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The International Primary Curriculum (IPC) is a comprehensive, thematic, creative curriculum for 5-12 year olds, with a clear process of learning and with specific learning goals for every subject, encouraging international mindedness and personal learning.

The British National Curriculum has changed. It is pitched higher, has more content, and adopts a cross-curricular approach in delivering the content to enhance skills and practical knowledge application.

The IPC has been designed to ensure rigorous learning, but also to help teachers make 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.

Year 1
Year 1 English

  • Reading – Phonics

Teaching and learning, in Year 1, should:

  • Build upon work from the EYFS, to ensure that students can sound and blend unfamiliar words quickly and accurately using the skills that they have learnt.
  • Ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier.
  • Develop the students’ understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words.
  • Develop the students’ skills of blending the sounds into words for reading and establish the habit of applying this skill whenever they encounter new words.
  • Promote consistent reading practice.
  • Provide opportunities for experiences of a wide range of books to promote enjoyment for reading and widen their vocabulary.
  • Identify gaps in learning and support this through intervention groups.


  • Writing

Generally, student’s writing in Year 1 will develop at a slower pace than their reading. Students who have not yet secured the early learning goals for English should be identified and intervention support will need to be put in place. In Year 1 it is essential that the planning and teaching of writing develops students’ confidence and skill within the areas of transcription (spelling and handwriting) and composition (articulating ideas and structuring). Planning, teaching and learning should include the following:

  • Use of phonics to establish the relationship between sounds and letters for spellings and sentence construction.
  • Spelling practice of common words such as days of the week.
  • Opportunities to articulate and communicate their ideas for writing through discussion and to allow them to organise them clearly for their writing.
  • Use of prefixes and suffixes.
  • Opportunities to explore different texts.
  • Opportunities to experience and practice a wider use of vocabulary and grammar.
  • Development of handwriting skills to ensure formation of lower case letters, capital letters and digits.
  • Reading of own writing to peers or teachers.


  • Grammar
    • Spaces left between words.
    • Use of basic punctuation: .?!
    • Use of capital letters for proper nouns.
    • Use of common plurals and verb suffixes.


  • Speaking and Listening
    • Opportunities to listen and respond.
    • Development of asking appropriate questions.
    • Maintain attention and encourage participation.

Planning, teaching and learning in Year 1 refer to the following:

  • Counting to and across 100.
  • Counting in 1s, 2s, 5s and 10s.
  • Understanding ‘one more’ and ‘one less’.
  • Reading and writing of numbers to 20.
  • Use language such as ‘more than’, ‘most’ etc.
  • Use +, – and = symbols.
  • Know number bonds to 20.
  • Add and subtract one-digit and two-digit numbers to 20, including zero.
  • Solve one-step problems, including simple arrays.


Geometry and Measures:

  • Use common vocabulary for comparison.
  • Begin to measure length, capacity and weight.
  • Use time and ordering vocabulary.
  • Recognise coins and notes.
  • Tell the time to the hour/half-hour.
  • Use language of days, weeks, months and years.
  • Recognise and name 2d and 3d shapes.
  • Order and arrange objects.



  • Recognise and use ½ and ¼.


Detailed programmes of study for Mathematics are available to assist planning, teaching and learning, and are stored in the Library and on the shared drive.

Year 2
Year 2 English

Reading – Phonics

In Year 2, students should already be able to read all common graphemes, including unfamiliar words through the use of sounding out. Common GPCs and exception words should be secure and students should no longer have to rely on blending strategies for these. If students demonstrate gaps of understanding, the schemes of work for reading in Year 1 should be followed until progress has been made in these identified areas. Teaching and learning in Year 2 should include:

  • Development of phonics until decoding is secure.
  • Reading of common suffixes.
  • Read and re-read phonic appropriate books.
  • Reading of common ‘exception’ words.
  • Opportunities to explore fiction, non-fiction and poetry texts.
  • Opportunities to discuss and express their views about texts fiction, non-fiction and poetry texts.
  • Asking and answering questions on texts.
  • Opportunities to make predictions on texts.
  • Development of the use of inference.


In writing, teaching and learning should include:

  • Spelling by segmenting into phonemes
  • Accurate spelling of the words covered in year 1 and common ‘exception’ words.
  • Accurate spelling of common suffixes.
  • Composition of individual sentences orally and written.
  • Development of a positive attitude and stamina for writing.
  • Understanding of using a plan for writing.
  • Practice of simple additions and changes to writing.
  • Formation of individual letters; establishing good handwriting habits.


  • Use of .!, and ‘
  • Use of simple conjunctions.
  • Expansion of noun phrases.
  • Use of some forms of Standard English.

Speaking and Listening

  • Development of articulation and justification of answers.
  • Initiate and respond to comments.
  • Use of spoken language to develop understanding.


Following the UK National Curriculum, KS1 Maths teaching and learning aims to ensure that all PSISD students have a secure understanding and practice of the basic fundamentals of mathematics to ensure that children leave the Primary phases equipped in the following:

  • Fluency in the fundamentals of mathematics through frequent practice five times a week.
  • Ability to recall and apply knowledge rapidly and accurately.
  • Mathematical reasoning through lines of enquiry and use of mathematical language.
  • Application of mathematics knowledge and understanding to develop problem solving skills.

Typically, students would move through Mathematical programs of study at the same pace. However, to ensure secure understanding and consolidation of skills, teachers in KS1 will make decisions on progress based on the security of their student’s understanding and readiness to move on to the next stage. Identified gaps in learning need to be consolidated through additional practice before moving on. Likewise, children who grasp concepts rapidly should be challenged through application of concepts in different contexts.

Planning, teaching and learning in Year 2 should refer to the following:

  • Secure understanding and recall of the 2, 5 and 10 times tables.
  • Accurate counting in 2s, 3s, 5s and 10s.
  • Development of addition and subtraction through mental and written methods.
  • Practice of place value and understanding of links to the four operations.
  • Opportunites to identify, represent and estimate numbers.
  • Compare and order numbers using less than, greater than and equal to.
  • Understanding of numbers to 100, oral and written.
  • Understanding of number facts to 20 and their relation to 100.
  • Developed confidence with using multiplication and divide.


Geometry and Measures

  • Knowledge and use of standard units of measures.
  • Reading of scales to the nearest whole unit.
  • Use of symbols for money.
  • Use of 5 minute intervals to tell time.
  • Understanding of 2D and 3D shapes.
  • Begin to use terminology for shape and position.



  • Find and write simple fractions.
  • Understand equivalent fractions – ½


  • Interpretation of simple tables and pictograms.
  • Asking and answering of questions to compare and total.


Detailed programmes of study for Mathematics are available to assist planning, teaching and learning, and are stored in the Library and on the shared drive.

The International Primary Curriculum at Key Stage 1 is implemented to ensure that children access exciting, active and meaningful learning. Through the IPC’s global approach, children are encouraged to connect learning to where they are living now to that of other people from around the world. Internationalism is embedded through all subject areas in the IPC.


The Primary curriculum subjects are delivered through learning goals that are defined in KS1 through the age phase, Milepost 1.


The subject learning goals cover the knowledge, the skills and the understanding in the following curriculum areas:

  • Science
  • ICT
  • Technology
  • History
  • Geography
  • Music
  • Physical education
  • Art

In addition to this, the IPC provides personal goals that underpin qualities we at PSISD want to instill in our students to ensure success in the wider world. KS1 teachers refer to these personal goals throughout each IPC topic. The personal goals are:


  • Enquiry
  • Resilience
  • Morality
  • Communication
  • Thoughtfulness
  • Cooperation
  • Respect
  • Adaptability


The global approach of the IPC embeds the perspective of ‘Internationally Mindedness’. In KS1, teachers are to create opportunities that promote global awareness and gain an increasing sense of themselves, their community and the world around them.


Detailed information referring to the content of Milepost 1 is kept in the library and can be used to support planning, teaching and assessment of the IPC units.