1. International Primary Curriculum IPC

2. 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

3. 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

4. What kinds of learning?

5. 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.

6. 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’

7. 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

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

9. 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)

10. 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

11. 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

12. What are they learning?

13. IPC Learning Goals Skills Children will be able to… Knowledge
Children will know …
Understanding
Children will
understand…

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

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

16. 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

17. The Knowledge Harvest

18. Researching and Recording

19. Exit Point – where the learner becomes the teacher!
Circus show
- Year 2
Holiday Projects
- Year 1

20. 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

21. 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…

22. 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.

23. Children’s Rubric

24. 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

25. Thank you for listening!
Any questions?