International Primary Curriculum
The International Primary Curriculum (IPC) is is an internationally-minded, thematic, cross-curricular and rigorous teaching structure used in schools all over the world. Currently this includes nearly 1,800 national and international schools in over 92 countries. It nurtures a love of learning and encourages the necessary key skills and personal qualities that our children will need as they move on to secondary school and the world of work.
Learning with the International Primary Curriculum means that children focus on a combination of academic, personal and international learning that is exciting and challenging. The aim of the IPC is to help every child enjoy the learning of a wide range of subjects and to develop an enquiring mind, the personal attributes that will help throughout teenage and adult years, and to develop a sense of his or her own nationality and culture, at the same time developing a profound respect for the nationalities and cultures of others. Through the IPC approach to learning children develop the knowledge, skills and understanding necessary to confidently face the world of tomorrow.
The International Primary Curriculum is all about helping to improve children’s learning. At the very heart of the IPC is a clarity about what children should learn. There are learning goals, or standards, for all of the subjects of the primary curriculum. There are learning goals for children’s personal development, and, uniquely, there are learning goals for the development of children’s international mindedness and international learning.
The IPC provides learning goals for every subject of the primary curriculum and are important for a number of reasons. They help teachers:
- Identify the knowledge, skills and understanding your children should be learning
- Focus on the most appropriate teaching strategies
- Decide on the best sort of assessment to use
Subject Learning Goals:
The subject learning in the IPC is organised around carefully selected themes. Themes (such as ‘Chocolate’) reflect the interests of children in this age range. It motivates them and drives them to want to find out more. Within these themes children learn through the lenses of different subjects, including science, history, geography, music, art, ICT, technology, PE, society and international. We don’t just ‘do geography’ in the IPC. We look at some geographical aspects of different themes, such as ‘The Olympics’ or ‘Holidays’ or ‘Fitness’. Organising units in this way also helps children to see how subjects are both ‘independent’ and ‘interdependent’ enabling children to see ‘the big picture’ of their learning, make connections through and across different subjects, and talk about a theme from multiple perspectives.
The IPC Personal Goals underpin those individual qualities and learning dispositions we believe children will find essential in the 21st century.
There are eight IPC Personal Goals:
Opportunities to experience and practice these are built into the learning tasks within each unit of work, and efforts towards developing these personal qualities and dispositions are also reflected in the whole curriculum and in all other aspects of school life, forming part of the shared vision of the school. Linking the IPC Personal Goals with classroom experiences and practices helps the school build consistency in the ways in which learning and teaching operates.
The IPC is unique in defining International Learning Goals that help young children begin the move towards an increasingly sophisticated national, international, global and intercultural perspective and develop a sense of ‘international mindedness’. Each IPC unit has embedded within it, across the different subjects, learning-focused activities that help children start developing a global awareness and gain an increasing sense of themselves, their community and the world around them, as well as inspiring positive action and engagement with global issues. In addition to this, each thematic IPC unit of work includes specific tasks related to International as a subject in its own right, as well as encouraging schools to explore the unit from the perspectives of other countries.