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Fostering resilience in learners is vital to students’ holistic development and future success. In recent years, we have witnessed a substantial decrease in children’s ability to overcome setbacks and hurdles, both academically and socially. This can be attributed to the dynamic nature of the 21st century. Dependence on technology has increased; decreasing the amount of time spent creating and maintaining social connections. Parents have become more protective; allowing less time for unstructured play, thus limiting the opportunities to learn from experiences and failures. Most importantly falling under the pressures of modern society to unrealistically succeed across all disciplines, stigmatizing failure rather than learning from it (Weir, 2017).

Children learn how to become resilient from observing their environments. Since children spend most of their days at school, it is only logical to assume that a school environment that promotes resilience will positively affect their development of the skill. Schools play a significant role in advancing resilience in children by providing supportive environments, implementing interventions to develop essential skills, and providing training to handle adversities. (Cesarone, 1999) During the planning phase at Eternity International School, when deciding on a curricular framework to adopt, we were adamant about employing a framework that would allow us to create such an environment for our students. After thorough research, we decided to use The International Primary Curriculum (IPC) as it places significant emphasis on fostering resilience in learners as an integral aspect of its educational philosophy. Founded on a holistic approach to education, the IPC prioritises the development of the child as a whole rather than merely focusing on academic achievements. From the IPC perspective, resilience is viewed as a crucial life skill that empowers students to navigate a rapidly changing world (International Curriculum Association, 2022).

Resilience, in the educational context, refers to the ability to bounce back from setbacks, navigate challenges, and develop coping mechanisms for stressors. Resilient learners are able to maintain a positive outlook when faced with academic, social, or personal challenges. Resilience also equips students with essential life skills such as problem-solving and emotional intelligence (Condly, 2006).

On paper, fostering resilience seems like a straightforward endeavor, however, how does one practically teach children such a crucial life skill is a question that is raised by many educators. Educators must first examine how students think and react to situations, understanding how their mindset works. When a student has a fixed mindset; the belief that one’s qualities, such as intelligence, for instance, cannot be developed, (Central Washington University, n.d.), they automatically limit their ability to learn new skills such as resilience. Accordingly, embracing a growth mindset in the IPC can significantly contribute to fostering resilient learners.

The concept of a growth mindset was popularised by American psychologist Carol S. Dweck who believes that an individual’s personal qualities are dynamic and can be developed through practice, training, and determination (Dweck, 2006). In today’s day and age, the opportunities for learning and growth are boundless. Embracing a Growth Mindset allows students to see challenges as opportunities for learning rather than obstacles. Great teachers believe that all their students can experience intellectual growth and thus strive to encourage them to question assumptions, make mistakes, and learn from them.

The interdisciplinary nature of the IPC, which integrates various subjects and real-life contexts, provides opportunities for students to face challenges and reservations through their learning experiences. This curriculum encourages learners to approach problems as opportunities for growth, promoting a growth mindset that aligns with the principles of resilience.

Some of the benefits of adopting a growth mindset at schools includes; enhanced learning experiences, students are encouraged to explore and examine without fearing being right or wrong. Another benefit is decreasing anxiety, students with a growth mindset tend to perform better in difficult tests, they no longer fear failure and see difficulties as opportunities to apply more effort or try new strategies, rather than a sign of their inability. Accordingly, they have increased motivation to discover and learn, further developing their skills and ability to cope with challenges. Most importantly, students with a growth mindset become resilient children who are able to overcome setbacks and are empowered to take charge of their own learning.

If children are taught how to adopt a growth mindset from early on, this thought process will become embedded in their brains, making it easier for them to adopt it as their permanent mindset. The challenge here lies in the ability to change one’s mindset. Shifting from a fixed mindset to a growth mindset proves to be particularly challenging for older students and teachers; requiring making a conscious decision to think and act differently.

Moreover, home-school collaboration is essential to ensure that students continue to have the same mindset outside the school boundaries. Accordingly, parental awareness and acceptance of the ideology behind having a growth set is imperative. Students who are berated by their parents for not meeting specific academic expectations or are scolded for their behaviour will most definitely have a shift in mindset.

By adopting and implementing a growth mindset through the IPC, we are raising resilient learners who will grow up to be adaptable, capable, creative adults. Adults who confidently tackle life’s challenges, demonstrate readiness to embrace change and approach life’s setbacks with a positive and determined mindset.

Reference list

Central Washington University (n.d.). CWU Learning Commons. [online] Available at: https://www.cwu.edu/academics/academic-resources/learningcommons/_documents/cwu-growth-vs-fixed-mindset-lc.pdf.

Cesarone, B. (1999). ERIC/EECE Report: Fostering the Resilience of Children. Childhood Education, [online] 75(3), pp.182–184. doi:https://doi.org/10.1080/00094056.1999.10522011.

Condly, S.J. (2006). Resilience in Children. Urban Education, 41(3), pp.211–236. doi:https://doi.org/10.1177/0042085906287902.

Dweck, C.S. (2006). Mindset: The new psychology of success. New York: Ballantine Books.

International Curriculum Association (2022). IPC Curriculum Guide. [online] Available at: https://internationalcurriculum.com/. Weir, K. (2017).

Maximizing Children’s Resilience. American Psychological Association. [online] Sep. Available at: https://www.apa.org/monitor/2017/09/cover -resilience

As a longstanding educator, I remain fascinated by the student voice.  ‘They’ say that should you want to know the truth, turn to a child.  It is all very well to delve into the ‘Big Picture,’ perusing carefully researched statistics of multiple authors in a Brookings report (March 3, 2022), or absorbing the interesting insights of Yong Zhao and Jim Watterston about the impact of COVID-19 on educational standards (Springer Link, February 2021).

But, are we really hearing the student voice?  The core of the educational project.  Post-COVID, how are they faring?  So, I attempted to do just that: I spoke directly with my students.  By chance, an eager group of Primary 5 girls had bounced into my office to ask me for my thoughts on a current IPC topic.  It was the perfect quid pro quo moment. 

To my surprise…

I took out a sheet and wrote the headings: Pro and Con.  Quite unlike the tone and content of COVID-related articles I have examined, I was genuinely surprised to find that, to a girl, they first launched into their positive memories of the lockdown, and Mexico’s had one of the longest.  They told me they “really enjoyed getting up-to-speed with new technology;” it was “surprising how good Zoom classes could be;” the “freedom to stay at home and still get an education” often took them unawares; plus, “being patient, and waiting to speak at the right moment, was an important thing to learn”.

Of course, some memories counter-balanced the above. “Not being able to socialize so easily” was the obvious main negative. 

It takes two to tango

In the interests of fairness and balance, I had to touch base with a few of the girls’ teachers in Primary.  I asked them the same overarching question without sharing what I had just been told.  This time they were far more cautionary about the efficacy of the online teaching and learning process.  This is the gist of what was shared.  “Motivating students without them actually being there was a challenge.”  “I felt a pressure to entertain, to teach, and to watch out for my students’ well-being issues.” “My students were too young to see the psychological effects working on them.  In some cases, I really began to see the sparkle in their eyes was lacking.”

Returning to the classes on campus required careful teaching, too.  The “students’ social skills had been very much affected”.  They felt more anxious about speaking up in class in front of their peers.  “Rules in general had to be relearned.”

On the flip side, teachers interviewed also agreed with their students that it was an “innovative experience,” especially regarding technology.  And that, happily, “the new knowledge and skills have stayed”.

And now…

The girls with whom I spoke today gave me a distinct impression that they can move on with life.  No victimhood!  Back with their friends, they have taken up the reins of their curriculum, and gallop along. 

Their ebullience impresses me.  While the 2022 Brookings report has kept its focus on damaged test scores in the USA, and Zhao and Watterston steam ahead with post-pandemic ideas of a “pedagogy that is student-centered, inquiry-based, authentic and purposeful,” my joyful girls are happy that they really can splice what was learned via zoom during the long pandemic with what is being offered live today.

We are thrilled to share a tale of discovery, wonder, and pirate adventures straight from the heart of Little Blessings International School. We are a school where education isn’t just about textbooks and tests, but a thrilling journey guided by the International Primary Curriculum. Our students have had a blast, especially with the thematic unit that turned their classrooms into the mesmerizing “Treasure Island.”

Let’s dive into the world of IPC and uncover the treasures it brought to our school.

The IPC Magic at Little Blessings International School:

The International Primary Curriculum is not just an educational framework; it’s like a passport to a global adventure. At Little Blessings, it has transformed the way we approach teaching and learning. To us, education isn’t just about memorizing facts; it’s about nurturing curious minds, fostering creativity, and preparing our little ones for the world beyond the classroom.

IPC has become the beating heart of our academic approach, emphasizing not just what to learn but how to learn. It’s a curriculum that speaks the language of collaboration, critical thinking, and cultural understanding. Our students are not just absorbing information but actively engaging and forming connections that go beyond the boundaries of subjects.

Adventure with “Treasure Island”:

 Now, let’s talk about the most exciting journey our Year 1 students embarked upon – the “Treasure Island” thematic unit.

Picture a classroom transformed into a pirate’s cove, complete with treasure maps, makeshift ships, and the echoes of pirate chants. It was more than a lesson; it was a full-fledged adventure that had our little ones hooked from the get-go.

Hands-On Learning and Smiles Galore:

The beauty of IPC is its ability to turn abstract concepts into tangible, hands-on experiences. “Treasure Island” wasn’t just a topic; it was an immersive journey. From treasure hunts that had our little pirates decoding clues to crafting their maps, the learning was active and engaging. The sparkle in their eyes as they discovered hidden treasures in the classroom was priceless.

Imagine the laughter and chatter as they collaborated on pirate ship designs, and created their pirate names. It wasn’t just about memorizing facts; it was about applying knowledge in a way that sparked creativity and fostered a love for learning.

Building Skills for a Lifetime:

 Beyond the pirate costumes and treasure chests, the “Treasure Island” unit served a deeper purpose – skill development. Our Year 1 student were not just playing pretend; they were enhancing their language skills through storytelling, improving math abilities by counting and refining social skills through teamwork.

The thematic unit provided a platform for these essential skills to flourish organically.

In Conclusion – Unearthing Educational Treasures:

 As we reflect on the impact of the International Primary Curriculum at Little Blessings International School, it’s evident that education is not a destination but a journey. IPC has turned our classrooms into adventure troves, with each thematic unit offering a new adventure. “Treasure Island” wasn’t just a unit; it was a testament to the power of immersive, joyful learning.