International Primary Curriculum
The IPC has been developed to provide support to teachers so that four main aims can be achieved.
They are:
• To help children learn the subject knowledge, skills and understandings they need to become aware of the world around them
• To help children develop the personal skills they need to take an active part in the world throughout their lives
• To help children develop an international mindset alongside their awareness of their own nationality
• To do each of these in ways which take into account up-to-date research into how children learn and how they can be encouraged to be life-long learners
They are:
• To help children learn the subject knowledge, skills and understandings they need to become aware of the world around them
• To help children develop the personal skills they need to take an active part in the world throughout their lives
• To help children develop an international mindset alongside their awareness of their own nationality
• To do each of these in ways which take into account up-to-date research into how children learn and how they can be encouraged to be life-long learners
The IPC has a simple but comprehensive structure
Everything is based on clearly defined learning goals which lay out the subject, personal and international knowledge, skills and understanding children need at the different stages of their primary school life:
- Learning Goal
- Learning Target
- A Process of Learning
IPC Unit Structure
Students study between 4 and 6 units a year. Each unit is a theme. Within each theme, students will study a range of subjects which are independent yet interdependent helping students develop different viewpoints. This approach, which is informed by neuroscientific research, provides educators with an understanding of how learning and meta-cognition can not only accelerate progress but also increase enjoyment of learning.
Students have specialist teachers for Music, Art, Physical Education and Korean. Subject specialists lessons are integral to the IPC units.
All the units follow the same process as described below:
1. Entry Point
The entry point is an activity for children that begins each unit of work and provides an exciting introduction to the work that is to follow. Entry points can last from one hour to a week, depending on the age of the children and the appropriateness of the activity.
Students have specialist teachers for Music, Art, Physical Education and Korean. Subject specialists lessons are integral to the IPC units.
All the units follow the same process as described below:
1. Entry Point
The entry point is an activity for children that begins each unit of work and provides an exciting introduction to the work that is to follow. Entry points can last from one hour to a week, depending on the age of the children and the appropriateness of the activity.
2. Knowledge Harvest
The knowledge harvest takes place in the early stages of each unit and provides an opportunity for children to reveal what they already know about the themes they are studying. This bank of knowledge can then be added to, developed and even challenged by the teacher, throughout the course of the unit.
The knowledge harvest takes place in the early stages of each unit and provides an opportunity for children to reveal what they already know about the themes they are studying. This bank of knowledge can then be added to, developed and even challenged by the teacher, throughout the course of the unit.
3. Explain The Theme
This activity involves the teacher helping the children to see the ‘big idea’ of the unit of work before embarking on the subject learning.
This activity involves the teacher helping the children to see the ‘big idea’ of the unit of work before embarking on the subject learning.
4. Big Picture
The big picture provides teachers with subject-based background information to the issues contained within the unit.
The big picture provides teachers with subject-based background information to the issues contained within the unit.
5. Research Activity
Each IPC unit has various research activities and a recording activities. Research activities always precede the recording activities. During research activities, children use a variety of methods and work in different group sizes to find out a range of information.
Each IPC unit has various research activities and a recording activities. Research activities always precede the recording activities. During research activities, children use a variety of methods and work in different group sizes to find out a range of information.
6. Recording Activity
During the recording activities, children interpret the learning they have researched and have the opportunity to explain it in ways which feature their multiple intelligences.
During the recording activities, children interpret the learning they have researched and have the opportunity to explain it in ways which feature their multiple intelligences.
7. Exit Point
The Exit Point has two main purposes. First, to help children pull together their learning from the unit and second, to celebrate the learning that has taken place. The community is invited to celebrate this learning with learners.
8. Reflections
A very important part of the learning process is to reflect on what has been learned during the unit. At the end of each unit, teachers and students take time to record the understanding that deepened, the skills that were improved and the knowledge that was gained across the different subjects.
The Exit Point has two main purposes. First, to help children pull together their learning from the unit and second, to celebrate the learning that has taken place. The community is invited to celebrate this learning with learners.
8. Reflections
A very important part of the learning process is to reflect on what has been learned during the unit. At the end of each unit, teachers and students take time to record the understanding that deepened, the skills that were improved and the knowledge that was gained across the different subjects.
| IPC IMYC Route Planner 2022-23.pdf |
Atherton International School
9-8, Seogando-gil, Geoje City, Gyeongnam Province, Republic of Korea, (53227)
9-8, Seogando-gil, Geoje City, Gyeongnam Province, Republic of Korea, (53227)
|
Telephone:
+82-55-680-5000 |
Fax:
+82-55-687-3306 |
General Email:
ais@atherton.sc.kr |
