International Primary Curriculum IPC

• Implemented in over 1,700 schools

• Taught in over 90 countries

• International schools

• UK state schools and academies

• Dutch national schools

• Special Education schools

• Shell schools

• British Schools of America

• Early Years Programme (3-5 years)• Main Programme:

Milepost 1 (5-7 years)

Milepost 2 (7-9 years)

Milepost 3 (9-12 years) • Assessment for Learning Programme

The Programmes

What kinds of learning?

What challenges will your children face in the next 50

years?

…to produce a 21st Century curriculum which extends knowledge, skills and understanding, develops personal attributes and supports an international perspective in a way that responds to revised ideas about learning.

So, the challenge for schools is…

What’s their future?

‘I’ll have 20 jobs by the time I’m 30!’

‘My job hasn’t been invented yet!’

‘My office will be paperless’

‘I’ll only work on short projects’

‘I’ll work remotely and never meet anyone I work

with’

‘I’ll move country every time I change jobs’

IPC Personal Goals: run through units

Children should be taught in such a waythat they develop the personal qualities

of:

EnquiryCommunication

ThoughtfulnessAdaptability

CooperationResilience

Respect Morality

How many countries have you had connections with since you woke up this morning?

Interdependence

In today’s highly interdependent world, individuals and nations can no longer resolve many of their problems by themselves. We need one another. We must therefore develop a sense of universal responsibility… It is our collective and individual responsibility to protect and nurture the global family, to support its weaker members, and to tend to the environment in which we all live.

(The Dalai Lama, 2007)

An internationally minded person:

• has a good sense of identity• is open-minded and adaptable• is respectful of other

cultures and beliefs• is aware of and celebrates

similarity and diversity• is a good communicator• has respect for the ideas and opinions of

others• takes an interest in global issues

The IPC

• has explicit international learning goals and an international section in each unit• makes international connections and develops international learning throughout every unit• celebrates similarity as well as difference, helping children

develop a sense of their own identify alongside an understanding of the identify of others’

• explores every unit from Host and Home country perspectives, developing an understanding of the independence and interdependence of peoples, countries and cultures

• Ensures children develop the skills and mindset to become global citizens who make active, positive contributions to

society

What are they learning?

IPC Learning Goals

Knowledge Children will know …

Skills Children will be able to…

Understanding Children will understand…

Interconnectivity of subjects

• Art• Geography• History• ICT• Language • Mathematics

• Science• PE• Technology• Music• Society• International

A Process of Learning

Units of Work

Exit Point Entry Point

Knowledge Harvest

Explaining the

Theme

ResearchActivities

Recording Activities

Entry Point

• Wow factor• Motivation for learning

– the hook• Inspire learning

through passion for the theme

• Makes learning fun Let’s Go On Holiday! – Milepost 1

Footprints From the Past – Milepost 2

Mission to Mars – Milepost 3

The Knowledge Harvest

Researching and Recording

Exit Point – where the learner becomes the teacher!

Holiday Projects - Year 1

Circus show- Year 2

Assessment for Learning

The Big Picture of the IPCAssessment for Learning Programme:

• specific skills assessment for Mileposts 1, 2 and 3

• a system that provides learning advice

• a rubric (success criteria) for teachers and children

• tracks learning through beginning, developing and mastering

Assessment for Learning

Geography Skill 2.7

Be able to make simple maps and

plans of familiar locations

Please draw a map of your

hometown for a visiting friend from abroad…

Teacher Rubric

Beginning Developing MasteringThe child can make a simple map or plan with some identifiable features in pictorial form.

The features are not in their correct relative positions.

The child independently produces a map with three or more identifiable features in correct relative positions.

Features may be shown as pictures or symbols.

The child independently produces a map with most features in the correct position relative to one another.

They use symbols rather than pictures to identify features and may include a simple key.

Children’s Rubric

How you can get involved

• Supply resources from home and host country if available

• Join in with entry and exit points

• Talk to your children about their learning

Thank you for listening!

Any questions?