CURRICULUM

CURRICULUM

Curriculum

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Learning is at the heart of the International Curriculum. The IEYC has been designed to meet the needs of learners. Curriculum has its own identity that exemplifies research specific to its focus age range, while also being coherent with the three types of learning, knowledge, skills and understanding. Curriculum contributes to a successful future of lifelong learning.
The IEYC is a comprehensive and contemporary curriculum solution encompassing all areas of learning relevant to the early years, kindergarten and pre-school. A perfect tool for the transition phase, the IEYC helps to establish a seamless link between early years and compulsory
education.

The International Early Years Curriculum (IEYC) is designed to introduce students to a world of opportunity. Children will learn important themes that will help them develop subject knowledge and a sense of the world around them.

The International Early Years Curriculum uses international best practices, holistic enquiry and play-based approaches that cover all areas including personal, subject goals, social and emotional development with a focus on values and resilience. Focusing on languages, arts, sports and STEAM subjects, the child will explore traits such as morality, communication, and
respect. Informed by new research and feedback from schools around the world, the IEYC was developed to meet the needs of children at this crucial stage of their development.



IEYC Themes: The IEYC has set themes for schools, which consist of

  • IEYC process of learning, philosophy and pedagogy.
  • Learning Strands to describe what students will experience
  • Learning Outcomes describe the knowledge, skills and increasing understanding children will have as they progress.
  • Units of Learning that guide teachers’ planning and provide lesson ideas.
  • The My-Fieldwork online portal to support planning, sharing, webinars, and resources.
  • A Self-Review process that provides guidance on the effective use of IEYC
IEYC Learning Outcomes:
The IEYC learning principles suggest that by the end of the curriculum, children will have an increased understanding of learning and will develop/enhance skills that will help them demonstrate the learning outcomes in practical ways. Children are supported to learn and develop at their own unique pace.
Capturing Curiosity:
Finding out what the children already know, and what they are curious to learn about. Their interests act as a catalyst to support child-initiated enquiry and child-led learning. This process is ongoing throughout the unit and allows teachers to take children's interests into consideration when planning.
Enabling the Environment:
Planning and developing intentionally relevant indoor and outdoor learning spaces to respond to children's needs, interests and pathways of learning. Children are capable of constructing their own learning and the environment plays a critical role in their development. The environments also create a positive social and emotional climate to nurture children and encourage inquiry and learning. In addition, children are given choices and challenges.
Learning-link:
Learning is enhanced with school and home connect, communicate, and collaborate.
Ready Steady:
Prepare > Engage > Entry point - The WOW factor - the hook to get the children engaged, motivated and inspired at the beginning of each unit.
Journey through the Theme:
Sed ut perspiciatis unde omnis iste natus error sit, eaque ipsProviding the children and their families with some context to an IEYC unit so that connections between previous and new learning can be made.a quae ab illo inventore veritatis et quasi architecto beatae.
Playful Learning Experiences:
Explore > Express > Extend – Explore: When teacher-scaffolded learning activities and child-initiated explorations are developed through individual and collaborative experiences. Express: The creative opportunities provided to help children demonstrate, share and consider what they have engaged in and learned about (child-led). Extend – when children engage in child-initiated experiences and interactions. Agency and inquiry are embedded within this mini-cycle.
Exit Stretch:
Reflect > Share > Exit point – The end of the unit that helps children reflect, share, and celebrate what they have learned. This is a time to share children´s learning journey with the community - making learning visible. Families are usually invited to the Exit points.
Process to Facilitate Learning:
The IEYC Process to Facilitate Learning has been carefully developed in response to current evidence on learning in early childhood, acknowledging the benefits of the child being in a planned and responsive learning environment with ongoing involvement from their family. It supports teaching teams to make the most of the extraordinary possibilities for learning that arise within their early years’ learning environments.
A Learner-focused Progressive Pedagogy:
The pedagogical approach underpinning the design of the IEYC is drawn from current understandings of brain development in early childhood, and international educational research. The IEYC progressive pedagogy is playful, promoting high levels of child well-being and involvement and helping teachers respond to child-initiated experiences through learning-focused interactions and sustained shared thinking. Each thematic unit nurtures the extraordinary potential within early learning environments, enabling teachers, parents and children to lead and improve learning.
Reflective Practices for Improving Learning:
IEYC Reflective Practices for Improving Learning helps create a school culture of looking for and discussing learning. These have been designed to support teachers in understanding children's pathways of learning, enabling teachers to adapt activities and environments through creative and strategic thinking.