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
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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?
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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?
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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
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Art
Geography
History
ICT
Science
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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
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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
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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
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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
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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?