The delivery of the IPC is based on up-to-date neurological research about the brain and how we learn. Consequently the school aims to provide a ‘brain-friendly’ environment in which the learning process is optimised for all children. Another unique element of the IPC is the concept ‘international-mindedness’ which underpins the entire curriculum; this global perspective promotes international awareness and understanding as a fundamental characteristic of every HSV pupil. The subject, personal and international goals of the IPC are organised into the following mileposts: Early Years : ID Reception; Milepost One: ID1 and ID2; Milepost Two : ID3 and ID4; Milepost Three: ID5 and ID6.
Early Years Programme (Reception)
The activities in the reception class are based upon the IPC Early Years Programme and the UK Early Learning Goals for Communication, Language and Mathematics. The IPC learning goals are divided into the following strands: Independence and Interdependence; Communication; Exploring and Healthy living. All areas of learning and development are important and inter-connected through the specific IPC topics. The teachers provide a stimulating, fun environment where play forms a basis for learning. Learning takes place on the carpet or in a circle where song, rhyme, discussion, books and games are the order of the day. The children also work together in small groups with adult support and have the opportunity to direct their own learning through a range of learning activities on offer in the class. Much emphasis is placed on playing together and developing social skills and independence.
Mileposts One to Three
In ID1 the objectives from the Early Learning Goals are further developed and dovetail into the teaching objectives for Literacy, Numeracy and the International Primary Curriculum (IPC). The frameworks of the National Literacy and Numeracy Strategies contain sets of yearly teaching programmes illustrating how literacy and numeracy skills can be developed from IDR through to ID6. The IPC learning goals are split into four age bands covering the primary years from IDR through ID6. Within each age band there are three strands of Learning Goals: Subject Goals, Personal Goals and International Goals.
As the majority of the pupils have not had the same educational experiences, the class teacher will constantly review the learning of the pupils. This ensures that pupils will not be held back in their learning if the learning of certain objectives has already taken place; similarly, pupils who have missed previous objectives will gain access to the learning support that is needed to remedy the situation. Pupils will be supported in taking risks that allow them to become individual learners, they will be allowed to explore different ways of learning and learn to understand how they can maximise their own learning. Pupils will bring topic assignments home, at their own level, that allow them to find out more about their own family traditions and culture so that this can be shared with their teachers and peers.
The Literacy Curriculum covers the statutory requirements for spoken language, reading and writing, as set out by England’s National Curriculum (2014). The school uses ‘The Power of Reading’ approach, advocated by the Centre for Literacy in Primary Education (CLPE), to engage children, to promote reading for pleasure and to create enthusiastic writers.
The Mathematics Curriculum covers the statutory requirements for mathematics, as set out by England’s National Curriculum (2014). It aims to ensure that all children develop fluency, are able to reason mathematically and can solve problems. Each year group has its own objectives that are progressive. Children are given opportunities to develop fluency, reasoning and problem solving within each objective. In all year groups, children have access to concrete materials, pictorial representations and abstract concepts.
Music, Expressive Art and Physical Education
The HSV places a major emphasis on the development of music, expression and physical education (PE). All pupils have a minimum of one lesson per week of music, handicraft and PE. From year two these lessons are given by specialist teachers. For the older pupils at NSL, these lessons are given in half classes with the Dutch parallel class. Music and PE lessons are given in Dutch, thereby increasing the opportunities for learning and using the Dutch language.
Information & Communications Technology (ICT)
All classrooms have a computer linked to the school network. Computer skills are taught from the reception class onwards. A range of skills are taught that support learning throughout the curriculum. All classrooms have an interactive screen with Internet access to support learning. Every class has access to the use of iPads.
English as an Additional Language (EAL)
English as an Additional Language (EAL) is taught to all children who do not have English as a mother tongue and whose command of the English language is not sufficient for them to access the curriculum with ease. Children from all classes, IDR to ID6, can be eligible for EAL.
Host Country Language (HCL)
Dutch is taught to all children whose English is at a level which allows them to fully access the ID curriculum. The focus of the Dutch lessons is to be able to communicate and feel at ease in daily situations, where the Dutch language is required, both in and out of school. The lessons are interactive, and cooperative learning skills are used to encourage the understanding and speaking of Dutch. Our aim is to provide a safe environment to explore and enjoy Dutch as an additional language. Lessons are differentiated to accommodate the diverse needs of our pupils.
Social & Emotional Curriculum
The IPC goals and circle time are an important part of our social and emotional curriculum. The personal goals embody the skills that we want to develop in our pupils.
|We are willing to try and get used to new things
We can connect with others in different ways
We can work together
We want to find out and learn about things
We do the right thing and tell the truth
We don’t give up
We think before we act
We care about other people’s feelings and look after property