Welcome to the International Primary Curriculum

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 Specialist Skills Programmes (art, music, PE, ICT & Computing) The Programmes

Knowledge Harvest What challenges will your children face in the next 50 years?

So, the challenge for schools is… …to produce a 21 st 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!’ ‘My job hasn’t been invented yet!’ ‘I’ll only work on short projects’ ‘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: EnquiryCommunication ThoughtfulnessAdaptability CooperationResilience RespectMorality

 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 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

Interconnectivity of subjects Art Geography History ICT Language Arts Mathematics Science PE Technology Music Society International

A Process of Learning Entry Point Knowledge Harvest Explaining the Theme Research Activities Recording Activities Exit Point Units of Work

Entry Point Chocolate unit – Milepost 2 Wow factor Motivation for learning – the hook Inspire learning through passion for the theme Makes learning fun Circus Unit – Milepost 1 The Magic Toymaker – Milepost 1 Investigators – Milepost 3

The Knowledge Harvest What do we already know? Helping to make connections with previous learning

Researching and Recording

Exit Point – where the learner becomes the teacher! Mission to Mars - Milepost 3 Pictures, Paintings and Photographs - Milepost 2 The Holiday Show - Milepost 3

The school has an excellent curriculum that has strong international links, and which greatly supports pupils’ enjoyment of school, their behaviour and safety, and their spiritual, moral, social and cultural development. It also contributes to their great academic success. What does the school need to do to improve further? By the end of the summer term 2014, extend and refine plans to incorporate the requirements of the new National Curriculum into the school’s current internationally- themed curriculum, so that the existing benefits for pupils’ learning and enjoyment are maintained in September, and monitor the impact of this carefully during the next academic year. Pupils’ learning and enjoyment are supported by the exciting, internationally-themed curriculum that the school provides. Leaders are already planning how the many strengths in this provision can be sustained when a new National Curriculum is introduced next year. Quotes with reference to curriculum delivery from Moseley C of E Ofsted report December 2013

Assessment Changes at Dorridge

The End of Curriculum Levels The Department for Education (DfE) has decided that the children who are currently in Years 2 and 6 will be the last pupils to be awarded a level in their end of Key Stage tests (Summer 2015). The old National Curriculum was sub-divided into levels, but these were not linked to their national curriculum year group. For example, a child in Year 4 could be a Level 3 or even a level 5. Children were achieving Level 5 and 6 at the end of Key Stage 2, but the DfE thought that a significant number were able to achieve a Level 5 or 6 in a test—but were not secure at that level. DfE felt that the old national curriculum and the levels system failed to adequately ensure that children had a breadth and depth of knowledge at each national curriculum level.

Assessing Without Levels The DfE announced last year that there would no longer be National Curriculum levels, and that schools would have to set up their own way of assessing pupils. We have spent a long time researching various different methods of assessing pupils. Almost all of the systems used the same format, which was similar to the system used in the Early Years and Foundation Stage. This was to take the end of year expectations for each year group and to split this into 3 categories as follows: Emerging— Yet to be secure in the end of year expectations. Expected—Secure in the majority of the end of year expectations. Exceeding—Secure in almost all or all the end of year expectations and is able to use and apply their knowledge and skills confidently. Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are in the exceeding bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. Only exceptional children will move into working towards the end of year expectations from the year above. Similarly, children who are unlikely to be emerging at the end of the year may work towards the expectations from the year below. Key Stage 1 It is anticipated that the majority of children will reach the assessment point of Year 2 expected, a smaller number of children will reach Year 2 exceeding, and a small number will be Year 2 emerging, or possibly Year 1 exceeding/expected/emerging. Key Stage 2 The DfE are now referring to the children reaching the assessment point of Year 6 as expected. Similar to Year 2 there will be some children who may be Year 6 exceeding and some children who are Year 6 emerging. There may also be a small number of children who are still working at a lower level e.g. Year 4/5 exceeding/expected/emerging.