(IPC) International Preschool Curriculum
The International Preschool Curriculum (IPC) follows an outcome based
curriculum which sets the following learning objectives:
Size and Measurement
The student is able to distinguish sizes of notable difference with ease.
There should be an understanding of small as opposed to big and long as opposed
to short. Understanding sizes by use of shapes, objects and printed
materials.
Numbers
The student can count to 20. The student has an
understanding of tens and units and can distinguish sets of ten from individual
numbers if asked to. The student is able to understand patterns in sequence.
Numbers can be identified in written form and the student should be able to
start writing numbers correctly. The student should be able to identify written
numbers in sequence.
Shapes
The student can identify and draw squares,
rectangles, circles and triangles. An understanding of shapes in daily life
should be achieved. The student should be able to identify and match shapes in
activities.
Colors
All primary colors should be understood and identified. The student should
be able to name primary colors with ease.
Phonics
Students should be able to identify sounds
associated with the letters of the alphabet and begin to appreciate an
understanding of how words are formed. Students should be prepared by the end
of Preschool Stage 1 to form three letter words and be able to write their
name.
Reading Preparation
Students should identify each letter of the
alphabet and be ready to read three letter words by the end of Preschool Stage
1. Students should acknowledge their family members, school colleagues and
teachers by name and understand the sounds associated with letters of the
alphabet (see Phonics, above). The student should be able to expand his or her
vocabulary in English on a daily basis and should be read to daily to ensure
this is achievable. The student will understand and be able to convey the
meaning of words in his or her vocabulary. The IPC also recommends that a second
language is introduced in activity and tuition to ensure bilingual readiness for
elementary/primary years.
The student will be able to express him or
herself verbally and develop skills to communicate thoughts and emotions with
words.
The student will acknowledge left to right
reading and writing skills by completing suitable activities. Creative thinking
should be sufficiently developed to be able to tell a story based on
pictures.
Motor Development
The student should be able to identify different
sensations by touching including texture and temperature. There should be
active play or sports that include walking, running, hopping, skipping, jumping
and basic team sports. The student should be able to concentrate on motor
skills such as standing on one leg for more than 5 seconds or being able to
conduct a specific movement when prompted. Students should be able to color
without crossing the outer lines and use scissors, glue paste, pencils and other
stationery appropriately.
Other motor development learning outcomes include:
- Being able to build basic structures with building blocks;
- Being able to draw simple pictures;
- Being able to appreciate shapes, sizes and patterns used in puzzles;
- Being able to match items in activities;
- Being able to trace pictures well.
Listening
The student should be able to listen and take
interest in stories. There should be a comprehension of instructions and a
following of teacher or parent orders. The student should achieve an
understanding of various sounds in daily life and be able to distinguish them.
Repetition exercises to demonstrate a student’s listening skills should be
undertaken.
Social Development
The curriculum should achieve an outcome that
ensures the student’s safety and social wellbeing. In order for a student to
develop socially, he or she should be able to feel comfortable being apart from
his or her parents or primary guardian for a few hours everyday. It is intended
that the student be able to converse with others and understand the importance
of discussing issues that directly affect him or her with teachers or an adult
in an emergency situation. The student should know his or hers address. Some
other important social development skills to be achieved by the end of Preschool
Stage 1 include:
- Be fully potty trained and be able to comfortably use a toilet;
- Be able to brush his or her own teeth;
- Be able to understand basic hygiene including bathing and using
handkerchiefs properly;
- Be able to work as a team or individually;
- Learns self confidence;
- Conducts him or herself in an appropriate and self managed manner;
- Understands pedestrian safety and how to cross a road;
- Respects adults and authority.
Current Affairs
Students are encouraged to discuss news and
affairs affecting their community and the world. A basic understanding of
global items of interest including culture and ecology should be
achieved by the end of Preschool Stage 1.
