Embracing the International Primary Curriculum
Karl Templeman, Headteacher at Somerset Progressive School, discusses with QA Education the benefits that the International Primary Curriculum can deliver for teachers looking to increase flexibility and deliver more for their pupils. International Primary Curriculum Q&A 1. What is the International Primary Curriculum (IPC) and how many UK schools use it? The IPC is a thematic and creative curriculum devised by educational consultancy Fieldwork Education. The IPC is used worldwide and is typically suitable for children aged 5 – 11 years old, however it is suited to the needs of those older children with additional learning needs and those who have disengaged from learning. These students can also move onto the International Middle Years Curriculum in KS3. Over 1,000 UK schools use the IPC – amounting to around 6 per cent of primary schools. The IPC can be integrated with other curricula to ensure statutory requirements are met, whilst working on the belief that keeping children engaged is paramount, as they learn best when they want to learn. 2. How does the IPC compare to the Governments KS1 and KS2 curriculum? The IPC doesnt use the traditional, segregated model of different subjects as we see in the Governments KS1 and KS2 curricula. It instead looks to explore different skills and learning areas through thematic units. The IPC uses over 130 different thematic units which look to employ role-play techniques and gamify education, as part of their efforts to keep children engaged. These themed units help children to see how subjects are both independent and interdependent, helping them to make connections across different subjects and talk about a topic from multiple perspectives. One example is the €œchocolate unit€, which studies the history, geography, science and art behind the trade, production and sale of chocolate. The IPC also differentiates between subject goals and personal goals – the subject goals include foundation subjects not including English and maths, and the personal goals look at soft skills like cooperation, resilience and morality. 3. Teachers often feel restricted by the Governments curriculum and find foundation subjects take a back seat – especially around SATs time. How does the IPC address this issue? Many teachers feel that skills cannot be assessed accurately by single tests, and children should be encouraged to learn and develop consistently throughout the year. This is the method taken by the IPCs Assessment for Learning Programme. The Assessment for Learning Programme assess nine subjects, not including English and maths as they can be kept as part of the national curriculum. IPC assessments occur at each milepost: 5-7 years, 7-9 years and 9-11 years. Assessment is made through success criteria aimed at both teachers and pupils. This more flexible approach to assessing pupils development allows teachers to give extra focus to subjects where its needed and to really build a learning structure that enhances their pupils individual needs. 4. With a STEM skills shortage in the UK, does the IPC ensure these subjects are covered effectively? As the IPC doesnt use the traditional, segregated model of different subjects but instead looks to explore different skills and learning areas through thematic units, it allows pupils to learn about STEM topics in relation to the real world. This provides children with the opportunity to connect with these topics from a young age, setting them up with an understanding and confidence to learn about, and contribute to these topics. One of the problems facing the STEM sector is that younger children, particularly girls, are discouraged from science subjects if they dont fully engage with them straight away – the IPCs approach to studying subjects holistically minimises this problem. For example, in 2010 Icelandic pupils shared their first-hand experience of the eruption of the Eyjafjallajökull volcano with other pupils around the world as part of the IPC, enhancing their understanding of the Active Planet unit. This approach to learning STEM subjects in particular allows children to feel connected to what they are learning in the real world, boosting their interest and understanding. 5. How does Ofsted rate schools which use the IPC? Recently, Ofsted launched a revised inspection framework which included a shift away from data to a clear focus on curriculum. Fieldwork Education have created a document that seeks to identify how the IPC philosophy, pedagogy and practise meets the criteria of a quality curriculum as defined by Ofsted, enabling IPC member schools to demonstrate the quality of their teaching and learning. 6. What benefit do teachers see from using IPC? One benefit of the IPC for teachers is the collaborative and role-playing nature of the curriculum, and the focus on developing personal dispositions. This is based on the belief that it is only through the use and consideration of your own and others emotions that you can truly grow. The holistic development of pupils is heavily written into the curriculum and mentioned in the very specific directional notes that the teachers are given with the IPC. For example, implementing the IPC at Somerset Progressive School has allowed our pupils development to come along leaps and bounds. Not only does the curriculum provide a great balance of structure and flexibility in my pupils learning, but the focus on whole child development has seen a real boost in their confidence. Another Keys Group school, Park House School, has found that the IPC has helped them bridge the gap between wanting to tailor the curriculum to meet their pupils needs whilst also having a firm and extensive structure to support them. I would encourage any teachers looking for an alternative to the Governments KS1 and KS2 curriculum to consider the IPC, as our pupils have truly embraced it! Find out more about the International Primary Curriculum at: keys-group.co.uk
Rolls-Royce and Discovery Education bring STEM to primary schools
An exciting new partnership to inspire the next generation of scientists was launched at Rolls-Royce HQ in Derby recently. Teachers from local primary schools visited the Rolls-Royce Learning and Development Centre to celebrate the start of the new initiative, which sees the company joining forces with Discovery Education to support STEM learning. Developed to spark children’s interest in future STEM careers, the pioneering collaboration will provide classroom resources to 40 primary schools across the UK – including 25 in Derbyshire, supported by Rolls-Royce. These schools will be given access to Discovery Education STEM Connect, a new service blending dynamic, digital content with hands-on activities which will help teachers to bring science, maths and design & technology to life for young learners. The Derbyshire teachers attending thrlaunch event explored the new resources and activities which will boost STEM learning in their primary schools. With a focus on bringing real-world STEM challenges into the classroom, the STEM Connect resources will also encourage children to think about sustainable futures, inspired by The United Nations Sustainability Goals. Friday’s event was the first in a series of STEM teacher professional learning celebrations also taking place in Birmingham, Sheffield and Bristol as part of this programme. Disadvantaged areas will benefit from STEM partnership Paul Broadhead, Head of Community at Rolls-Royce said: “We are delighted to be collaborating with Discovery Education to provide pioneering STEM learning in primary schools across the UK, particularly in areas of disadvantage. Through this collaboration hundreds of children will experience the power of STEM and learn how engineering & technology can be used to better look after our planet.” Christine Major, Director of Educational Partnerships said: “Discovery Education is delighted to be partnering with Rolls-Royce to bring STEM learning to hundreds of school children across Derbyshire and beyond. Our future-focused classroom resources will bring real-world context to STEM learning, inspiring the next generation of innovators while educating children about sustainability and the challenges facing our planet.” The primary schools that attended Friday’s event were: Beaufort Primary School, Wren Park Primary School, Shelton Junior School, Griffe Field Primary School and Bonsall CE VA Primary School. These schools are among the first in the UK to access the new Discovery Education STEM Connect platform, which will be launched to schools nationwide later this month. To request more information about Discovery Education STEM Connect please visit discoveryeducation.co.uk.
Little Troopers charity launches new course for primary schools
Military Child Wellbeing: Little Troopers charity launches new course for primary schools Military children’s charity, Little Troopers, has launched a new resource for primary schools to support service children. The Military Child Wellbeing Course is the first of its kind and is designed to encourage children in the military community to explore the unique challenges they experience while their parents are in the armed forces. The comprehensive pack features all the resources needed for the child-friendly, interactive course, which is made up of seven sessions. Topics covered include how to cope with separation, deployment, house moves and living abroad, as well as the personal themes of belonging, identity and mindfulness. The course has been created by a group of experts, including a cognitive behavioural therapy specialist, creative arts psychotherapist and play therapists, alongside Little Troopers founder: army veteran and military parent, Louise Fetigan. There are more than 75,000 children in UK schools who have parents connected to the military.* These children can experience life very differently from their civilian peers due to frequent house and school moves, as well as regular separation from their serving parent (or parents) due to deployments, training exercises and other service commitments. Any separation, however long, can cause children to feel unsettled, anxious or struggling to feel a sense of belonging. The aim of the course is to provide children with the tools to manage these feelings when they arise. Louise Fetigan explains: “Mental health is a hot topic at the moment and we often hear about the importance of wellbeing in relation to serving personnel and veterans, but we rarely discuss the impact of military life on our British Armed Forces children. “Of course, many children thrive in the military community and enjoy meeting new friends, travelling around the world and embracing the opportunities that military life can bring, but with the highs can come lows. These same children can be faced with other challenges that their civilian classmates are often not familiar with and find it difficult to relate to. “The aim of the Military Child Wellbeing Course is to acknowledge that service children do sometimes need additional support and to provide a safe space in which to open up these conversations and help children navigate these challenges in positive ways, be that now or in the future.” The Little Troopers course has been designed to be delivered to small groups of children ranging from 6 -11 years olds, making the material just as relevant to schools with two service children as to those with 100 or more. Currently there are four schools trialling the course; Wolvey CE Primary School in Leicestershire, Hythehill Primary School in Lossiemouth, Brunei MOD School and St Faith & St Martin CE Junior School in Lincoln. The course complements the Little Troopers existing Primary Resource Pack. Each school purchasing the course will receive a USB with all of the course materials included so they can be used time and time again. All profits from the course will go back into the Little Troopers fund to continue creating resources, initiatives and events to support military children.
Age of Revolution launches animation competition
The Age of Revolution national educational project has teamed up with historian, broadcaster and author Dan Snow to launch an animation competition for primary and secondary schools. Open to entries until February 14th 2020, the Age of Revolution invites schools to submit a short animation using the title ‘What Does Revolution Mean to Me?’ The animation can be influenced by a revolutionary invention, event, idea or person from the Age of Revolution (1775 – 1848), however, it could also be something revolutionary from another time, inspiration from students’ local history or in their own lives or wider world today. The Age of Revolution also encourages schools to involve objects and artworks from museums, galleries or archives in their animations. This could be achieved through our extensive online Revolutionary collection. A winner and a runner-up for both Primary and Secondary sectors will be chosen in March 2020 by a team of expert judges, including Dan Snow, award-winning Casting Director Kate Rhodes-James, BBC Animation Producer Barry Quinn and Anra Kennedy, Partnerships Director at Culture24. The judges are looking for imaginative, creative animations, which genuinely reflect students’ own ideas and thoughts about ‘Revolution.’ Animation prize for winning schools Winners will be announced at the end of March 2020. The winning entries will be showcased on History Hit TV. The winning schools will also receive £500 to support further cultural and digital learning. The Age of Revolution project aims to inspire and support learning in schools about the extraordinary people, events and ideas of the time and to connect these to the lives of children and young people today, working actively with more than 2,000 UK schools. The project provides bespoke educational materials, multimedia technology and educational and cultural partnerships for children at all Key Stages. Victoria Nielson, CEO for Waterloo 200 says: “The revolution in Europe saw seismic change and upheaval, extraordinary ideas and innovation and radical new ways of thinking, living and working. By asking schools to think about the period in a new way – through the lens of a modern medium like animation – we hope to inspire a new generation of teaching and learning about this important piece of history. Ultimately, we are looking to create a broad and varied collection of learning resources and inspirational work, created from and by, children.” Dan Snow, historian and ambassador for Waterloo 200 added: “We know that children can make some amazing observations, and this competition will allow us all to see an important period of history through a new lens. We’re looking forward to finding out how they see revolution, and how key moments in history are impacting on their lives today. This competition will encourage children, who may have never really thought about revolution before, to talk about it, to appreciate it and to learn from it.” Schools can find out more about the competition and how to enter at The Age of Revolution website. And, to provide food for thought, The Age of Revolution has worked with a primary school to produce an inspirational animation, which showcases what can be created in the classroom. For further information on the animation competition visit www.ageofrevolution.org The Age of Revolution resource brings together objects and artworks from museums and galleries across the UK, together with fascinating facts, information and curriculum-linked ideas to help bring this extraordinary period to life. The Age of Revolution is an educational legacy project from Waterloo 200 – the official body recognised by the UK government to support the commemoration of the Battle of Waterloo during its bicentenary in 2015 and beyond.
Free Science Resources For Primary Schools!
A new campaign to engage children with practical science is being launched to UK primary schools in time for British Science Week – 8th to 17th March. Spectacular Science gives schools access to free experiments and activities, helping teachers to bring the wonders of science into primary classrooms. Provided by Empiribox, the resources encourage children to have fun with practical science. They also show pupils how science plays a part in their everyday lives and many exciting jobs – with video contributions from astronaut Tim Peake and climate scientist Ella Gilbert. Primary schools signing up for Spectacular Science will receive a whole range of resources to celebrate British Science Week – including videos, classroom activities and a free lesson experiment kit. From building a rocket to designing a bug hotel, the activities will bring learning to life, helping children to see science as enjoyable and accessible. Teachers can access the free resources ready for British Science Week 2019 by visiting www.empiribox.com/spectacular-science One of the schools already taking part is The Granard Primary School in Putney London. Climate scientist Ella Gilbert made a special visit to the school before half term, where she led an assembly about life in Antarctica to mark the start of the Spectacular Science campaign. Ella, a scientist at the British Antarctic Survey in Cambridge, enthralled pupils with stories about her visit to the South Pole. The children asked lots of questions about sea lions and penguins and watched a special film of Ella flying through the clouds above Antarctica. Janet Breeze, Lower Key Stage 2 Phase Leader and Science Coordinator at Granard School said: “We were delighted to host the Spectacular Science assembly and to welcome Ella Gilbert to our school. The children really enjoyed hearing about life in Antarctica and learning about climate change. It was inspiring for them to meet a real-life scientist – and to see how science can lead to such an exciting and important job. We’re looking forward to continue having fun with practical science over the course of the year.” Ella Gilbert said: “It is always an energising experience to talk to children about the environment. Their energy and enthusiasm are contagious! Getting young people excited about the world around them from a young age is the key to inspiring the next generation of scientists who will be able to tackle the world’s most pressing environmental problems.” Empiribox works with primary schools across the UK, helping teachers to deliver inspiring lessons and fun practical investigations to engage younger children with science. Primary schools are encouraged to get ready for British Science Week by downloading the free Spectacular Scienceresources at www.empiribox.com/spectacular-science. A special video interview with astronaut Tim Peake will be launched to schools at the end of Science Week.