We are pleased to share that the International Early Years Curriculum won Early Resource of the Year at the GESS Dubai Awards this October.
During a night filled with celebration, we collected the award with gratitude. We want to thank our school community and the IEYC committee for their continued support. Without their contributions, the IEYC would not be what it is today. We would also like to thank Matthew Silvester (former Head of the IEYC) who poured many hours and hard work into reviewing and improving the curriculum. We look forward to contributions from our new IEYC Curriculum Coordinator Laura James and will continue to strive for an early years curriculum that helps school to improve learning.
The International Primary Curriculum is a comprehensive and engaging curriculum that aims to ignite a passion for learning in young minds. Designed to meet the needs of primary school students aged 5 to 11, the IPC provides a framework for learning that is both rigorous and enjoyable. One of the key features of the IPC is its use of entry points, which serve as the starting points for each unit of study. These entry points are carefully designed to capture the interest and curiosity of students, making the learning process exciting and meaningful.
An entry point can be described as an engaging and thought-provoking activity or experience that introduces students to the topic of study. It serves as a “hook” to capture their attention and stimulate their curiosity. By sparking interest and making connections to the real world, entry points establish a context for learning and create a sense of purpose and relevance.
‘When I grow up I want to be a doctor to help people and give them injections to make them better’
By Inaaya in Year 1
‘The plane made me so excited for holidays’
By Emmet in Year 2
“I liked trying different foods from different countries. I have never tried sushi before and now I know what it tastes like. I loved planning our Italian restaurant because I’m from Italy and I could share things that I know. Our restaurant was called Roberto’s Pizzeria.”
By Beatrice in Year 3
Entry points in the IPC have been carefully designed to cater to different learning styles and interests. There have been various forms of entry points since the beginning of the academic year, such as a field trip to our local Dilmunia mall, a hands-on experience of tasting different cuisines, and even a virtual gallery experience. By appealing to students’ natural curiosity and personal experiences, entry points help to create an emotional connection to the topic of study. This emotional connection is crucial as it drives intrinsic motivation and deeper engagement with the learning process.
‘I absolutely loved the Hoverboard invention. It was such a fun activity. I am definitely making one at home’
By Lily in Year 4
‘After our entry point, I was so excited, I loved all the activities I completed. The different activities were really good, one activity made me feel calm, another was funny and another was exciting’
By Leo in Year 5
‘I really enjoyed the trip to Dilmunia Mall. The scavenger hunt was especially fun. I was very excited to see the multi-coloured fish in the gigantic aquarium. The superhero models were flabbergasting!’
By Leila in Year 6
In conclusion, entry points in the IPC play a crucial role in igniting a passion for learning. By capturing students’ interest and curiosity. Entry points establish a context for learning and create a sense of purpose and relevance. They cater to different learning styles and provide opportunities for active participation, fostering critical thinking, creativity, and a deeper understanding of the subject matter. Moreover, entry points promote a global outlook and develop international-mindedness in students, preparing them for the challenges and opportunities of the future.
Learn more about the International Primary Curriculum
Join Jacqueline Harmer on 13 – 14 December 2023 at the Hall 3B-E Hong Kong Convention & Exhibition Centre. Jacqueline will be presenting virtually on day 1 of the conference at 9:45-10:30.
Jacqueline Harmer is the head of the award-winning International Primary Curriculum (IPC). She led the intensive review of the IPC (2019-2022) with educators from around the world. Jacqueline’s session ‘Beyond International Mindedness‘ will reimagine international education by highlighting that International Mindedness needs to be reinforced to allow learners to be active rather than remaining solely an attitudinal concept.
Jacqueline’s session will help teachers and leaders to:
Understand how Global Competence can be fostered in their schools and combined with Learner Agency, leading to taking action locally or globally.
Learn the importance of Global Competence as a bolster to International Mindedness.
Discover ideas for extending international learning to address world issues, including the SDGs.
The Asia-Pacific International Schools Conference (AISC) is the annual event for international school leaders and educators in the Asia Pacific region. AISC brings together the international schools community to explore topical education issues that educators within Asia Pacific international schools are keen to discuss and debate. At AISC international speakers provide expertise and delegates leave AISC with actionable strategies to implement in their classrooms and schools. Learn more here.
Research from several different fields has provided evidence of the criticality of early childhood in the development of the brain and its skills. Ninety percent of the development and growth of the brain occurs by the age of 6 years (Karoly et al., 1998). Blair (2002) called it a period of plasticity owing to its influence on an individual’s personality through his/her life. Doherty (1997) identified certain crucial periods, within the first six years of life, in which brains are wired to respond to appropriate stimuli. If this stimulation is provided, it aids the development of advanced neural structures. Early experiences therefore have been proven to have a far-reaching impact on brain development as well as behaviour. Young (2007) propounded that diverse experiences impact the brain’s wiring and architecture and the physiology of the human body. All these contribute towards the attainment of emotional, cognitive and social outcomes.
In our context, the recently launched National Education Policy (2019) by the Government of India, is based on this brain research and emphasizes the criticality of high-quality early childhood education and its repercussions for the development of human capital in India. Aligning with the new policy, we adopted the International Early Years Curriculum (IEYC) in 2019, intending to aid brain development while children lead their own learning. The IEYC’s units, themes, and activities opened our world to new possibilities. We experienced it as the right blend of structure and flexibility for our contextual needs.
We devised ‘The Healthy Planet Way’ to implement the IEYC seamlessly across curricular areas of each year group. We based our approach on Harvard’s research on brain development (CDC, 2016) which states –
Brains are built over time, from bottom to top.
Brains work in ‘serve and return’ relationships.
Cognitive, Social and Emotional abilities are inextricably intertwined.
The Healthy Planet Way combines the above tenets through –
Learning Circles that help us provide stimulation for neural connections in young children.
Learning Conversations that support ‘serve and return’ during experiences.
Learning Gardens which combine social, emotional, and cognitive wellbeing.
Drawing on social constructivism by Vygotsky (1962) who emphasised that children learn through interactions with others and their environment, our Learning Circles is a classroom setup that has facilitator-supported Anchor Circles, along with independent work on Choice Circles, where peers support each other, without an adult. All the circles engage in different IEYC experiences. While in Choice Circles children choose and move freely between experiences, in Anchor Circles our facilitators choose small groups of children to work with.
This approach allows children to lead their learning while interacting with each other and engaging in experiences of their choice. The adults are referred to as facilitators but essentially, are co-learners in the group, asking questions, and modelling learning behaviours. The process of learning takes precedence and facilitators observe and record children’s journeys.
The Anchor Circles are also useful for integrating literacy and numeracy goals with IEYC activities. Additionally, the entire process of moving through the circles supports the development of the IEYC personal goals.
A whole group discussion of an explore, express, and extend activity starts the Learning Conversations in the class. These conversations provide us with the opportunity to implement IEYC learning links, language opportunities, and reflective questions (Fieldwork Education, 2022). These conversations are intended to pique curiosity, and engagement and make connections to the real world. While children are stationed at the Anchor Circles, facilitators further these Learning Conversations. Involving all children in conversation was previously a challenge, but implementing the IEYC through these flexible Learning Circles has enabled our school to enhance children’s agency and expand the IEYC’s scope to be the foundation of all learning in the early years.
The physical environment of a class is regarded as the third teacher and greatly impacts the quality of early educational experiences (Gandini, 1998). Learning Gardens are our outdoor spaces that provide different settings for the IEYC experiences to extend from knowledge toward skills and understanding. Playing and learning in nature go hand in hand (Chawla, 1998), and free exploration and personal discoveries in nature spark curiosity (Higgins, 2002). Using the IEYC enabling environment guidelines, different outdoor spaces are curated to combine the benefits of outdoor play with the unit’s learning.
In conclusion, the IEYC has solved for us the challenge of ensuring active learning, curiosity, and engagement in our early years’ classrooms. The learning experiences allow for not only play but also enable reflecting, practicing, questioning, experiencing, and evaluating. Such a classroom addresses varying abilities, interests, and needs as well as encourages higher-order thinking in students (Tomlinson, 2000). We hope we are setting the stage for children to begin metacognition. The IEYC helps us move closer to our vision of enabling children to be active agents in their learning.
Blair. C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57 (2), 111-127. https://doi.org/10.1037/0003-066X.57.2.111
Chawla, L. (1998). Significant life experiences revisited: A review of research on sources of environmental sensitivity. Journal of Environmental Education, 29(3), 11-21.
Cosgrove, M. S. (1992). Inside learning centers. Retrieved October 23, 2022, from ERIC database
Fieldwork Education (2022) International Early Years Curriculum Guide 2022-2026. International Curriculum Association.
Gandini, L. (1998). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach-advanced reflections (2nd ed., pp. 161-178). Norwood, NJ: Ablex.
Higgins, P. & Nicol, R. (2002). Outdoor education: Authentic learning in the context of landscapes (Volume 2, p.4 foll.). Kisa:Sweden.
Piaget, J. (1977). The Language and Thought of the Child. London: Routledge & Kegan Paul.
Karoly, L. A., Greenwood, P. W., Everingham, S. S., Hoube, J., Kilburn, M. R., Rydell, C. P. & Chiesa, J. (1998). What We Know and Don’t Know About the Benefits of Early Childhood Intervention. Rand Corporation: Santa Monica, CO. Retrieved 21st August 2023, from https://www.rand.org/pubs/monograph_ reports/MR898. html
We embarked on an enthralling journey, delving into the essence of the International Early Years Curriculum’s captivating Entry and Exit Points. A favourite with our children, the entry and exit points routinely transform our classroom into a magical realm of exploration and celebration. Here we share some examples from our “Going Places” and “Weather Wonders” units.
Setting Sail with Entry Points: The Gateway to Curiosity
A gateway that opens up a world of exploration and wonder – that’s the Entry Point in a nutshell. At the heart of every entry point lies a simple yet powerful aim – to nurture curiosity. The open-ended activities in the entry point provide children with the stimulus to start thinking and wondering, and this leads to an enabling environment where questions flow freely, and exploration becomes second nature.
Our adventure thrived on vibrant activities
Teachers set up a travel agency where children saw pictures and selected their destination. As per the distance of their chosen destination, children headed to the setups of either the airport, the railway station, or the boat terminal. Each of these stations stimulated real-life activities from ticket collection and baggage check to snack counters. These enabled children to engage in sensory play, collaboration, and communication, as well as reviewing previously learned concepts in numeracy and literacy.
The Entry Point acted as a treasure map, setting the tone for the big question and the activities that follow but also providing children agency to pick their favourite transport and explore that further.
Celebrating Growth – Exit Stretch and Exit Point
Fast-forward to cherished learning experiences – the Exit Stretch celebrates the Knowledge, Skills, and Understanding that the children developed during the unit. The exit stretch activities provide learners with the opportunity to repeat, revisit, and reflecton their learning, while teachers make decisions about differentiation and plan the next unit accordingly. Some examples from “Weather Wonders” are given below.
The Ongoing Journey Celebration – Reflecting on Progress
The Exit Point serves as a checkpoint of progress. At Healthy Planet, parents and teachers collaborate with children, attending the day in school and participating in activities. The exit stretch spotlights new learning and transforms it into a celebration together. Our “Weather Wonders” Exit Point unfolded captivating chapters, inviting all to hands-on learning across distinct centers.
Interdependence and independence were emphasized as learners collaborated in the Weather Forecast Room, where the weather fairy surprised the children with a quiz on predicting weather. Communication and enquiry were highlighted in the Read in the Rain room when learners asked questions and expressed themselves. Well-being and healthy living were evident in the “Innovatory Room,” which focused on physical vitality and emotional wellness. Understanding and application occurred in the creative Weather Creation room, where children made creative projects.
Families and the school come together at the end of every unit to make this journey. From the captivating entry point of “Going Places” to the awe-inspiring exit point of “Weather Wonders,” we’ve witnessed learners evolve into fearless explorers and proud achievers.
Join our Head of International Primary Curriculum, Jacqueline Harmer, at GESS Dubai. Jacqueline will be speaking on both Monday and Tuesday!
Jacqueline Harmer is the head of the award-winning International Primary Curriculum (IPC). She led the intensive review of the IPC (2019-2022) with educators from around the world. Jacqueline regularly writes about the IPC, learning, and assessment, often collaborating with the IEYC and IMYC. She was recently published by Edutopia, and as a teacher contributed to articles for the South China Morning Post in Hong Kong. Jacqueline has a master’s degree in international education from Bath University and more than twenty-five years of experience in the international education sector. She has worked in schools across seven countries with roles including academic head, deputy principal, and curriculum coordinator. She also spent time as a materials development advisor in Bangladesh for Voluntary Service Overseas and a PYP Curriculum Manager with the IB.
Sessions
Monday
HEALTH AND WELLBEING AS A SUBJECT AND PHILOSOPHY – 30 October, 2023 | 11:00 to 11:20
EMPOWERING LEARNERS THROUGH METACOGNITION: CREATING AND ORGANISING LEARNING FOCUSED ENVIRONMENTS – 30 October, 2023 | 13:30 to 13:50
Tuesday
EXPLORING CONTEMPORARY VISIONS OF EARLY YEARS EDUCATION (Panel member) – 31 October, 2023 | 11:30 to 12:15
IS INTERNATIONAL MINDEDNESS ENOUGH? BEYOND INTERNATIONAL MINDEDNESS TO GLOBAL COMPETENCE – 31 October, 2023 | 13:05 to 14:05
TWO APPROACHES TO LEADING ACTION RESEARCH IN SCHOOLS – 31 October, 2023 | 14:05 to 14:25
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