An internationally researched, thematic curriculum for learners aged 5-11 years old
The International Primary Curriculum (IPC) is committed to the holistic development of learners through enjoyable academic, personal, and international learning that prepares them for opportunities and challenges now and in the future.
The Process to Facilitate Learning
All IPC units follow the Process to Facilitate Learning, with the learner at the centre, which is structured to make sure that the child’s learning experience is stimulating and effective.
The process involves 5 stages encircled by the essential connection between Assessment for Improving Learning, Self-Assessment and Action.
The IPC has a comprehensive set of Learning Goals to encourage the development of internationally minded and globally competent learners. They define what children are expected to know, what they should be able to do and the understanding that they will develop through learning.
The Learning Goals are organised into three unique but connected sections designed around the learner.
Subject Learning Goals cover the knowledge, skills and understanding that children should learn in each subject.
The International Curriculum is unique in defining International Learning Goals that help learners move towards developing more sophisticated national, international, global, and intercultural perspectives.
Personal Learning Goals underpin the individual qualities and learning dispositions that citizens of the future will need to thrive in a demanding and ever changing global society.
Knowledge, Skills and Understanding
Educational studies have shown that learning is improved when children have an awareness of what and how they are learning.
The Learning Goals are identified for each task in a unit of learning and have been written to make it clear whether knowledge, skills or understanding is being learned.
Globally Competent Learners
IPC learners are encouraged to develop an interest in their own and other cultures as they start to understand multiple perspectives. By inspiring children to be internationally minded, they are more likely to develop a passion for their local and global communities. Terminology to support the development of globally competent learners includes the use of the following throughout the IPC thematic units:
The country where the child may have been born and/or has cultural roots.
Where the child is living now, where the school is located.
The countries where the child’s family originates from.
Countries that enhance learning by allowing for comparison to the home/host/heritage country
Assessment for Improving Learning
The aim of the Assessment for Improving Learning Toolkit it to help teachers answer the following questions: How will I know children have learned what I planned? How do I know children are making progress in learning? What should we do next? The IPC does this through:
Cambridge International School of Cambodia (CISC) was founded since 2010. It started as a franchised daycare and preschool from Yale Holdings Pte (Singapore) on 2nd February 2010 with the aim of bringing quality education into Cambodia. Our school was inaugurated on 1st April 2010 as a Singapore trilingual international preschool. On 28th June 2013, CISC expanded its national and international curricula to Primary Education. It then extended its scope to Secondary Education since 8th August 2018.
CISC offers international and trilingual (Khmer, English, Chinese) curricula with recognized standards from Cambodia’s Ministry of Education, Youth and Sports (MoEYS) especially the license of year 12 Baccalaureate Equivalent Diploma, International Primary/Secondary Curriculum from the UK and Chinese Odonata Class from Malaysia and lastly in 2023 Cambridge International School of Cambodia got the International Certificate of Recognition and was awarded by the School Curriculum and Standard Authority (SCSA) of Western Australia to implement the Western Australian Certificate of Education (WACE).