IPC Glossary

This page should help you understand the technical terms that we use when talking about the International Primary Curriculum.

BIG PICTURE

A section of each unit of work for teachers that provides them with subject-based background information to the issues contained within the unit.

BRAIN-FRIENDLY LEARNING

A general title which encompasses the recent explosion of research into how the brain works and the implications of that research for learning and teaching in the classroom.

ENTRY POINT

An activity for children that begins each unit of work and provides an exciting introduction to the work that is to follow. Entry points can last from one hour to a week, depending on the age of the children and the appropriateness of the activity.

EXTENSION ACTIVITY

One or more activities to provide children with an opportunity to extend their responses to the work within a unit by thinking more deeply.

KNOWLEDGE

Those aspects of the learning goals that relate to factual information. (See also ‘skills’ and ‘understanding’.)

KNOWLEDGE HARVEST  

A specific activity which takes place in the early stages of each unit. The ‘knowledge harvest’ provides an opportunity for children to reveal what they already know about the themes they are studying and for teachers to build on that.

LEARNING GOAL

A specific statement of what children should ‘know’, ‘be able to do’ or develop an ‘understanding’ of at different mileposts. The IPC contains learning goals for each subject of the curriculum, for personal development and for ‘international-mindedness’.

LEARNING TARGET

A refined learning goal specifically related to the content of each unit of work.

MILEPOST

A stage by which most children should be capable of achieving certain learning goals. Milepost 1 occurs when children are seven years old; Milepost 2 when children are nine; Milepost 3 when children are 12.

RECORDING ACTIVITY

One of two kinds of activity common to each unit. During recording activities, children interpret work they have researched and have the opportunity to explain it in ways which feature their multiple intelligences.

RESEARCH ACTIVITY

The other kind of activity common to each unit. Research activities precede recording activities. During research activities children use a variety of methods and work in different group sizes to find out a range of information.

SKILLS

Those aspects of the learning goals that relate to things children are able to do.

THEME

A description for each unit which provides teachers with an indication of what the unit is about.

TITLE

A description for each unit which is more likely than not to appeal to children. The theme of each unit appears before its title.

UNDERSTANDING

Those aspects of the learning goals that relate to a deepening awareness children develop as they apply the knowledge and skills they have learned. The wording of the learning goals – ‘Children will understand…’ – is shorthand for ‘Children will develop their understanding….’

UNIT OF WORK

A collection of information and activities based around a multi-disciplinary theme that provides teachers with all of the material they need to help children learn successfully.