondwiththechildrenplanning,preparingandactivelyhelpingbyservingfood,cleaning,gardening,playinggameswiththeresidentsandfundraisingtobuynewsupplies.“Thistestedthechildren’senterpriseskillstooastheyraised$1,000asaresultofabakesalethatthey

organised,”saysEmma.

Withintheunit,thechildrenexploredthehistoryanddevelopmentoftheRedCross,OxfamandmanyotherglobalcharitableorganisationsandlearntabouttheworkofMotherTheresa,Gandhiandotherinspirationalleadersinservice.EmmausedtheexampleofCameronOliver,a13yearoldinAbuDhabiwholaunchedtheCameron’sCamelscampaignwww.cameronscamelcampaign.comandthefilmPay it Forward toinspirethechildren.“Igavethematwoweekchallengetocreatetheirowncommunityservicecampaign,”saysEmma.“OneofourstudentsnamedHopecreated‘HopeinAsia’;startingalistofallthecharitiesthatfamiliescansupportandoffertheirvoluntarytimetoduringtheirholidayinAsia(www.hopeinasia.webs.com).We’veadvertisedthecampaigninourschoolnewsletterandhopefullywe’llkeepitgoingandgrowing,sothatthethemeandmessageoftheunitcontinuesinthechildrenandintheschoolcommunity.”

EmmafollowedtheIPCplanningformatwhenpreparingtheunitandoffersthisadvicetootherteacherscreatingtheirownIPCunits:“Don’tpressureyourselftogetitperfectfirsttimearound.Createadraftpilotunitandgowithitandthenmodifyasyouprogress.Itoldthechildrenthatthiswasaunitindevelopmentandasked

themtothinkaboutwhatwecoulddotochangeandimproveit.Theylovedhavingthatresponsibilityandgavesomeexcellentideas.Forexample,wewanttohavesomeinspirationalpeoplefromthecommunitytocomeinandtalkwiththeclassnexttime.”

IPC NewsReportingfromaroundtheIPCworld

Grade6atSJIInternationalactivelyinvolvedintheirServiceunit.


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For the past few months, the teachers at the British School of Boston in the USA have been

developing a programme to give the children some choices and variation in their learning while, at the same time, trying to underpin and reinforce the IPC Personal Goals throughout the school. They have called this IPC plus and it involves running a range of creative and imaginative short courses for KS2 in a variety of subjects ranging from dance and drawing with perspective, to debating and photography.

Here,AndrewMacrae,KS2LeaderforLearningattheBritishSchoolofBoston,explainsalittlemore:“ThecourseswerelinkedtospecificMilepostlearninggoals.ForexampleinthemusiccoursethelearninggoalsofIPCplusaretoperformaspartofanensembleandtoplaytunedoruntunedinstrumentswithcontrolandrhythmicalaccuracy.”

EverychildisgivenanIPCplusLearningPassportinwhichtheywriteabouttheirlearningprogressandcollectapassportstampfromtheircompletedcourse.Thisyearthecourseshavebeen75minutesessionsperweekforthreeweeks.“Thishasprovedtobetoolittletimeandnextyearwewillprobablydoublethattoruncoursesforsixweeks,”saysAndrew.Asfordevelopingthepersonalgoals,Andrewsaysthisapproachhasbeenverysuccessful:“IntheclassesIranondrawingskillswithperspective,therewasalotofcooperationaschildrenhadtoworktogethertoachievetasks,andwithcrossyeargroupclasses,thechildrenhadtoshowrespectandcommunicatealot.”OneKS2childsaid:“forourmusiccourse,wehadtocooperateandcommunicateinordertoworktogethertocreateoursambaband.Ifwedidn’tthinkaboutthosethingsthenitdidn’tworkout.”

Developing IPC plus at British School of Boston

Prepare for a global adventure

Beginning next April, IPC member schools have the opportunity to track a real life

global adventure as it occurs, linking it to a variety of IPC units such as Explorers and Adventurers.

TeacherJamesCowanandhisteam-mateLevenBrownwillattempttosetanewworldrecordbyrowingfromPerthinAustraliatoDurbaninSouthAfrica.Therowwilltakeapproximatelyfivemonths(150days),withtheteamrowingtwohourshiftsfortheentireduration.Thevoyagewillcrossfourcurrents:theLeeuwin,SouthEquatorial,EastMadagascarandtheAgulhasandtheteamwillbeself-sufficient;having

tocarryalloftheirfood,electronicscommunicationsystemsandfirstaidonboardtheboat,calledArtemis.

SchoolswillbeabletofollowJamesandLeven’sprogress,readingtheirregularblogs,writingemailstothemandtrackingtheirjourneyonthewww.indian-row.co.ukwebsite.

“I’matthestartofajourneyofalifetime,”saidJamestoEye on the World.“Therearemanychallengesinfrontofmesuchasraisingsponsorshipandorganisingthelogisticsoftherow,nottomentiontherowitself!Over5,000nauticalmilesinarowingboatisaverylongway.”

Jameshaslotsoffascinatinginformationabouttherowwhichcanallbefoundonthewebsite.IfyourschoolwouldliketofollowtherowandshareinJames’experiences,[email protected]

WouldyouliketobeanIPCreporter?Sendusyourstory(inabout100words)andanelectronicphotographandwe’lltryandincludeyouinaforthcomingissueofEye On The World.EmailyournewstoJaniceIrelandatjanice@[email protected]

We look forward to hearing from you!

Year3and4childrenfromtheBritishSchoolofBostonworktogetherinthephotographycourseaspartoftheirIPCplusprogramme.

SchoolchildrenadmiringArtemis.

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The best of the IPCJustsomeofwhat’sgoingonwiththeIPCaroundtheworld

As part of an overnight visit to the Museum to launch the IPC Dinosaurs unit, Year 3 students at the British School of Houston in the USA practice their ICT and geography skills well after bedtime!

Year 3 and 4 children

at the British

International School of

Ljubljana in Slovenia

investigate what’s going

on within their soil

collections as part of the

IPC Habitats unit.

During the IPC Buildings unit, group 3a from De Blijberg International Department in The Netherlands collaborate

to sort pictures of homes into a timeline during their history learning.

Sebastian from the

reception class at the

British School of Chicago

in the USA examines his

germinating beans as

part of the IPC Plants

and Flowers unit.

At Park House English

School in Qatar, the

MilePost 2 students

design and create

models during the

IPC Inventions and

Machines unit.

Two primary schools

from Cheshire, England –

Pott Shrigley and Bollington

St. Johns – join forces and

take to the woods for the

Entry Point to the IPC Mission

to Mars unit in conjunction

with a Forest Schools activity.


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The reception class at

Amsterdam International

Community School in The

Netherlands stand up in

front of their classmates

and talk about their life-

size picture of themselves

as part of the IPC All

About Me unit.

Two primary schools

from Cheshire, England –

Pott Shrigley and Bollington

St. Johns – join forces and

take to the woods for the

Entry Point to the IPC Mission

to Mars unit in conjunction

with a Forest Schools activity.

As part of the IPC

Family and Friends unit,

children of the Villa

Yalla Nursery in Syria

draw chalk pictures to

represent their family.

Students at Oshwal Academy, Mombasa in Kenya explore their local beach as part of the IPC Habitats unit.

Year 3

palaeontologists at

Compass International

School in Doha

take part in a dig in

the school sandpit

to launch the IPC

Dinosaurs unit.

During the IPC Flowers and Insects unit, grade 1 children at the Norwegian International School in Hong Kong learn to appreciate the smell and taste of herbs from the garden.

As part of the IPC

Treasure unit, the year 4

class at Oslo International

School in Norway interviewed

an archaeologist. Here they

practice the skills they

learnt, using an art

supplies drawer to

hold their ‘dig’.

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Leading with the IPCTheIPCLeadershipConference

The IPC Leadership Conference aims to identify some of the very latest research into learning,

and to debate possible applications within the context of the IPC. This year’s conference on 13th and 14th October will welcome Dr Mary Helen Immordino, neuroscientist and human development psychologist and a recognised expert in the neuroscience of learning, creativity and social interaction. Eye on the World asked Mary Helen her thoughts on the six areas of brain research that are emphasised within the IPC. Here’s what she had to say:

The behaviour of neurons and the importance of connections – and why we take the IPC Big Picture approach to learning, making relevant links within the learning wherever it’s appropriate

“Learningisbasicallytheprocessofpruningandshapingtheneuralconnectionsacrossthebrain.Thereshouldbenosuchthingasmeaningfulpassivelearningbecausethebrainhastobeinvolvedinactive,engagedlearningtomakealastingimpression.Therearenoquickfixeswhenitcomestolearning,it’sallaboutaconstantandcontinuedprocessofexpandingandextendingtheneuralconnections.”

Developing neuronal constellations – and why we do a Knowledge Harvest with each IPC unit and why we focus on beginning, developing and mastering skills

“Learningisaprocessofbuildingonwhatskillsandknowledgeyoualreadyhaveandthenusingthattointerpretandthenmoveintothefuture,envisioningnewwaysand

newsituationstomakesenseofpastlearningtobeabletomoveintoamorecomplexstage.It’sdifficultforprimaryagechildrentoconsciouslyputthemselvesintothisplaceofdrawingonwhattheyalreadyknowandteachershavetoberesponsibleforcreatingtherightlearningenvironmentinordertousethepasttomovetothefuture.”

The importance of ‘high challenge, low stress’/’relaxed alertness’ – and why we ensure engaging yet rigorous units of learning within the IPC

“Ineducation,we’reafterbuildingmeaningfulskillstoengageinnewlearningandforthatweneedastateofintuitiveexpectationwhichrequiresastateoflowstress.Kidsalsoneedprocessingtimethat’snotstressfultoensurethatreflectionandmeaning-makingtakeplace.”

Learning Styles – and why we incorporate a variety of approaches to researching tasks in the IPC

“Individualdifferencesinthewaywelearnarehugeandreallymatter.Ineducation,requiringtheteachertochangelessonsforeverykidisimpracticalandI’darguethatasmartcurriculumcandevelopalearningenvironmentwhichcanallowchildrentoenterintolearningfromtheirownindividualstrengthstoaddarichnesstothelearningintheclassroomandultimatelyenableallchildrentorelatetosocialinteraction.”

Multiple Intelligences – and why we suggest a whole range of ways to record tasks in the IPC

“Learnersactivelyengagebasedontheirstrengthsandinterpretations.Weallcomewithpredispositions.Welearntorecruitthesetoarriveatatask.Webuildourknowledgeactivelyandwearriveatitinmanydifferentways.”

The way the brain processes complex information over time – and why we encourage time for reflecting upon and revisiting learning in the IPC as a route towards building understanding

“I’lltalkaboutthisattheLeadershipConference–whathappenstothebrainatrestorwhenyouthinkyou’redoingnothing.Verylikelyit’sprocessingtheveryimportantaspectsofsocialandemotionallearning,prospectingintothefuture.Sohowdoweencouragethat,andlearntouseitconstructively?”

FormorethoughtsfromMaryHelenanddetailsoftheLeadershipConferencegototheIPCwebsite.

DrMaryHelenImmordino


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There are several ways that you can join in with the IPC, wherever you may be in the world. Here is what’s happening in the months to come. Join us – there’s always great learning, great networking and great fun!

IPC Summer School, Greenwich, LondonGreatlearning,greatteachingandgreatfunatourannualconference–Don’tmissit!

New to the IMYC, Greenwich, LondonForthoseneworinterestedintheInternationalMiddleYearsCurriculumandcoincidingwiththefirsttwodaysoftheIPCSummerSchool

ILMP Middle Leaders Course, Greenwich, LondonAnintensiveleadershipandmanagementtrainingcourseformiddleleaderscoincidingwiththeIPCSummerSchool

ILMP Middle Leaders Course, San Francisco, USATheleadershipandmanagementtrainingcourseformiddleleaders,thistimeattheFrenchAmericanInternationalSchoolinSanFrancisco

IPC Co-ordinators Course, Fieldwork Education, LondonForthosewithresponsibilityforIPCleadership,co-ordinationandmanagementintheirschool

EAL and the IPC, Fieldwork Education, LondonAone-daycourseforanyonewhospecialisesorcoordinatesEAL

An introduction to the IPC, St Matthew’s Academy, LondonForthosenewtotheIPC.ComeandfindouthowtheIPCisdeliveredatSt.Matthew’sAcademy

IPC Leadership Conference, St Matthew’s Academy, LondonThought-provoking,forward-thinkingleadershipdevelopmentfeaturingDr.MaryHelenImmordino

IPC Co-ordinators Course, NIS International School, JakartaTheCo-ordinatorscourseforIPCco-ordinatorsbasedinandaroundJakarta

Developing Thinking Skills Workshop, Fieldwork Education, LondonAone-dayworkshopdesignedtohelpyoudevelopchildren’sthinkingskillsthroughtheresearchandrecordtasksoftheIPC

Preparing for Inspection with the IPC, Fieldwork Education, LondonIfyouhaveaninspectioncomingup,thisonedaycoursewillhelp

Getting to Grips & IPC Co-ordinators Course, The Hague, NetherlandsTheCo-ordinatorscourseandGettingtoGripswiththeIPC,hostedbytheInternationalSchooloftheHague

International MindednessHelpingyoutodevelopinternationallymindedlearningthroughtheIPCandthroughoutyourschool

IPC Co-ordinators Course, Fieldwork Education, London

IPC South East Asia Summer School, SJI International, SingaporeGreatlearning,greatteachingandgreatfunatourannualSEAsiaconference

New to the IMYC, SJI International, SingaporeForthoseneworinterestedintheInternationalMiddleYearsCurriculum.CoincidingwiththeIPCSEAsiaSummerSchool

25-27 July

25-26 July

24-27 July

15-18 July

22-23 Sept

7 Oct

12 Oct

13-14 Oct

19-20 Oct

11 Nov

25 Nov

7-9 Dec

14 Jan 2012

9-10 Feb

7-9 March

7-8 March

The IPC Gig Guide

ThefirstIPCSouthEastAsiaSummerSchool,March2011hostedbySJIInternational

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Sugata Mitra is a Professor of Educational Technology at Newcastle University

in England. He is perhaps most famous for his ‘Hole in the Wall’ research project conducted in the slums of India. Sugata’s research demonstrates that children learn very effectively through self-instruction and peer-shared knowledge when they’re in an environment that stimulates curiosity. He was awarded the Man for Peace Award in 2002. Sugata will be the keynote speaker at the IPC Summer School in Greenwich this July.

Eye on the World You say that when children are learning on computers with the Internet in unsupervised groups and in a self-organised way, you have found the most effective group size to be four to five children. Do you think this size of group applies to all forms of learning?

Sugata“Idon’tknow.ThereasonIsayfourorfiveisthatchildreneventuallyformedthemselvesintogroupsoffourorfivewhenweobservedtheminthefieldduringtheHoleintheWallinvestigationwherenoonewassayinghowmanyshouldbegroupedtogether.Italwaysstartedwithhundredsofchildrenbutafterafewdays,they’dformedthemselvesintosmallgroupsoffourorfive.Isuspectit’sthegeometryofthecomputerthatcausesthis.Havingsaidthat,itdoesn’t

preventchildrenlookingovertheshouldersofothers,buttheymaynotbeactivelyparticipating.

ToteachersIsaytrydifferenttypesandsizesofgroupstofindwhatworksbestanddon’tworryaboutitwhenonegroupsituationdoesn’tworkoutsowell.Thiswayyou’llfindthebestgroupforthetypeoflearningthat’sgoingon.

EOTW What seems to be the reason for this as an optimum group size?

SugataEvenwithabigscreencomputer,thebestnumberofchildrentoworkinagrouptolearnwillnotincreaseoverfourorfive(Thisisbasedonmyresearchwithnineandtenyearoldsbutcouldalsoapplytootheragestoo).Inthissizeofgroupmyobservationsindicatethatonechildoperatesthecomputerwiththechildrentakingturnstodothis,anotherchildisanalysinganddecidingwheretogo,thethirdchildisevaluatingthematerialandthefourthchildoftenactsasaharmoniser,sayingthingslike‘hangon,Ithinkwe’regettingthere’;they’llbeprovidingabalanceacrossthewholegroup.Soyou’vegotspecificroles:adoer,ananalyserandsoonandthechildrentakeonthoserolesalmostnaturallyandinterchangetherolesinaveryfluidway.

EOTW Has your research found that

every child in that group of four or five gains from this approach to learning?

SugataYestheydo,butsomechildrenmaygaindifferently.Ifonechildinthegrouphasn’tlearntsomething,that’swhentheteachercanbringintherestofthegroup,encouragingthemtohelpbysaying‘comeonguys,weneedtohelpthischild.Whatcanwedotohelphimunderstand?’

EOTW What advice do you give to teachers to help them support self-organised, child-led learning? What do you suggest teachers can do and what do you suggest teachers can say to encourage their children during this form of learning?

SugataFirstlyyou’vegottotrustthechildren.Youcan’tpretendtotrust;childrencanseethroughpretendedtrust(commentslike‘darling,lookhowgoodyouare’!)Thetrusthastobegenuine.

Second,ifachildislaggingbehind,seekthehelpofhisorherpeers.Bringtheproblemup-front.Makethechildfeelgood–thatit’soktobeinthislearningsituation–andthengettherestofthegroupintoanenvironmenttohelptheteachertoachievetheobjective.Theteachershouldopenuptothechildrenaboutwhatheorsheneedshelpwith.Andthen–aslightlymoredifficultjobforateacher–stepback.

The IPC interviewSugataMitra

SugataMitra


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EOTW When it comes to computer-based learning, how many computers do you believe a school needs to create the best opportunity for maximum learning? Is it necessary to have one computer per child?

SugataItofcoursedependsonhowmanyclassesandhowmanychildren.Butiftheydoonesessionwiththecomputersperweekwithonecomputerforeveryfourchildrenandsaytheformulaforeachclassis20children,thenyouneedfivecomputersforonedayperweekforthatclass.Thereforeinawholeweekwithinthatschool,fivecomputerscanserve100children.

Donotuseonelaptopforeachchild.IthinkIhaveenoughevidencetoshowthatchildrenontheirowndon’tmakeanywherenearthesameamountofprogressintheirlearning.Evensomethingassimpleasreadingfromthescreen,inagroupoffour,thechildrenlearnmorethatway.

Getcomputerswithnicebigscreens,nottinylittlelaptops.AndgetgoodInternetaccess.

EOTW You have talked about encouraging aspiration in children, especially aspiring to subjects like science, engineering and mathematics. How do you believe teachers and Headteachers can encourage this aspiration?

SugataMyworkintheNorthEastofEnglandhasinvolvedexposingchildrentopeoplewhoseworkisinterestingandcool.IusedTED.com(www.ted.com).Youhavetochoosecarefully,buteachvideoisonly20minuteslongandtherearesomereallyinterestingpeopletalkingabouttheirreallyinterestingworkonthere.Getthechildrentowatchtheentire20minutevideoandthenresearch,ingroupsoffour,anythingaboutwhatthey’veseenonthevideothattheyfoundinteresting.You’dbeamazedatwhattheyresearch.Basedonmyobservations,justeightexposurestoselectedvideosimpactstheaspirationofanineyearoldchild.Ithasalotofimpact.Itmaygetbetterifyouwatchmore,butifyousimplypickonevideoperweekoveraperiodofjustafewweeks,itcanmakeabigdifference.

AfteronesessionwithTED,Ihadonechildsaytome“sowhatdoIhaveto

dotobelikethat?”Andmyanswerwas“it’snotveryhard.Youjusthavetowanttodoit.Youhavethecomputer,youjusthavetodoabitofmathandscience,butyou’regoodatthat.”Don’tsaythingslike‘youhavetoworkreallyhard’.Childrenneedtobelievethattheycandoit.

EOTW You have said that “if you have Google, do you need an education?” Do you agree with this question? Doesn’t Google just help to provide knowledge? What about skills and understanding?

SugataItwasratherafacetiousquestion!Idevelopedthatquestionbaseduponanotherdeviceinanotherage–thecalculator.Thequestionwiththecalculatorwas:dowereallyneedtolearnarithmeticwhenwecanjustpushthebuttonstogettheanswer?Whatwedoknowis,what’simportanttoeducationchangesovertime.Ifwebroughtbacksomeonefrom2,000yearsagotheymaythinkthatwhatwe’reteachingchildrenispoorbecausewe’renotteachingchildrenkeysurvivalskills–howtolightafire,howtostaywarmandalive.Butthat’sbecauseweknowtheseskillsaren’trequiredanymore.We’veworkedhardasasocietytocreateasocietywheretheseskillsarenolongerrequired.Thequestionis,whatdoweneedtoknownow?Andsometimeswedon’tneedtoknowthe‘how’butjustthe‘why’.It’seasytogethunguponskillsbutsomeskillsgetautomatedandthenbecomeirrelevant.Forexampletakingsomeone’sbloodpressureusedtobeaskillbutnowamachinedoesthatforus.Todaymoreandmoreofourfurnitureismodularsodoweneedsomanycarpenters?In20years’timewe’llhavecreatedaboilerthatwilltelluswhat’sneededtofixitwhenitgoeswrong;in40years’timetheboilerswillprobablyfixthemselves.Sodoweneedsomanyskilledplumbers?It’sactuallytheskillsofadesignerwhocandesignthesethingsthatwillprobablybeoneofthemostimportantskillsforthenextgeneration.

Teachersshouldbewatchingchildrenverycarefullytofigureoutwhoarethedesigners,themanagers,etc.Youcanseeitintheirfaces,intheireyes,theiractions.It’ssoimportanttokeepinmindthatthesechildrenarethearchitectsofwhatthefuturewillbe.That’sabigresponsibilityforateacher.It’snotaminorjobbeingateacher!

EOTW You have said recently that we need a curriculum “that is driven by questions, that is self-organised and self-populating”. Can you explain your thoughts a little further?

SugataIbelievethatthebestlearningisdependentonthequestionsthatyouask.Here’sanexample:InHongKong,workingwithateacher,wemadeupaquestionto13and14yearoldswiththegoalofgettingtheminterestedintrigonometry.Itwasabrilliantquestion.Thequestionwas‘HowdoesaniPadknowwhereitis?’Thatengagedthechildrenimmediately!Theygotintogroupsoffourtoresearchtheanswer.Theywerequicklyabletoanswerthatit’stheiPad’sGPSandthreesatellites.Sothentheteacherasked‘whythreesatellites,nottwo?’Throughafewsimplequestionsfromtheteacher,thechildrenwereabletocomeupwiththefactthattheytriangulate.Atthispointtheteacherthensaid‘wouldyouliketoknowhowtodothat?’Allofasuddenthereasonforlearningtrigonometrybecamereallife.

Thisteacherfoundaquestionthatcapturedtheinterestsofallthechildren.Thesecretwasintakingabig,broad,deepquestionthathadgreatrelevanceforthem.Outoftheirresponsestothisbigquestion,youcanthenfindahooktoleadintothecurriculumanddoingitthisway,thechildrenwillfeelasenseofownershipoftheirlearning.

Wecouldtakeourentirecurriculumandforeachtopicofeachsubjectwecouldfindadeepquestionthatcouldcreateengagement.

EOTW You have been awarded many honours including Best Social Innovation of the Year 2000 and Man for Peace Award 2002. How do you feel about receiving such prestigious awards?

SugataItmakesmefeelnervousandanxious.ItisagoodfeelingstandingonthestagereceivinganawardbutIdoquestionwhatgivesmetherighttobethere.Ithink‘whoamItoaffectthelivesofchildren?’I’veworkedwithmorethan1millionchildreninthelast12yearsanditmakesmethink‘doIhavetherighttoaffectthem?’

A longer version of this interview is available on the IPC website.

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n the last issue of Eye On The World, we asked you to upload your learning links and resource

suggestions onto the IPC Members’ Lounge to share with other IPC member schools.

Thankyoutoeveryonewhoparticipated.Asaresult,wenowhavelotsmoregreatideasandlearningexperienceslinkeddirectlytospecificIPCunitsontheMembers’Loungeandwehopethishelpsyouall.Pleasecontinuetoaddanygreatresourcesandyourownsuccessfullearningactivities.Themoreweshare,themorewecanbenefitfromeachother.

Thewinnerofthecompetition–thepersonwhouploadedthebestselectionofideasandnewresources–wasBarboravandeDolezelovafromtheInternationalSchoolofOlomoucintheCzechRepublic.CongratulationsBarbora,£500worthofbooksfromKentBookCompanywillsoonbeonitswaytoyou!

And now, your chance to win once again – Understanding the IPC Personal Goals

Thereareeightpersonalgoalsin

theIPC,designedtohelpchildrenbecomeableandinspiredlearners,allaimedtobenefittheminwork,home,communityandsocialsituationsthroughouttheirlives.Thepersonalgoalsarecommunication,co-operation,thoughtfulness,enquiry,resilience,morality,respectandadaptability.

ThepersonalgoalsshouldbeincorporatedintoalltheIPCunitstoensurethatchildrenaredevelopingtheseskillsimplicitly,dayin,dayout.It’salsoimportanttoidentifythesepersonalskillsexplicitlytoyourchildren,sothattheycanrecognisethesequalitiesinthemselvesandothers.Thiscanbedoneinmanydifferentways;fromwalldisplaysandvideostoroleplayandassemblies.Takealookhereatsomeoftheexcellentdisplaysthatwehaveseenonourrecentvisitstoschools.

So now here’s your chance to win!

SimplyemailusaphotographofthewayyouarepromotingtheIPCpersonalgoalsinyourschool.Itcouldbeaphotographofaschoolassembly,adisplay,aneventoranactivity.Alternatively,youcanwriteabriefexplanationofwhatyouaredoingtoidentifythepersonalgoalsinyourschool.

TheteacherwhosendsusthebestexampleofpromotingtheIPCpersonalgoalswithintheirschoolwillwin£250worthofposterstospendwithwww.allposters.co.uk–awebsitethatsellsawiderangeofeducationalpostersincludingpostersofseveralindividualswhorepresentoneofmoreofthequalitiesoftheIPCpersonalgoals.

Entriesforthiscompetitionneedtoreachusby1stNovember2011.ThewinnerwillbeannouncedintheDecember2011issueofEye On The World.IPCwillselectwhatisconsideredtobethebestexampleofpromotingtheIPCpersonalgoalsintheirschool.Thejudge’sdecisionisfinal.Thewinnerwillreceive£250worthofpostersfromtheAllPosterswebsite.Goodluck!

AndlookoutintheDecemberissueofEye On The WorldwheretherewillbemoreadviceaboutdevelopingtheIPCpersonalgoalswithinyourschool.IfyouhaveanyquestionsabouttheIPCpersonalgoals,sendtheminaswewillbehostingaspecialSurgeryPageaboutthepersonalgoalsinthenextissue.YoucansendyouSurgeryquestionstoanne@greatlearning.com

Competition page!Win£250ofpostersforyourclassroom

I


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Martin started Fieldwork Education with his friend and colleague David Playfoot over

25 years ago. Martin led the design, creation and introduction of the IPC 12 years ago and, to this day remains a vital and active member of the team. Catching his breath in the check-in lounge at Chicago airport, we asked him a few probing questions… about himself:

Eye on the World What made you decide that teaching was for you?

MartinWhenIwasaboutnine,ateacheratschoolaskedmetohelpotherchildrenintherecorderclasssothat,ifthey’dbeenaway,theycouldcatchuponwhatwehadlearnt.SoItookalessonatlunchtime.Eventhatfarback,Icanrememberthinkingabouthowtohelpthemlearndifferently.Idon’tthinkImadeaconsciousefforttodothat;itjustseemednatural.

EOTW Was there any one person in your own school days that really made a difference to the way you learnt and if so, what did they do that impacted you so much?

MartinMydadhadaphysicaldisabilitybutkeptonlearninghowtodoquitedifficultphysicalthings.Hetaughtmeallaboutskillslearning,perseveranceandresilience.Andthenmyfriend’sdad–whowasateacher,butinanotherschool–wasalwaysexcitedaboutlearningaboutanything.WhenIusedtogoroundtohishousetherewasalwaysexcitementaboutlearningabouteverything.

EOTW On your travels to schools, is there one particular memory that

stands out above all others about helping children with their learning and about making learning fun?

MartinMymostrecentpowerfulmemoriesareofan18yearoldstudentinSingaporedescribingtomehergrowthinherownawarenessandunderstanding(yes,understanding)ofherselfasanartist.Andsecondly,ateacherinChicagowhojustbrilliantlycombinedtheartandhumouroflearningwithacarefullyworkedoutstructureoflearning.Soher11yearoldchildrenwerehavingsomuchfunlearningmathwithoutrealisinghowtheywerebeingscaffoldedsobrilliantly.Itwasinspiring.

EOTW How do you see education changing for learners in the next 20 years?

MartinOh,gosh!Wehavesomuchworktodotogetthefocusreallyfixedonlearning.Thenwehavetostopalltheseridiculousargumentsthatset‘knowledge’,‘skills’and‘understanding’againsteachother,butinsteadseehowtheyare

interdependent.Wealsohavetogetexcitedbytechnologybutnotcarriedawaywithit.Thewrappingpaperwillchangebutwestillhavesomuchtodotolearnhowlearninghappens.

EOTW If you could make one global educational reform, what would it be?

MartinTherearesomanydifferentissuesacrossglobaleducation,thatI’mnotsurethatIevenknowenoughtorecommendoneglobalreform.ButIwishschoolswouldbemorelearning-focusedandnotsoactivitydriven.Sometimes,itfeelsasthoughwejustifyourselvesaroundhowbusy(andtired)weare,ratherthanhowgoodweareatwhatmatters.Wecanbeourownworstenemies.

EOTW You travel a lot between time zones and then walk into schools who want your 100% attention. What are your ‘must haves’ and ‘must do’s’ to always be the best you can be?

MartinWell,likinglearningandbelievingittobeimportantisagreatwaytohelpfocus.Trustingthatmostteachers,parents,studentsandschoolsaretryingtheirbest(whichtheyare)helpstogetridofnegativity.Don’tsweatthesmallstuffistrue.Dosomethingforyourselfwhereveryouareworking.Makesureyouhavetimetorecharge.Booksandmusicaremyessentials.

EOTW If you were stranded on a desert island with only five items, what would they be?

MartinSomeformofrecordoffamilyandfriends,books,music,someart.Mmmm,asolarpowerediPadIguesswouldletmehaveallofthese!

Meet the IPC support teamIPCFoundingDirector,MartinSkelton

MartinSkelton

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Sarah Brown and Kat Tucker are both members of the IPC Professional Development team

and work with teachers and school leaders all over the world to help improve learning in the classroom and throughout the school. They know the IPC inside and out. For this special surgery page they share their answers to some of the most common questions they get asked about Assessment for Learning (AFL).

Question I’ve heard all about the IPC Assessment for Learning programme but don’t understand what you mean by ‘the rubrics’. Could you explain?

Sarah and Kat answerYou’renottheonlyone!Mostpeoplehavenevercomeacross‘rubrics’beforetheystartusingtheAssessmentforLearningprogramme.Therubricsaretabulatedpagescontainingsimpledescriptionsofwhateachlevelofperformancelookslikeateachstageofeachofthekeyskillsidentified.Therubricsfunctionasakindof‘successcriteria’forthekeyskillswithinthedifferentsubjects.Wehaverubricswrittenforteachers,butcrucially,alsowrittenforthepupilssotheycanbeawareofthelearningtheyareexpectedtoachieve.Therearenogradesinvolvedintheprogramme;languagehasbeenusedinsteadwhichhelpsbothteachersandpupilsreflectonthelearningtakingplace.

Question We have just started using the IPC, should we be using the Assessment for Learning programme straight away?

Sarah and Kat answerThisisagreatquestionandonewegetaskedalot.Anewcurriculumisoneofthebiggestchangesyoucanintroducetoaschoolanditisimportantthatyoutaketimetoexploretheunitsandyournewlearningprocessbeforeyoustartwiththeassessmentprogramme.However,wethinkyou’llagreethatit’sreassuringtoknowthatthereisastructureforassessmentinplace,andthatthere’sawayforyoutotrackprogressionthroughthedifferentsubjects–whenyouarereadytodothat.SomeschoolsliketogetlaunchedwiththeAFLprogrammestraightaway;otherswaitawhilebeforeintroducingit.Whicheveryouchoose,makesureyouapproachtheprogrammeinsmall,manageablesteps.

Question Do we need to assess every learning goal?

Sarah and Kat answerTheIPClearninggoalsaresplitintothoseforknowledge,skillsandfordevelopingunderstanding.Webelievethatteacherscaneasilytestandassessknowledgethemselves.Ontheflipside,wedon’tbelieveatthemomentthatthemethodologiesaresecureenoughforustoevaluateunderstandingwell.TheIPCAFLprogrammethereforefocusesonskillsandthedevelopmentofthoseskillsthroughthestagesof‘Beginning’,‘Developing’and‘Mastering’.HowevernotalltheskillsareincludedintheAFLprogramme;wehavehighlightedkeyskills.Theseareskillswhichwebelieveareofcrucialimportancetothe

subjects,andthattheassessmentofwhich–andfeedbackandinformationwhichfollowsonfromthis–issignificant.

Question What’s the recommended number of skills you should assess?

Sarah and Kat answerThemainthingtorememberistobeginwithsmallmanageablesteps;becausetheIPCAssessmentforLearningisbasedonskilldevelopmentit’simportanttorememberthatskillstaketimetodevelop.

Someschoolsbeginbyidentifyingsomeoftheskillstheywishtoassesswithintheunitstheyareimplementing–eitherwithinonesubjectoroneskillpersubject.Therefore,theybeginwiththeendinmind.Onceskillsareidentified,oneunitoronesubjectmayonlyturnouttobefour‘Beableto…’statements.Sothisismanageable.

Otherschoolsstartbyhavingawholeschoolfocusonassessingskillsfromonesubjectonly.Sotheymightstartwithscienceorhistory,andoncetheyhavegotthehangofhowtousetherubrics,theywillintroduceanothersubjectintothemix.

Question I am leading the introduction of the AFL programme at our school and am concerned that it will be time consuming for us to use. Can you help?

Sarah and Kat answerWeknowthattimeistheoneluxurythatteacherslack!Andwebelieveit’simportant

The SurgeryAnsweringeverythingyoueverwantedtoknowabouttheIPC


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thatlearningisthemainactivityinclassrooms,notassessingandevaluating.TheAFLprogrammeisembeddedintotheIPCunitsofwork;therearenoadditionalassessmenttaskstofitin.Theprogrammeasksteacherstoobservepupilsdoingtheirnormalclassroomworkandtousetherubricstoassesswhattheysee.Theprogrammedoesnotexpecteachteachertoassesseachchildintheirclass,oneachskill,withineachsubjectarea,everytimetheyuseanIPCunitofwork.Instead,theprogrammeisdesignedtoclarifyandarticulatewhattheteacherknowsabouteachchild’sabilitiesthroughobservingtheminformallyonaday-to-daybasis.Weknowyou’llhaveafairideaofwhatstageeachchildisat,aswellaswhichskillstheyneedtoworkon.It’salsoaboutgettingtherightbalanceofteacherandpupilassessment.

Here’sanexample:itmightbethatyou’reteachinggeographyinaMP2unitandyoudecidetoassesskeyskill2.7:‘Beabletomakesimplemapsandplansoffamiliarlocations’.YoumaydecidetodothisthroughataskatthebeginningofthegeographysectionwithintheIPCunitandquicklyteacherassesswhereeachchildisatbyusingtheteacherrubric.Thiswouldthenfeedintoyourplanning,differentiation,groupings,nextsteps,etc.Then,whentheskillappearsagain(andyou’llfindthatakeyskillcropsupoverandoveragaininthetaskstoofferyoudifferentopportunitiesforassessingit)youmaydecidetointroducethechildren’srubricsandusethisassuccesscriteria

–herethechildrencanstarttoself-assess.Again,asateacheryoumightalsotracktheprogressusingtheteacherrubrics.Finally,towardstheendofthesubjectsection,ormaybeduringtheExitPointtothewholeunit,theremaybeanopportunitytoassessthiskeyskillagain.Atthispointyoumightwanttogetthechildrenusingtherubricstopeerandself-assessandagainyou’llreassesswheretheyareusingtheteacherrubrics.

Sowhatyouhaveisamixofformalandinformalassessment,usingtherubricsinclassandjustforyourowninformation.Andremember,youshouldonlybeassessingoneskillatatimewithinatask.Thereisnoexpectationthatyouwouldbeassessingaskillineverysingletask;thatwouldbeunmanageable.

Ultimately,onceteachershavepractisedtheskillofusingtheAssessmentforLearningprogramme,theytellusthatitactuallysavesthemtimeastheirteachingandplanningismoreclearlyfocusedonlearningandskilldevelopment,whichbuildsfromlessontolesson.

Question What about the updated units of work? Is the Assessment for Learning programme factored in to these?

Sarah and Kat answerYes,alltheupdatedIPCunitshighlightopportunitiestousetheAssessmentforLearningprogramme.Thelearninggoals(or‘learningtargets’astheyappearintheunits–alearning

targetisacontextualizedversionofalearninggoal)arelistedundereachsubjectatthestartoftheunit,againaftereachsubjectsectionwithinaunit,andfinallyunderneatheachtaskineachsubject.IfanyoftheselearningtargetsarekeyskillswhichcanbeassessedusingtheIPCAFLprogramme,thentheywillnowappearwritteninfull,inbold,beneaththetasknumber.Ifyouareusingtheunitsonline,therewillbealinkfromthekeyskilldirectlythroughtotheAssessmentforLearningonlinetrackingtoolandtheassociatedrubrics.Thismakesassessmentopportunitiesexplicitfortheteacher,makingiteasyforyoutoplanwhat’scomingupandwhatyou’dliketofocuson.

It’s important to spend time on Assessment for Learning so that children are engaged in their learning progress and it becomes part of your planning for the next steps. It’s a good idea for a school to have a training day on this or for schools to make use of the IPC Regional Conferences or our annual IPC Summer School Course. You will find further details under ‘Professional Development and Events’ on the IPC website.

Ultimately, the main purpose of assessment of any kind is to improve learning. Always ask yourself the question: ‘is this improving learning?’ We find that this filter question helps to really focus teachers on the purpose and potential of the Assessment for Learning programme.

SarahBrown KatTucker

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There’s a good reason why the IPC offers 27 courses. Because it helps you as a school move

deeper with your understanding of specific aspects of learning that are all crucial elements of the IPC.

Thatdoesn’tmeanthereare27crucialelements.Webelievethereare9fundamentalpartsoftheIPCthat,asyouunderstandandapplythemmoreandmore,soyourdeliveryoflearninggetsbetterandbetter.IntheIPCwebreakdownchildren’sskilldevelopmentinto‘beginning’,‘developing’and‘mastering’andwehavedonethesamewith9areasofIPCselfreviewtohelpgiveschoolsaclearfocusofhowwelltheyaredeliveringandimprovinglearning.

Lookoutforthe9beginninglevelcourses–they’refreepodcasts,availablethroughtheIPCMembers’Lounge.

Moving forward

Onceyou’vegottogripswitheachoneofthese9keyareas,thenyou’rereadytomoveforwardtothedevelopingandthenmasteringstages.Youcanmoveyourselvesoninavarietyofways:researchingoneofthe9areasandsharingthatlearningwithyourwholeteam,buddyingwithanotherschoolandeachsharingyourprogressofoneofthe9elements,attendingaworkshopatanIPCconferenceorregionalmeeting,orbookingatrainingcourseforyourschool.TheIPC

ProfessionalDevelopmentTeamofferguidance,supportandconsultancyatallstagesofIPCimplementation.

Ultimately,progressingfrom‘beginning’to‘developing’and‘mastering’levelwillhelpyoureachIPCAccreditation.ButevenifyouchoosenottoapplyforAccreditation,thisfocusonthe9keyareashelpsyouwithyourownself-reviewandgivesyoufocusforcontinualimprovementofyourdeliveryofthelearninginyourschool.

Ensuring clarity amidst the excitement

Hereishowoneschool,OshwalAcademyinMombasa,KenyahasusedtheIPC27coursestohelpmovelearningforward:

“WhenwebeganusingtheIPC,wefoundourselvescarriedawaybytheexcitementofthelessonsbeingsoactivity-oriented,”explainsHeadteacher,JacklineAminga.“Forus,thatwasahugeachievementaswehadbeengrapplingwithwhattofocuson,andweactuallythoughtwehadfinallygotit.However,withtimeandbywatchingthefirst9beginnercourses,werealisedtherewasmoretothelearningthanjustactivities.”

Duetotimetablingissues,thestaffatOshwalmostlyvisitedthewebsitecoursesindividually,andthenorganisedwholestaffsessionsprovidedanopportunitytostopandreflecttogetheronwhateveryonehadlearnt.“Thesecourseshavehelpedustounderstandwhattofocuson,whatlearningisandhowtolookforlearningasopposedtofocusingonactivities,”explainsJackline.

TheschoolcontinuestomakeprogresssaysJackline.“Icannotsaywefully

understandall9areasyet,butthecourseshavecertainlyenhancedourknowledge,skillsandunderstandingandwearemoreconfidentnow.Infact,teachersareconstantlysharingnewdiscoveriesaboutlearningandhowtheirchildrenrespond.Simplyput,wehaveaclearactionplannowonwhattofocuson,andaroadmaptogetthere.”

JacklinesaysthatusingtheIPChasnotonlychangedthelearningenvironmentintheschoolbuthasalsochangedtheteachers’viewofeducationasawhole.“Understandingwhatlearningismayseemlikeanobviousthing,butit’snot.Thebeginnercoursesonline,ourlearning-focusedmeetings,trainingwithKatherine(fromtheIPCPDteam),andregularreflectionsonourpractice,areallkey.”

Findoutmoreaboutthe27coursesandviewthe9beginninglevelcoursesintheTrainingRoomoftheIPCMembers’Lounge.

A focus on learningWhy27Courses?

LearningatOshwalAcademy.

Understandingwhatlearningismayseemlikeanobviousthing,butit’snot

The IMYC is a structured, rigorous, exciting tool to support improved learning, student engagement, international mindedness and personal development for 11-14 age students.

Offering 30 interdependent themes and subject-driven units, the IMYC is a jargon-free resource for teachers and a cost effective solution for schools looking for ways to improve learning.

Written for teachers by teachers, the IMYC has been created and developed by Fieldwork Education; providing 25 years of learning-focused support for schools around the world.

To get more information visit us online at www.internationalmiddleyearscurriculum.com, call +44 (0)20 7531 9696 or email [email protected].

Please mention EOTW611 to get your FREE IMYC Information Pack.

Anewcurriculumfor11-14year-olds

From Fieldwork Education, a division of the World Class Learning Group © WCL Group Limited. All rights reserved.

INTERNATIONAL PRIMARY CURRICULUM

25 Buckingham Gate, London SW1E 6LDT: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333


From Fieldwork Education, a division of the World Class Learning Group

© WCL Group Limited. All rights reserved.

Eye On The World Issue 6 - Summer 2011

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Transcript of Eye On The World Issue 6 - Summer 2011