The IPC was created as a result of Fieldwork Education’s work with Shell schools.
The International Primary Curriculum is the result of years of development, trialing and improvement underpinned by the desire for rigorous learning, high levels of engagement, international-mindedness and personal development.
It all began in the 1980’s with the introduction of the UK National Curriculum to Shell’s English-speaking schools located around the world.
By the middle of the 1990’s Shell was adopting a much more international workforce and that inspired a need for a more internationally-focused primary curriculum. So Fieldwork Education took on the enviable job of travelling the globe to find the best learning-focused, internationally-minded, engaging and skills-based curriculum available. There was nothing in existence that achieved it all.
And that’s how the Shell Schools Primary Curriculum Project began; two years in the making and combining the expertise of many skilled curriculum writers, school leaders and teachers from all over the world. Response to the curriculum quickly became public as Shell teachers and leaders moved on to other schools. It was as a result of demand from these people that Fieldwork Education took sole ownership and full responsibility for its growth and development and the International Primary Curriculum was born.
The IPC was four years in the making and it remains in development today to ensure a current and highly relevant curriculum that continues to evolve. No one can properly predict the nature of work that will be available for today’s primary age children by the time they are adults. Many of the jobs they will have simply don’t yet exist, especially in the fields of ICT, technology and science. So the principle of the IPC is to focus on personal, academic and international learning that will prepare children, wherever they may live, for the world of tomorrow.
Fundamental to the IPC approach to learning is a clear progression in skill development. This even applies to the personal learning goals which emphasise adaptability, resilience, cooperation and respect and which, as a result of progressive skill development, help children to become able and inspired learners. As for the international context, it’s not just an add-on. International-mindedness is embedded into all IPC learning to ensure that children grow up with a very clear global understanding.