The IPC student is expected to achieve a minimum standard in each of the six content learning areas. The IPC believes that children will develop at varying paces and therefore structures its learning objectives into three distinct levels.

Rigorous and Fun
The IPC Student Profile encompasses a wide range of intellectual developmental areas with an aim of harnessing a well rounded child that is fully prepared for further educational endeavors.
Independent Thinkers
They are capable of developing independent thoughts, ideas and opinions and appreciate when collective thinking and sharing is required to achieve a desirable or beneficial outcome.
Team Workers
They work as a team and can lead as well as accept a leader in group activities. They understand that team work is sometimes required in order to achieve some tasks.
Reflectors
Through inquiry or instruction, they can appreciate and reflect on newly obtained knowledge.
Predictors
They are capable of predicting an outcome for specific actions and explore the “what if’s?” They can make connections and correlations.
Communicators
They are capable of communicating their ideas, needs and wants in an effective manner and understand when such communication is acceptable or necessary.
Social Carers
They strive to accommodate the social needs of others and share compassion, knowledge and friendship. They understand the boundaries of socially acceptable.

 

International Preschool Curriculum 
        The International Preschool Curriculum (IPC) (http://www.internationalpreschoolcurriculum.com/) was founded to strengthen and harmonize early childhood education standards. As a professional association that directly serves schools, learners, parents and governments, the IPC offers a unique set of products and services that promote active learning and effective practices in teaching.         

        Headquartered in the United States, the IPC’s objective and research based curriculum meets the standards set by state departments and accreditation organizations. The IPC is internationally recognized and works closely with governments to amend curricula materials if required to ensure local compliance. With the assistance of an advisory committee which consists of peers, consultants and academics, the IPC ensures that its curriculum maintains its rigor and quality.
As an IPC franchise, CIS focuses on the themes and objectives of the IPC which are designed to ‘cultivate critical thinking, raise self-awareness, promote an understanding of other cultures and encourage internationalism and multilingualism.’
        CIS invites family, parents and guardians for their involvement for fulfilling the objectives of IPC and also to ensure an all-round development of the child, taking in to account their cognitive, physical, social, emotional and sensorial abilities. The entire curriculum encompasses highly systematic and step-by-step procedures ensuring learning by doing.
   

Fundamental English class takes place every morning in each grade at CIS. The aim of this class is to benchmark the student’s English so that they can actively participate in the IPC lessons throughout the day. If a student comes to our school with limited English then they will be placed in the appropriate morning class for their level to enhance their English skills.

The IPC is constantly evolving with the aim of being able to provide all IPC schools with a range of exciting new products and services. IPC products also undergo several stages of review and testing before release. For instance the IPC curriculum is currently being scientifically tested by an eminent Professor of Early Childhood Education at Brown University and similar tests on the accuracy of our special educational needs (SEN) provisions are being tested at other departments in the United States.
General Reference Outcome Based Learning is learner focused and outcome driven. As a result of the careful planning and research involved in the design of each module the students are well guided through a learning journey that will leave lasting results by the time they complete the program.

Assessing the students is an important component for the success of the program. The key consideration in the IPC philosophy is "Do the students achieve the learning objectives?" Further, on-going assessment is fundamental for the identifying of special learning needs.

Evaluations and assessment is gathered on an individual basis for the students, an overall check of data collected should be performed to determine whether the program is achieving its desired outcomes. Since the IPC's modules have clear objectives these should drive the content of the measures. A careful assessment document may be constructed combining the states standards and the IPC learning objectives.