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

The Programmes 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

What kinds of learning?

What challenges will your children face in the next 50 years? So, the challenge for schools is… …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.

What’s their future? ‘I’ll have 20 jobs by the time I’m 30!’ ‘I’ll only work on short projects’ ‘My job hasn’t been invented yet!’ ‘My office will be paperless’ ‘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 way that they develop the personal qualities of: Enquiry Communication Thoughtfulness Adaptability Cooperation Resilience 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

has explicit international learning goals and an 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 Skills Children will be able to… Knowledge Children will know … 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 Recording Activities Knowledge Harvest Units of Work Research Activities Explaining the Theme

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! Circus show - Year 2 Holiday Projects - Year 1

Assessment for Learning The Big Picture of the IPC Assessment 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 Mastering The 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?