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IPC Learning Policy

IPC Learning Policy

Prasarnmit Primary International Program (PPiP)
 
Reviewed by: Jennifer O’Hare
Review Period: 2 years     
Date Adopted: November 2015
Next Review: November 2017
                          
Contents
 
Our School Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Introduction to Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Our Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  3
Our Definition of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Definition of International Mindedness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Classroom Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 & 5
 
Our School Vision
 
The creation of our school vision involved the whole school community. Prasarnmit Primary International Program (PPiP) is a nurturing, inclusive school that provides children with the knowledge and skills to prepare them for their future in an ever changing world.
 
At PPiP, we educate and support the whole child by providing opportunities for each child to find and nurture their own unique talents and abilities. At PPiP we offer a safe environment that promotes tolerance and respect as part of an international community. We motivate our students to be happy and confident learners. We create a culture of accomplishment within a vibrant and stimulating learning environment ensuring positive reinforcement at all levels of ability through appropriately differentiated expectations. Children strive to reach their full potential and become independent learners through an engaging and creative curriculum. Our vision is for PPiP pupils to become lifelong learners, who are able to use their own initiative to encourage themselves to grow in confidence and become positive contributors to society. 
 
Introduction
 
The International Primary Curriculum (IPC) is a skills based curriculum which aims to create an education which builds and shapes the holistic child. We aim to provide as many sensory activities as possible for our students as we believe that children are wired to receive and utilise sensory input from a very early age.  The senses are pupils most familiar, most basic way to explore, process, and come to terms with new information. We believe it is important to allow young children to learn through experience and not just lecture.  Children need to use their senses to be engaged in meaningful experiences.  As our teachers talk with the students about what they are observing and sensing, we give them new language tools to connect with these more familiar sensory tools, building language as well as supporting thoughts and ideas specific to the experience.
 
These language tools are an extremely important part of our curriculum. PPiP is a strong advocate of encouraging a ‘talking curriculum’ which supports the constant use of English throughout the school day.
 
Here at PPiP we feel that learning should not be segmented into specific time slots and rather learning should permeate throughout the day through continuous provision and constant learning opportunities wherever possible.
 
Our Curriculum
 
Our curriculum is a topic based curriculum where children learn several subjects through a number of different themes. By doing this we feel that each child’s past and present learning better links and their future learning follows on more coherently than by using other teaching methods.
 
The topics that are chosen allow children to relate their in-school learning to the world around them as they have a better chance of learning about and experiencing these real-life situations through school trips, visitor days, WOW moments and modern teaching styles. Many of our lessons are taught through integrated lessons where we learn together as a whole class. We encourage our students to work together in groups to problem solve and learn from one another as much as possible.
 
Our main objective here at PPiP is to provide and deliver a curriculum that should inspire and challenge all learners and prepare them for their futures. We want our primary curriculum to enable all young people to become; successful learners who enjoy learning, make progress and achieve; confident individuals who are able to live safe, healthy and fulfilling lives and responsible citizens who make a positive contribution to society.
 
Our Definition of Learning
 
Our definition of learning is: being educated through interactive experiences which help our students to acquire skills which enable them to search for understanding and knowledge independently. We believe that learning is a critical process where students make educated decisions and choices on a daily basis. Lastly, we stress that all learning is in English as to adequately represent the international nature of the school.
 
We use the International Primary Curriculum (IPC) as our main tool to encourage our students to reach their utmost potential. We also cross-reference the UK National Curriculum where we feel it is needed.
 
Definition of International Mindedness
 
International Mindedness is acknowledging, accepting and appreciating people, cultures, religions and attitudes different to your own. It is realising an understanding that the world extends further than our own country and understanding that although we may look different than other people from around the world, we still feel the same. In sharing the similarities and celebrating the differences we can learn to value those who are different from ourselves. We can develop a deeper sense of identity, and a greater understanding of others. This allows us to be adaptable to today’s ever changing global community and become active citizen’s in modern society.
 
 
 
Classroom Practices
 
Here at PPiP we try to follow our student’s interests so to make their education as engaging and exciting as possible. We use the following techniques to make sure that our students are gaining the most interesting and personalised education possible to them:
 
Talk Partners - Throughout PPiP all teachers use Kagen structures such as talking partners and rally robins to help reinforce our school’s talking curriculum. Kagen structures are simple, step-by-step instructional strategies which help increase student engagement and cooperation. Rather than calling on one student at a time, the teacher has all students interacting at once by saying, “Turn to your partner and discuss.”
 
The ‘5 B’s’ - Brain, book, board, buddy and boss. These are used mostly in KS1 and are titles displayed in the classroom to act as clear visual prompts to promote independent learning. By doing this children are reminded of the different routes they can take to self help rather than depending on the teacher.
 
Mind Maps - This strategy helps students brainstorm and explore any idea, concept, or problem. This technique helps facilitate better understanding of relationships and connections between ideas and concepts. It also makes it easier to communicate new ideas and thought processes as well as being a great tool for planning tasks.
 
KWL Grids - KWL charts assist our teachers in activating students' prior knowledge of a subject or topic and encourage investigation, active learning, and research. We find KWL charts are especially helpful as serving as an assessment of what students have learned during a unit of study. The K stands for what students know, the W stands for what students want to learn, and the L stands for what the students learn as they read or research.
 
Outdoor Learning -  Here at PPiP we believe that it is essential that young children get frequent and regular opportunities to explore and learn in the outdoor environment and do not see this as an optional extra. Learning outside the classroom supports the development of healthy and active lifestyles by offering children opportunities for physical activity, freedom and movement, and promoting a sense of well-being. Outdoor play also supports children’s problem-solving skills and nurtures their creativity, as well as providing rich opportunities for their developing imagination, inventiveness and resourcefulness.
 
Golden Rules - Each class has a set of ‘Golden Rules’ which are devised by the whole class at the beginning of every school year. These rules depict the appropriate behaviour that is expected throughout the school year and our students work hard to abide by these rules.
 
IPC Personal Goals - The IPC Personal Goals form the basis of those individual qualities and learning dispositions we believe are essential for children growing up in the 21st century. They help to develop those qualities that will enable children to be at ease with the ever-changing context of their lives. Opportunities to experience and practice these are built into the learning tasks within each unit of work, and referenced at the end of every task to indicate opportunities for teachers to further develop them. There are 8 IPC Personal Goals - enquiry, resilience, morality, communication, thoughtfulness, cooperation, respect and adaptability.
 
School Trips - We view school trips as powerful and positive teaching tools that help enhance the social, personal and emotional development of all learners. Extra stimulation in new environments can be particularly beneficial to SEN pupils and can help teach life skills and improve independence. School trips provide unique opportunities for kinaesthetic learning i.e. ‘learning by doing’ and encourage students to engage with buildings in new ways. This is particularly beneficial for students who find visual and sensory experiences helpful to their learning and understanding.
 
Interventions - Individual intervention sessions are carried out regularly with children who require extra help. At the moment we are currently carrying out maths, phonics, guided reading and English language interventions.