Course+Profile

At ISG - Jubail students follow the International Primary Curriculum (IPC) from Reception (age 5) to Primary VII (American Grade 6). The International Primary Curriculum (IPC) is now in use in more than 500 schools in 50 countries. Based on the most explicit learning standards that cover subject, personal and — uniquely — international understanding, the IPC provides teachers and schools with more than 70 Units of Work around which to build a dynamic and exciting thematic curriculum for children aged 3-12. The International Primary Curriculum sets out to do much more than help teachers teach. It sets out to make sure that children learn. So it is based on a set of explicitly defined learning goals or standards for every subject of the curriculum, for personal development and, uniquely, for the development of ‘international-mindedness’. The learning goals are defined for three distinct stages or ‘mileposts’ in children’s education: · Milepost 1 learning goals are for children aged 7 years old; · Milepost 2 for children aged 9 years old; · Milepost 3 for children aged12 years old. The learning goals are clearly identified in terms of the development of knowledge, skills and understanding. Identifying clearly the difference between these three types of goals helps teachers to be aware of: · the different ways children learn · the different ways each needs to be taught and the different ways each needs to be assessed. ** What are the Units of Work? ** · The units of work are the ‘action component’ of the IPC. The units of work provide the support teachers need to bring the IPC to life in the classroom. · Units of work are based on themes that appeal to children such as, //Chocolate; Rainforests; Mission to Mars and Beyond; Toys//. · Units of work are multidisciplinary. Each unit is built on learning goals and activities covering two or more subjects. · Units of work are rigorous. Activities are highly focused; each individual activity is related to specific learning targets, even more detailed versions of the learning goals. Subjects are delivered to children coherently. · Units of work provide activities especially written to respond to children’s learning styles and multiple intelligences. The activities in each unit of work develop children’s personal skills. Of vital importance, they also develop children’s international perspective through specific and focused work which helps children think about relevant issues. Through the units of work, children engage in exciting work, achieve the appropriate learning targets and learn that themes can be best studied from multiple perspectives. At the same time children come to see how individual subjects of the curriculum are different from all of the others. There are now 70 units of work available. For **Samples** of units of work