Mission & Values

CIPS exists to provide a safe, rigorous, inspiring, personalised, internationally-minded and fun learning environment for international students in a community environment.

CIPS’ core values are driven by the International Primary Curriculum. At CIPS we endeavour to build the core values of respect, honesty, cooperation and sharing.

Primary School Curriculum (IPC)                                                    IPC

The International Primary Curriculum (IPC) is a comprehensive, thematic, creative curriculum for 3-12 year olds, with a clear process of learning and with specific learning goals for every subject, for international mindedness and for personal learning.

The IPC has been designed to ensure rigorous learning but also to help teachers make all learning exciting, active and meaningful for children. Learning with the IPC takes a global approach; helping children to connect their learning to where they are living now as well as looking at the learning from the perspective of other people in other countries. The IPC is used by schools in more than 90 countries around the world.

At the very heart of the IPC is a clarity about what children should learn. There are learning goals, or standards, for all of the subjects of the primary curriculum. There are learning goals for children’s personal development, and, uniquely, there are learning goals for the development of children’s international mindedness and international learning. The IPC provides learning goals for every subject of the primary curriculum, and are defined for each age phase: Milepost 1 (ages 5-7 years), Milepost 2 (ages 7-9 years) and Milepost 3 (ages 9-12 years).
The subject goals cover the knowledge (the facts and information children might learn), the skills (those practical abilities children need to be able to do) and the understandings (the deeper awareness of key concepts which develops over time). There are subject Learning Goals for Language Arts, Mathematics, Science, ICT & Computing, Technology, History, Geography, Music, Physical Education, Art and Society. Our online Route Planner tool (available to all member schools) helps teachers to plan which IPC units they would like to teach (and children would love to learn), and track coverage of the learning goals in each subject within the units to ensure a broad and balanced curriculum.
The IPC Personal Goals underpin those individual qualities and learning dispositions we believe children will find essential in the 21st century. They help to develop those qualities that will enable children to be at ease with the continually changing context of their lives. Opportunities to experience and practice these are built into the learning tasks within each unit of work, and referenced at the end of every task to signpost opportunities for teachers to further develop them. There are 8 IPC Personal Goals – enquiry, resilience, morality, communication, thoughtfulness, cooperation, respect and adaptability.
The IPC is unique in defining International Learning Goals that help young children begin the move towards an increasingly sophisticated national, international, global and intercultural perspective and develop a sense of ‘international mindedness’. Each IPC unit has embedded within it, across the different subjects, learning-focused activities that help children start developing a global awareness and gain an increasing sense of themselves, their community and the world around them, as well as inspiring positive action and engagement with global issues. In addition to this, each thematic IPC unit of work includes specific tasks related to International as a subject in its own right.

Foundation School

Foundation Years

At the very heart of the CIPS Early Years Foundation classes, is a clarity about what children should learn. The learning of children aged three to five is described in four strands:

Independence and interdependence, Communicating, Exploring, and Healthy living.

Children learn about:

.       1.1  their own rights and those of others

.       1.2  diversity

.       1.3  standing up for themselves and others

.       1.4  their own gender and the opposite gender

.       1.5  their own ethnic group and other ethnic groups

.       1.6  their family background

.       1.7  respecting and interacting with people who are different from themselves

.       1.8  their relationships with others

.       1.9  their ability to acquire new interests and skills

.       1.10  their own particular strengths

.       1.11  interpersonal skills

.       1.12  strategies for solving conflicts in peaceful ways

.       1.13  positive and constructive attitudes to competition

.       1.14  taking another’s point of view

.       1.15  empathising with others

.       1.16  taking part in group activities

.       1.17  playing alone, alongside others and with others

.       1.18  taking responsibility for their own actions

.       1.19  expressing disagreement and difference of opinion in appropriate ways, respecting rules about their relationship with others and their environment

.       1.20  the links between school and the wider world

.       1.21  the local area

.       1.22  playing an active part in school activities

.       1.23  caring for the immediate environment

.       1.24  expressing their own ideas

.       1.25  taking on different roles in different contexts

.       1.26  the routines, customs and regular events of school

.       1.27  rules, responsibilities and rights

.       1.28  acceptable behaviour.

Children learn about:

.       2.1  using gesture and expressive body movement for communication

.       2.2  understanding non-verbal messages

.       2.3  using language skills in a variety of contexts

.       2.4  using repetitive sounds and words, aspects of language such as rhythm, rhyme and alliteration, and to enjoy nonsense stories and rhymes

.       2.5  the practical use of at least one language

.       2.6  the value of their first language

.       2.7  enjoying and using verbal communication

.       2.8  listening attentively and responding appropriately to others

.       2.9  using words, pictures, print, numbers, sounds, shapes, models, photographs and ICT to represent thoughts, experiences and ideas

.       2.10  exploring and observing the use of print

.       2.11  stories and literature valued by the cultures in their community

.       2.12  enjoying and using words and books

.       2.13  exploring and observing the use of numbers in purposeful activities

.       2.14  using mathematical symbols and concepts

.       2.15  enjoying and using numbers

.       2.16  some of the technology and resources used for mathematics, reading and writing

.       2.17  creating stories and symbols

.       2.18  materials and technology used in creative and expressive arts

.       2.19  using the processes of art and craft

.       2.20  using different media to express a mood or a feeling or for representing information

.       2.21  being creative and expressive through a variety of activities

.       2.22  singing songs, including songs of their own and those from different countries and cultures

.       2.23  a selection of the art, craft, songs, music and stories which are valued by the cultures in the community

.       2.24  enjoying and using music, art, drama and dance

.       2.25  a variety of types of music, art, dance and drama used as expressions of feeling, mood, situation, occasion and culture.

Children learn about:

.       3.1  making decisions, choosing their own materials and setting their own problems

.       3.2  taking responsibility for their own learning

.       3.3  trying things out, exploring and curiosity as important and valued ways of learning

.       3.4  taking part in symbolic, pretend or dramatic play

.       3.5  playing with ideas and materials as an enjoyable, creative and valid approach to learning

.       3.6  controlling their bodies

.       3.7  actively exploring and making sense of the world by using tools, materials and equipment

.       3.8  moving in space and moving to rhythm

.       3.9  using a variety of strategies for exploring and making sense of the world

.       3.10  setting and solving problems

.       3.11  looking for patterns, classifying things for a purpose, guessing, using trial and error

.       3.12  thinking logically, making comparisons and asking questions

.       3.13  explaining, listening to others, taking part in reflective discussion, planning and observing

.       3.14  identifying and using information from a range of sources

.       3.15  choosing and experimenting with materials, playing with ideas, and exploring actively with all the senses

.       3.16  representing their discoveries using a variety of media, including ICT

.       3.17  enquiring, researching and exploring to draw conclusions about the world around them

.       3.18  a range of materials in daily use

.       3.19  spatial representations such as maps, diagrams, photographs and drawings

.       3.20  stories including myths, legends, oral, fiction and non-fiction

.       3.21  the Earth and beyond

.       3.22  significant features of the locality

.       3.23  social relationships and social concepts, such as friendship and authority, and social rules and understandings

.       3.24  the natural environment and their own place in it

.       3.25  responsibility for the well-being of both the living and the non- living environment

.       3.26  the living world and how to care for it.

Children learn about:

.       4.1  keeping themselves healthy

.       4.2  self-help and self-care

.       4.3  making choices

.       4.4  paying attention

.       4.5  concentrating

.       4.6  coping with change

.       4.7  their own personal worth

.       4.8  expressing emotions and emotional needs

.       4.9  keeping themselves safe from harm.

Each of the early years units give generous coverage of all of the strands so the route through the units can be flexible. Each unit will last for between four and six weeks, depending upon the interest level of the children, the length of the school day and how well the setting lends itself to a particular focus or context. The units are designed to:

  • work within all four strands
  • employ a wide repertoire of multiple intelligences
  • develop a range of skills
  • encourage an international mindset.

Maths, Language and Spanish

At CIPS, we focus on these subjects in the morning, when we are fresh and ready for energized learning! The Maths and Language curriculum follows the British National Curriculum in general, although it is adapted for international-mindedness, personalized learning and experiential learning. Spanish language, literature and social sciences are studied at varying levels according to experience and to comply with the Spanish ministry, so that our students may opt for Spanish education in the future. We endeavour to be a bilingual and multilingual environment and promote the use of mother tongue languages in the learning process. We assess our learning via a combination of evidence-based portfolio work, summative and formative assessment. Our aim is to empower our students to be aware of their learning and how to improve it.

The Learning Process

There is a distinct learning process with every IPC unit, providing a structured approach to make sure that children’s learning experiences are as stimulating and rigorous as possible.

learning process
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