Personal Learning across the International Curriculum

By Jacqueline Harmer, Head of International Curriculum at the International Curriculum Association

In an increasingly volatile, uncertain, complex, and ambiguous world, learners will face challenging circumstances on a local and global scale.  If learners are to flourish, contribute positively to society and solve problems, they need the attitude and motivation to do so, not just the academic know-how. Their dispositional qualities must be a key focus for teachers and school leaders. Whether consciously or not, Personal Learning cultivates within us a mindset for approaching challenges, and also strongly shapes our attitudes and capabilities as thinkers and learners.

The International Curriculum is used in over 90 countries, developing a common understanding of what valuable Personal Learning Goals are and what they might look like, sound like and feel like is crucial. The IEYC, IPC and IMYC each have a matrix of indicators which describe each of the 8 Personal Learning Goals in relation to increasing maturity and breadth of experience. These provide learners and teachers with detailed illustrations of what is hoped for of each Personal Goal at each phase of learning.

Personal learning cannot be confined to curriculum-specific activities or moments on the timetable. To be successful, this learning needs to pervade across all aspects of the curriculum and the school community. Opportunities for learning about these attitudes and the behaviours that result from them should be capitalised on, as they provide models and exemplars that help children to develop their understanding of what is expected of them when they are learning to be thinkers, respectful, empathetic, etc.

Learning about these qualities should be embedded in planned experiences, such as when learning about figures from the past or considering local current affairs. Students can explore which ideals the people from the past and present demonstrated as they faced challenges or overcame adversity.

Opportunities to learn about and apply these dispositions will occur regularly and organically.  These could be at school, home or when out and about. In ICA schools, it is essential that parents and the school community know about and aim to embody the Personal Goals as a model and inspiration for those around them. Children may raise questions about who is and is not demonstrating the Personal Goals in the world beyond the classroom. As they engage with more mature themes and become increasingly politically aware, there may be some difficult conversations as students make sense of the choices people make.

‘Learning to be’ focuses on children practising and taking ownership of the Personal Learning Goals by aiming to be a communicator, resilient, ethical, etc. Personal learning is not confined to school, a specific time, place or subject. All 8 (Adaptable, Collaborator, Communicator, Empathetic, Ethical, Resilient, Respectful and Thinker) are applicable within all aspects of the curriculum, school, and life experience.

Children need to understand that humans are not perfect and that for most of us, constantly exhibiting these high standards takes a conscious effort, and we sometimes slip up. We all have bad days! Learning from our shortcomings through reflecting on what prevented us from making the best choice is essential for the ‘learning to be’ aspect and will contribute to our self-awareness and understanding of our strengths and weaknesses within personal development. Personal Learning is one of three focus areas in the ICA. Find out more about how Personal, International and Academic Learning intersect in the IEYC, IPC and IMYC here.