International Primary Curriculum
Aims and objectives of learning through the IPC:
- To learn the subject knowledge, skills and understandings to become successful learners.
- To help children develop personal goals and learning dispositions that will become essential later in life.
- To encourage children to develop an international mindset so they become a global citizen who can make an active and positive contribution to society.
K + S = U
The IPC is a learning-focused and child centred curriculum. It is based on clearly set learning goals. Learning goals underpin planning and are organised into Mileposts. Each Milepost identifies the learning goals that are to be achieved over the course of two years.
Milepost 1– Years 1 and 2
Milepost 2– Years 3 and 4
Milepost 3– Years 5 and 6
Teachers at Cheam Fields follow a distinct learning process in all IPC units. This structured approach provides children with engaging, rigorous and challenging and collaborative learning experiences.
Entry Point – an exciting immersion into the topic. A very memorable experience for our children.
Knowledge Harvest – a discussion about what the children already know and what they would like to find out.
Explaining the Theme – an overview of the unit’s learning explained to the children.
Blocked Subject Learning – subjects are taught through a variety of research and recording activities.
Exit Point – a reflection and celebration of learning.
As a learning-focused school, we are constantly reviewing our assessment process so that it has its highest impact on improving learning. We follow a rigorous assessment process:
K + S = U
Children take part in knowledge quizzes at the beginning and end of a topic to measure progress. Children are given ‘Knowledge Checks’ during lessons to show that they can recall facts and information.
Teachers observe children carry out skills in all subjects. Notes are made on the children’s development of certain skills. The IPC identifies children as ‘beginning’, ‘developing’ or ‘mastering’ skills. Children are given multiple opportunities to practise skills across the curriculum in order to make progress.
This is a much more complex area of assessment. Understanding develops over a period of time. We assess children’s deeper thoughts by using ‘Understanding Checks’ which are questions that require a verbal or written in-depth response. Children are given opportunities to show their understanding through many tasks in the IPC e.g. acting, presenting, debating etc. From our current research into assessment, we have recently introduced ‘Big Questions/Statements’ that are shared at the beginning of a topic. These questions/statements are referred to throughout the topic. Children record their initial, developing and final responses to these questions/statements so that the development of their understanding is recorded.