International Primary Curriculum
The International Primary Curriculum (IPC) is an independently designed and developed programme of education managed by Fieldwork Education[1] for learners aged 5 to 11 and cited by The SAGE Handbook of Research in International Education in 2015 as one of the three major international systems of education[2] and used by over 1,000 International schools in over 90 countries. The IPC forms part of the continuum of curricula developed by Fieldwork Education, including the International Early Years Curriculum (IEYC) for learners aged 2-5 years and the International Middle Years Curriculum (IMYC) for learners aged 11-14 years. Many schools use the IPC as a curriculum that leads into the IMYC or an alternative middle years programme, including iGCSE and the MYP. The IPC was identified as forming a key part of the rise in international education over a 40 year period [3] and influencing education systems worldwide[4]. As an international curriculum, the IPC has also been used to reinforce local culture and concepts.[5]
The IPC combines learning goals across three areas of 'Personal', 'International and 'Subject' dimensions to present a curriculum that covers traditional areas of Art, Design technology and Innovation, Geography, Health and Wellbeing, History and ICT and Computing, Language Arts, Mathematics, Music, Physical education and Science, while factoring goals for International Mindedness and Global Competence and 8 personal dispositions[6].
History[edit]
The curriculum was developed in the late 1990s[7] by a group of international school educators and the support of Shell Oil's international education division[8] and was launched as a standalone international curriculum in 2000. The rise in popularity of the IPC began in the UK from 2003 and rapidly saw a doubling in number of state‐funded schools offering the curriculum.[9] [10] The IPC underwent a substantial review in 2020 to celebrate the curriculum's 20th anniversary, with the release of IPC2020.[11]
Foundations of the IPC[edit]
The IPC is designed with the following seven underpinning foundations:
1) Learner-focused Personal, International and Subject Learning Goals
2) A Progressive Pedagogy
3) A Process to Facilitate Learning for All
4) Globally Competent Learners
5) Knowledge, Skills and Understanding are taught, learned and assessed differently
6) Connected Learning
7) Assessment for Improving Learning [12]
Personal Learning Goals[edit]
The 8 Personal Learning Goals of the IPC are:
Adaptable
(a) Communicator
(a) Collaborator
Empathetic
Ethical
Resilient
Respectful
(a) Thinker [13]
Units of Learning[edit]
The IPC consists of thematic units of learning, guided by the underpinning research inherent in its design. The units of learning are specifically designed for each ’milepost’ on appealing themes that provide age-appropriate learning. A ‘milepost’ is two years of learning driven by a selection of Learning Goals; there are 3 mileposts across 6 years of primary schooling. A range of subjects are included in each thematic unit.[14]
Process that Facilitates Learning[edit]
All the units follow the same Process to Facilitate Learning, which has the following stages:
Entry Point
Knowledge Harvest
Explaining the Theme
Research, Record and Reflect activities
Exit Point
Use in Schools Around the World[edit]
As of 2021, the IPC is used by over 1,000 schools in over 90 countries[15]. Examples of these include Institut Le Rosey, SJI International School, British International School of Charlotte, Taaleem, Dover Court International School, Stockholm International School, British International School of Washington, Nexus International School Malaysia, British International School Ho Chi Minh City, Compass International School, International School of Havana, International School of The Hague and Academia Británica Cuscatleca.
References[edit]
- ↑ (cite web url:[1] (access date: 21-à1-2021))
- ↑ (Book: Hayden, M., Levy, J. & Thompson, J. (2015) The SAGE handbook of research in International Education. London: SAGE Publications Ltd, 2015.)
- ↑ (Book: International Education and Schools: Moving Beyond the First 40 Years. Hayden, M., and Thompson, J. (2013))
- ↑ (Journal: Hayden, M., and Thompson, J. (2013) UNESCO: International Institute for Educational Planning. International schools: growth and influence. Fundamentals of Educational Planning. Vol 92.)
- ↑ (Journal: Kristanto, A. et al (2019), Promoting Local Wisdom in International Primary Curriculum Aims to Develop Learners’ Problem Solving Skills. International Journal of Educational Research Review. Vol 4 (3).)
- ↑ (Resources: International Curriculum Learning Goals: Subject, International & Personal Learning Goals. Fieldwork Education (2020))
- ↑ (Book: Hayden, M., Levy, J. & Thompson, J. (2015) The SAGE handbook of research in International Education. London: SAGE Publications Ltd, 2015, p95.)
- ↑ (Book: Taking the IPC Forward - Engaging with the International Primary Curriculum. Ed. Hayden, M., and Thompson, J. (2012)]
- ↑ (Journal: Bunnell, T. (2012) The momentum behind the International Primary Curriculum in schools in England. Journal of Curriculum Studies, 42:4, 471-486]
- ↑ (cite web url:[2] (access date: 21-à1-2021))
- ↑ (Resources: IPC Curriculum Guide. Fieldwork Education. (2020))
- ↑ (Resources: IPC Curriculum Guide. Fieldwork Education. (2020))
- ↑ (Resources: IPC Curriculum Guide. Fieldwork Education. (2020))
- ↑ (Resources: IPC Curriculum Guide. Fieldwork Education. (2020))
- ↑ (cite web url:[3] (access date: 21-à1-2021))
Changes made in response to review feedback[edit]
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