Computing in the IPC


Computing is high on the agenda for schools around the world, with demand for children to be proficient in the skills of programming and online digital collaboration, whilst also understanding how to use technology safely and respectfully. Our IPC computing writers are ICT specialists, who teach in IPC schools and understand the challenges and learning opportunities that the computing curriculum provides for teachers.

We created three computing-focused units across our age ranges: Milepost 1 (5-7 years), Milepost 2 (7-9 years) and Milepost 3 (9-12 years). These are project based so they can be taught discretely as a series of computing lessons, or weaved throughout other thematic IPC units of work to support and enhance the learning in these. Our Milepost 2 unit, Digital Gamers, helps children to design, code and debug a computer game as well as learn about other important aspects of ICT. This game could be based around the topic of an existing unit, or could be kept as a separate project.

We have also updated a number of our existing thematic units of work to cover all aspects of computing to support our schools who must follow the new standards set out in the National Curriculum for England. All our units of work offer plenty of scope to embed more general ICT skills such as internet research, online communication and collaboration, digital presentations and so on.

So, whether you’re learning with Flowers and Insects, Active Planet, or our Mission to Mars unit, children will be further developing their computing skills.



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about the

international primary curriculum

The IPC is one of the fastest-growing curricula in the world today, with nearly 1,800 member schools in more than 90 different countries. It is a comprehensive curriculum for 3-12 year olds, made up of over 130 exciting, engaging and globally relevant thematic units of work, which are designed around a clear process of learning and with specific learning goals for subject, personal and international learning.

With its own AfL programme, the IPC provides immediate support for teachers and learners through its comprehensive design and rigour, whilst being flexible enough for each school to adapt the planning and build on their own strengths.

The IPC also has an Early Years Programme designed for children from 3-5 years of age. This follows a developmental approach, providing teachers with a range of flexible learning activities to meet the learning needs of every individual child.

Each IPC unit of work is designed around one core purpose: improving children’s learning. Our world-class writers have created a range of cross-curricular units based on globally relevant themes that excite children and teachers alike.

For more information on the IPC, latest news and courses, please visit:

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Request Free sample materials & the new IPC info pack

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Download your Computing in the IPC samples and the new IPC Brochure!

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What others are saying

School leaders have developed the International Primary Curriculum to provide pupils with a wide range of exciting opportunities for learning in a range of subjects, as well as from frequent school trips and events. The curriculum promotes their spiritual, moral, social and cultural development well and encourages good behaviour. Pupils develop a good understanding and appreciation of many different faiths and cultures. During the inspection an inspiring assembly gave pupils a fascinating insight into the Muslim faith. Pupils learn to respect all cultures, religions and life styles. This prepares them well for life in modern Britain.

OFTSED Report January 2015

St Columb Minor Academy

There is real depth to the IPC. The learning goals and the learning process are the real strengths of IPC. It does a great job of making the learning goals explicit so we all know where we’re heading for. And it takes us through a learning process that immediately engages children and helps them to see a purpose to what they’re learning.

Principal of Elementary

SJI International School, Singapore

The IPC Assessment for Learning programme has enabled our teachers and learners to manage skills acquisition at our school. Used as a key part of the learning process, its simple, yet incredibly powerful, purpose is to record what learners are currently able to do and then provide advice and support in making their next steps. An added bonus for us is then reporting this authentic learning to our parents through the online tracking tool.

David Griffiths

Head of Primary, Nexus International School, Malaysia

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. This challenging curriculum really does engage and promote independent learning, contributing towards the fun and active classroom environment that I’m in today.

Year 1 teacher

Kingsmead Primary School, Hackney, London, UK

Our students require a high level of repetition in order to consolidate their learning, and the IPC cross-curricular links are so vast that children are constantly making links and connections to themes, whether they are in a Science, Music or Geography lesson! The creativity and flexibility in the units have given teachers a renewed enthusiasm for lesson planning, which in turn engages and motivates children of all abilities. Teachers and students have been invigorated by the huge scope for exciting learning opportunities offered by this curriculum.

Karen Hart

Head of Year Villa Real School, Durham

Children now learn through enquiring, investigating and collaborating together, as well as through creative approaches to learning such as painting, model-making and role-play; all hands-on, shared, problem-solving experiences that encourage them to lead their own learning and to think for themselves. The IPC is fun but with a clear purpose and direction. It’s making our children adaptable, resourceful and independent in their learning.

David Lowder

Former Headteacher, St. John’s International School, Bangkok, Thailand

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