1. Welcome to the IPC Great Learning, Great Teaching, Great Fun Katie Fitch, June 2009 1

2. 2 An Introduction to IPC 1. Principles and background of the IPC 2. Structure of the IPC 3. IPC in action 4.IPC Assessment for learning

3. 3 A background to IPC… Started in 1998. 3 years of piloting and research In collaboration with University of Bath Built on solid principles Continuously evolving Camps Hills School, Herts

4. A Global Community of Learners 4

5. Reaching all learners 1 st UK state school in 2003 Now over 550 state schools: primary, secondary and special Used in over 60 Local Authorities, including learning networks in: Islington Warwickshire Knowsley Hertfordshire Newport Endorsed and praised by Ofsted, QCA and HMI 5

6. 6 A 21 st Century Curriculum…

7. 7 Benefiting Learning with IPC

8. Academic Learning 8 Preparing children for a portfolio of jobs Life-long learning Broad-based education Teaching thinking and enquiry skills Video conferencing: Mission to Mars (MP3 )

9. International Learning 9 Developing international understanding is vital Its not only about twinning schools Diversity: similarity is celebrated- as well as difference Activities in each unit focus on international learning goals Making international connections International School of Havana, Cuba

10. Personal Learning 10 Enquiry Adaptability Resilience Morality Communication Thoughtfulness Co-operation Respect

11. What Ofsted tells us… 11 The school chose to use the International Primary Curriculum (IPC) to motivate and inspire pupils, and it certainly does this. The planning of topics is monitored carefully, and all statutory National Curriculum requirements are met. Literacy is developed through the IPC, mathematics is taught as a discrete subject, and information and communication technology is used extensively throughout the school, preparing pupils well for their future economic well- being. The International Primary Curriculum has been introduced to combine many foundation subjects, relating learning to real life situations and introducing an international dimension. This has been an important factor in developing pupils’ interest and desire to learn as well as promoting personal development. Ludgvan PS, Cornwall, December 2008

12. “The exciting, relevant and innovative curriculum ensures that pupils use and extend the basic skills acquired in the mornings to the International Primary Curriculum in the afternoons. The school fully meets the requirements of the National Curriculum while extending and deepening pupils' knowledge of their own and other cultures. By the end of Year 6, standards are above average in English and mathematics. Standards in science are high. In all subjects, more pupils than average attain the higher levels. This equates to high achievement, and is a tribute to pupils' excellent attitudes to work, their teachers' skills and the very effective curriculum. Pupils excel in all other subjects, including information and communication technology (ICT).” Ofsted Inspection Report: Sir William Burrough School, Tower Hamlets, London. March 2008 (IPC was introduced to Sir William Burrough in 2006) What Ofsted tells us… 12

13. “The IPC is incredibly appealing to children. A lot of the work seems like fun to them. What it actually is, is a rigorous learning framework encouraging discussion, enabling collaborative work and inspiring inquiry and skills-based learning. There’s energy going into everything. IPC is enabling some incredible collaborative work, deep engagement and learning, learning, learning. That’s what it’s all about. It’s so exciting. I’m so grateful.” Peter Pretlove, Head Teacher, Bransgore Church of England Primary School, Christchurch (IPC introduced September 2007) What our Headteachers tell us… 13

14. 14 An Introduction to IPC 1. Principles and background of the IPC 2. Structure of the IPC 3. IPC in action 4.IPC Assessment for learning

15. Structure of the IPC 15

16. Units of Work Over 80 thematic units of work, including: 16 Early Years Units: Up and Away Treasure Shopping Let’s Pretend Milepost 1: Dressing Up (Clothes) Time Detectives Circus We are what we eat Milepost 2: The Active Planet Explorers and Adventurers Fashion How does it work? Milepost 3: Mission to Mars Building a Village Making the News Fit for Life

17. Subject Integration Art Technology Society Science PE Music International ICTHistoryGeography Units of Work 17

18. 18 Long-term planning support NoThemeTitleWksArGgHiICTMuPEScSocTecPerInt 1Visual representation Paintings, pictures and photographs 6xxxxxxxxx 2Significant people They made a difference 4xxxxxxx 3Clothing and music Fashion5xxxxxxx 4ArchaeologyTreasure7xxxxxxxx 5CommunityLiving together6xxxxxx 6Food and Farming Survival11xxxxxxxx 7Explorers and adventurers 5xxxxxxxx 8People of different ages Young and old7xxxxxxx 9HabitatsDo you live around here? 8xxxxxxxx 10FoodChocolate8xxxxxxxx 11 DevelopmentDifferent places, different lives 7to8xxxxxxx

19. A Route Through the Units Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2 Milepost 1 Year ACircusCelebrationFoodToysJobsHolidays Year BTransportLiving ThingsHealthMyths and Legends Flowers and Insects Milepost 2 Year AExplorers and Adventurers *Brainstorm *Water Inventions and Machines Significant People HabitatsFashion Year BRainforestsDinosaursPaintings and Photos ArchaeologyChocolateHealth and Fitness Milepost 3 Year ALearning to Learn Artist’s impressions Rulers and Gov’ments Physical World Investigating Rivers Settlements Year BThe Holiday Show AstronomyEnergy and Fuels Myths and Legends HealthOil Industry

20. Cross Reference Documents IPC Exploring Strand– Early Years Strand Description Trying things out, using exploration and curiosity as important and valued ways of learning FSEY Goal – Development Matters 30 to 50 months Show an interest in why things happen and how things work

21. This unit of work is intended to last about 8 weeks (or 9 weeks if the Exit Point Activity is chosen). 1 week on the Entry Point, Knowledge Harvest and Explaining the Theme 1½ weeks on geography 1 week on art 2 weeks on science ¾ week on technology ¾ week on music ¾ week on PE ¼ week on the separate international task (1 week on the Exit Point Activity) 21 Basic Information

22. Tropical rainforests, often referred to as “nature’s cathedrals”, grow all around our planet in the humid tropical areas that straddle the equator between 20N and 20S. They cover vast areas in South America, Africa, South East Asia and Australia. In the rainforest it is almost always hot and wet and these climatic conditions result in an amazing abundance of flora and fauna… … … 22 Background Information (Big Picture for Teachers)

23. Entry Point Knowledge Harvest Big Picture (explain the theme) Research Activities (VAK) Recording Activities (MI) Exit Point Units of Work How does the IPC work?

24. Great Learning, Great Teaching, Great Fun Entry Point The WOW factor…. ……and a great ‘leveller’

26. Great Learning, Great Teaching, Great Fun The Entry Point: The Circus (MP1)

27. The Entry Point – The ‘WOW’ Factor!

28. Entry Point Pictures, Paintings and Photographs Milepost 2 28

29. Entry Point The Holiday Show – Milepost 3 29

30. Knowledge Harvest 30

32. Researching 32

33. Recording 33

34. Letter to Parents Dear Parents, Over the next few weeks those of us in class ____ will be learning about “Sand and Water”. This unit is part of the early years programme of the International Primary Curriculum. This new curriculum has been specially written for young children who are in schools out of their home country and sets out clearly what children should learn in four groups or “strands” — these are called “Independence and Interdependence”, “Communicating”, “Exploring”, and “Healthy Living”. The activities which have been planned will cover these strands in the following ways: Independence and Interdependence We will spend a lot of time finding out about our locality when we visit the river and this will help the children to learn about the links between school and the wider world. Communicating The children will have opportunities to use and develop their language skills when we talk to visitors and describe the visits. We will make all kinds of pictures using new techniques and even make musical instruments using sand and water. Exploring A major focus of this theme is enquiring and researching to draw conclusions about the world around us. The children will sort and classify materials which they collect during their visits. They will learn about what happens when it rains and which materials will keep us dry. Healthy Living The children will learn about the importance of keeping themselves safe, especially when they are near water. We will begin this theme on Thursday by having a “sand and water” day. The children will play with a variety of sand and water toys in wet and dry sand and coloured and soapy water. We will have a lot of fun, but please note that this will be a very messy occasion! As always, I welcome any support or suggestions which you may have. Watch the class bulletin board for more details as the theme progresses.

35. 35 An Introduction to IPC 1. Principles and background of the IPC 2. Structure of the IPC 3. IPC in action 4. IPC Assessment for learning

36. The Big Picture View Skills based - over a milepost Rubrics for teachers and children Classroom based advice to help children to improve Online Database 36

37. For all of these subjects Art TechnologyScience PEMusic InternationalICT History Geography Units of Work 37

38. Geographical skill 2.7 2.7Be able to make simple maps and plans of familiar locations 38

39. Scenarios In Airports (Task 4), the children plan a new airport. They decide on all the different areas they are going to include, how big they will be and where they will be situated. After deciding on a key and symbols to represent each area, the children produce a map or plan of their new airport. 39

40. Teachers’ Rubric BeginningDevelopingMastering 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. 40

41. Children’s Rubric I’m getting used to itI’m getting betterI’m really getting it! I made a map using pictures to show different places and objects. I needed some help from my teacher to put them in the right places on the map. I worked on my own to draw my map. I used some pictures and some symbols to show the different places and features. I know that I drew some of them in the correct place. I completed my map by myself. I used symbols to show where different places are and a key to show what the symbols mean. I drew most of them in the correct place. 41

42. Learning Advice How to progress from Beginning to Developing: Suggest the following to the children: Look at objects on a table Try to draw where they are in relation to one another Only draw objects on your map which don’t move - don’t include cars or animals, etc. 42

43. Online Database 43

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