The IPC and BIS Entry Point…Getting to know you! Who’s the most famous person you’ve ever met? Knowledge Harvest • What do you know about the IPC? 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 • Specialist Skills Programmes (Art, Music, PE, ICT) Over 130 units of work The Big Picture of IPC • • • • • • • • Over 1700 schools In over 90 countries International Schools UK state schools and academies Dutch national schools Special Education schools Shell Schools British Schools of America 1783 Schools, 93 Countries What kinds of learning? At what age do we reach the ‘peak of life’ – when your physical strength and your wisdom are at an equilibrium? Knowledge Harvest What challenges will your children face in the next 50 years? The Class of 2014/2015 – 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’ What qualities, personal attributes and skills will children need to face these challenges? • • • • • • • Building relationships Action-orientated Proactive Methodical thinking Creative Perfect communication skills Capacity to adjust to the uncertainty of a fast-paced and demanding environment What kinds of learning? Entry Point You have two minutes to draw a map of the world! Is your map something like this? Mercator Projection …or like this? Peters’ Projection …or like this? Pacific-Centred How many countries have you had connections with since you woke up this morning? Why is it important to develop international mindedness? • • • • • • Daily connections Increased travel opportunities Availability of jobs – 85% on Pacific Rim? Increasingly diverse cultures Solutions to world issues World influenced by events outside our own cultures Pupils need to know what IM is and why it’s important to develop it.... 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 International Learning 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 • explores every unit from Host and Home country perspectives What kinds of learning? Which subjects are included in the IPC units of work? Which aren’t? The Subjects: BLOCK learning • • • • • Art Geography History ICT Science • • • • • Technology Music PE Society International Religious studies? MFL? Maths? Literacy / language arts? What are they learning? The Learning Goals Please share with a partner: - something you KNOW - something you ARE ABLE TO DO - something you UNDERSTAND Knowledge, skills and developing understanding - They’re taught differently - They’re learned differently - They’re assessed differently • Need to share this with pupils Learning Teaching Assessing Knowledge Skills Understanding facilitating, hooking, evaluating, practising, telling, reflecting, testing, observing, coaching, Learning Teaching Assessing hooking telling testing Skills practising coaching observing Understanding reflecting facilitating evaluating Knowledge A Process of Learning Exit Point Recording Activities Entry Point Units of Work Research Activities Explaining the Theme Knowledge Harvest Entry Point – Archaeology Knowledge Harvest Subject Goals: ICT, Milepost 2 By the end of the school year in which they are 9, the vast majority of children will, through their study of The International Primary Curriculum: 2.1 Know about some applications of ICT in work situations 2.2 Know about some applications of ICT in daily life 2.3 Know about some of the ways in which the use of ICT in work situations affects people’s lives 2.4 Be able to find and use stored information from a variety of sources 2.5 Be able to use ICT to support and present their work in other subjects 2.6 Be able to use sequences of instructions to control devices and achieve specific outcomes 2.7 Be able to make choices to gather information and solve problems 2.8 Understand that ICT can be used responsibly and creatively to people’s benefit RESEARCHING • • • • • • • • • • • • • Books – F & NF / biographies / letters / diaries / library Internet – email / websites / ask.com / You Tube / CBBC / Nat Geographic Photos Maps / Atlas / Google Earth Leaflets / travel guides / brochures / postcards Visitors / experts Demonstrations Friends / Family / Peers / Other children in school Interviews / questionnaires Teachers – find out and reinterpret information for children. Field trips / Museums Podcasts / video conferences eg. Nasa / Royal Tyrrell Museum CD Roms / DVDs / film trailers / tape recordings • • • • • • • • • • • • • • • • Newspaper / News stories / footage Magazines Documentaries Music / songs eg. Putumayo CDs Art Fashion Pictures Artefacts / souvenirs Food / tasting / menus / recipe / food labels Senses School intranet Child / user friendly websites and resources – teachers to research Links with other schools Role play / debate / drama Puppetry Free play / exploration RECORDING • • • • • • • • • • • • • Comic strips Maps Tables / graphs / venn diagrams Video / photo Drama / debate / performance Music Art / Sculpture / clothes Presentation Powerpoint Menu Captions – what are they saying? Mindmap – Hyerle’s Thinking Maps / Tony Buzan Quiz • • • • • • • • • • • • • • Animation Website Fiction / non fiction writing Instructions Junk model Leaflet Experiment Diagrams Post its Newspaper Supergroups Timelines Designs / Inventions Rules Exit Points Learning at BIS IPC Parents – how you can be involved Look at parent’s information letter Supply resources from home and host country Respond to requests for help Talk to the children about their learning Remember that children should enjoy learning Year One Year Two Year Three Year Four Year Five Year Six Questions... Evaluation Please complete the evaluation form honestly •Did you learn anything new? •What have you found useful this morning? •Any areas you feel that future workshops should address?