>What Teachers are saying about the IPC

What Teachers are saying about the IPC

I feel like I’m making a difference and the beauty of the IPC is that I have the freedom to take it whichever way I choose. You get these amazing ideas, which are stimulating and exciting to work with that form the teaching framework of the unit. I have the reassurance that learning objectives are being met but there’s also room for me to be creative and enthused about what I’m teaching as well as make the unit suit the needs of my children. I love that the IPC can be adapted to meet the needs of every child. Through teaching IPC, I have learnt to never underestimate what they can learn and what they are truly capable of achieving as individuals. This challenging curriculum really does engage and promote independent learning, contributing towards the fun and active classroom environment that I’m in today.
Evelyn Deeney, Year 1 teacher, Kingsmead Primary School, Hackney, London

It is so exciting. It’s so refreshing. It’s lovely to now be working cross-curriculum instead, using links in a planned and vigorous way. The IPC has encouraged us as a class to look at our themes from an international perspective. We’ve tended to choose a focus country and then considered an issue from their point of view. It’s so relevant for our school as we have children here from many countries. Working in this way has helped us all to build bridges rather than to separate them.
Ceri Hawkins, Year 3 class teacher, Albert Primary School, Penarth, Wales

Through everything that we do with the IPC there are connections; connections with other countries, connections with other subjects, connections with past units and, as a result the children are more engaged in everything that they do and more open-minded to their learning and to our place in the world. These children haven’t been taught through isolated subjects; since starting school their learning about geography and history as well as all the other foundation subjects has been thematic with lots and lots of connections and it’s very apparent in the way they think and view things.
Vicky Sewell, Year 2 Teacher at Christchurch C of E Primary School in Ellesmere Port, Cheshire, England

There’s a lot of structure with the teaching frameworks and a nice range of activities to pick from. The QCA units just didn’t work sometimes, but each one of the IPC units is relevant and each one is fluid and fluent so that I can take the unit where I want and need to go with my children. The units are great for my talented children for extension work ideas and many of the activities allow for extension work with the family. There isn’t a single parent in my class who doesn’t know the IPC unit their child is working on because the children are always talking about what they’re doing.
Flora Grant, Early Years Teacher, Kentish Town Primary School, London