International Curriculum Learning Goals

Subject, International & Personal Learning Goals matrix

International Curriculum Learning Goals | Contents

Contents Art 08
Design and plan to create
Experiment and play to create
09
10
International 35
Developing international mindedness
Developing global competence
36
37
Visual literacy 10
Critical appreciation 11 Language Arts 39
Reading and viewing 40
The Subject Learning Goals Matrix 04 Design, Technology & Innovation 12 Listening 42
Planning with the Learning Goals 05 Research, imagine and innovate 13 Speaking and presenting 43
Plan, build, test 14 Writing 45
Teaching & Learning with the Learning Goals 06 Test and evaluate 14 Language and communication 47
Assessing with the Learning Goals 07 Technology and society 15 Drama 49
Food technology and nutrition 15
Mathematics 51
Geography 16 Number 52
Geographical data collection and interpretation 17 Algebra 57
Weather and climatic conditions 18 Geometry 60
Changing landscapes and places 18 Measurement 64
Interaction of people and environments 19 Statistics and data handling 65
Proportion, ratio and probability 67
Health & Wellbeing 20
Growing and changing 21 Music 68
Brain and metacognition 23 Performance (solo and ensemble) 69
Digital citizenship 24 Creating music (composition and improvisation) 70
Financial literacy 24 Musical literacy 70
Critical appreciation 71
History 25
Historians and their research methods 26 Physical Education 72
Time and chronology 26 Movement 73
Cause and effect 27 Health related fitness 74
Athletics 75
ICT & Computing 29 Games and challenges 75
Aquatics 76
Control and programming 30
Computer systems 31
Digital literacy 32
IT and society 33
Digital learning 34

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International Curriculum Learning Goals | Contents

Science 77 Personal Learning Goals 101

Scientific inquiry 78 Adaptable
Biology Flexibility 102
Humans and animals 81 Metacognition 102
Plants 81 Collaborator
Living things 82 Group/team work and learning 103
Chemistry Leadership 103
Properties 84 Communicator
Matter 85 Thoughtful communication 104
Changes 86 Digital/social media 104
Physics Multilingualism 104
Earth and space 88 Integrity 104
Energy 89 Clarity 105
Electricity and electromagnetism 90 Environmental communication 105
Waves 92 Empathetic
Forces 93 Learning 106
Emotions 106
Compassion 106
Ethical
IMYC World Languages 96
Ethics in school and my local environment 107
Reading and viewing 97
Ethics in the world 107
Listening and responding 97
Decision making - ethical choices 107
Speaking and presenting 98
Resilient
Grammar 99
Tenacity 108
Vocabulary 100
Metacognition 108
Respectful
Others 109
Environmental 109
Thinker
Critical thinkers 110
Metacognitive thinking 110
Creative thinkers 111
Curious thinkers 111

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International Curriculum Learning Goals | The Subject Learning Goals Matrix

The Subject higher mileposts. The Key Skills are considered the
foundation of the subject learning and are integral to
The Learning Goals are intended to provide a
structure to support teachers in knowing where
‘being’ a historian, artist, etc. learners’ development has come from and/or where
Learning Gaps in the matrix indicate where there is no age-
they are going to. They are not all-encompassing
and, to be successful in all subjects, learners are

Goals Matrix appropriate Learning Goal that fits coherently in the

defined area of learning. This may be because the
encouraged to:
– Use appropriate vocabulary and subject-specific
application of Knowledge, Skills and/or Understanding terminology
is not considered relevant in earlier mileposts, due
– Connect learning within and between subjects
to the age and development of the learner. There
– Engage with current affairs on a local and global
are also some limited occasions (Mathematics,
The Learning Goals of the International Curriculum level
Language Arts and Music) where the area of learning
are presented as a matrix or grid, intended to support is considered complete at an earlier milepost and – Make use of available, fitting technology
teachers in knowing where learners’ development does not extend into the later years. Where there – Demonstrate academic honesty
has come from and/or where they are going to. The is a gap, numbering is maintained to support ease – Apply all the Personal Learning Goals
grid format indicates the sequence of progression of referencing during cross milepost discussions
through the mileposts of the international curriculum, and tracking of learning progression in Key Skills
within an area of learning, while demonstrating what While Personal Learning Goals are attached to each
throughout the school.
progress looks like throughout. task, teachers are encouraged to engage learners in
broader discussion around how these characteristics
The Learning Goals for each academic subject are
This document is written for teachers and leaders and are applicable to each subject and their associated
organised into strands which are coloured differently
the language used to express the Learning Goals is professions, e.g. Which of the Personal Learning
to enhance readability. These are intended to help
deliberately academic, intended to support clarity of Goals does an Olympic athlete need to win a gold
teachers identify the component parts of a complex
learning and teaching across the global community medal but also demonstrate sportspersonship?
whole. While the Knowledge, Skills and Understanding
of schools working with the International Curriculum. within a strand are strongly connected, they are not
intended to be isolated from other strands in the
The Learning Goals detail the Knowledge, Skills and subject. Learning Goals from more than one strand,
Understanding that children should learn during therefore, may be taught through a single task within
each milepost. The Key Skills are formatted in a unit of learning.
bold text – these develop over time and are to be
regularly assessed, becoming more complex in the

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International Curriculum Learning Goals | Planning with the Learning Goals

Planning with The Learning Goals have been designed to help

teachers and leaders plan for the milepost they teach,
requirements for learning goals exist, schools are
encouraged to incorporate these into opportunities
whilst also reading across the entire progression, will presented in units of learning. Where subject
the Learning support teachers and leaders in being aware of what
the learners may have already learned, and what they
content obligations may exist, such as national
curriculum alignment for international schools, it is

Goals will learn in the future. This may benefit teachers

when planning the details of a Knowledge Harvest
recommended that subject leaders and/or teachers
cross reference the Subject Learning Goals with any
for example, where teachers may find it useful to external expectations to ensure coverage. Schools
Including planning consider previous Learning Goals, and, if known, the can also create their own more detailed targets
unit in which they were taught. which give goals a specific content focus and reflect
for differentiation syllabus requirements.
By looking at progression though the mileposts,
teachers are encouraged to take note of what
children will be learning and may choose to design
recall tasks to consolidate Knowledge and promote
retention for these future needs. Equally, being
familiar with the Learning Goal in the next milepost is
also helpful to ensure teachers do not encroach the
next intended Learning Goal, but instead go broader
and deeper with the current goal.

The Learning Goals also intend to encourage depth

of learning and innovation with current subject matter
as part of planning for differentiation, rather than
accelerating content which poses a risk to breadth
of Knowledge, Skills practice and fully developing
Understanding.

Learning Goals are written as broad statements

to ensure they are relevant and appropriate to
various school contexts. Where local or alternative

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International Curriculum Learning Goals | Teaching & Learning with the Learning Goals

Teaching & Language used in the Learning Goals is intentionally

academic. Teachers will need to discuss these with
Within certain tasks, ICT, Mathematics and Language
Arts links are described. These include both the
their learners to ensure shared understanding of what Subject Learning Goal(s) and guidance as needed.
Learning with is to be learnt. “Teachers should clearly communicate
the learning goals to the students in a way that they
Please note, while the links may reference Key Skills,
these should not be assessed within another subject

the Learning can understand” (Greer, 2017 p.51). This may be

achieved as part of the signposting that begins a task
task.

Goals
for example.

Teachers are encouraged to engage in dialogue with Greer, D.C., (2017). Motivation and Attention as
children about what they are learning, what type of Foundations for Student Learning. In: J.C. Horvath,
learning it is and how they are learning it. Discussing J.M. Lodge and J. Hattie, eds. From the Laboratory to
connections to other Learning Goals will help remind the Classroom: Translating Science of Learning for
learners what Knowledge and Skills they may need in Teachers, London. London: Routledge, pp.45–60.
a task to be successful and support the consolidation
of learning.

Each subject task within a unit of learning has several

goals which are designed to drive the learning that
takes place. Adaptations to tasks, such as utilizing a
local resource, are endorsed, however the intended
Learning Goals are strongly encouraged to remain
the focus of the tasks. Differentiation may require
adaptations to tasks, such as scaffolding or allowing
oral or audio-visual access instead of written
recording to support the identified Learning Goals.

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International Curriculum Learning Goals | Teaching & Learning with the Learning Goals

Assessing with the The Learning Goals can be identified as Knowledge

(Know), Skills (Be able to) and Understanding
The Assessment for Improving Learning Toolkit
supports teachers in the assessment of progress with
(Understand) and each type of learning is assessed Key Skills indicated in bold in the IPC Learning Goals.
Learning Goals differently. However, the purpose of assessment in
the International Curriculum is always to guide the
Please refer to the subject rubric documents for
more information on using the Key Skills rubrics and
next steps for teaching and improve future learning. Learning Advice.

Knowledge can be classified as remembering the Understanding is very complex and influenced by
right or wrong facts and associated details. It can be individual experience; it can be both broad and
assessed through a variety of formats which require deep. While it is not possible to specify exactly what
recall of facts. Quizzes, list responses (e.g. name understanding looks like, teachers are encouraged to
the parts of a river), writing what you remember, discuss what they think is evidence of Understanding
matching activities and defining vocabulary can all during the planning and reflecting on units. Assessing
be used to assess Knowledge. To improve learning understanding requires teacher judgement across
Knowledge, assessments should be regular, simple, multiple opportunities.
spaced and low stakes.
Personal Learning Goals
In some subjects, schools will need to identify The Personal Learning Goals have not been designed
specific Knowledge content that is encompassed by to and are not intended to be assessed although
the Learning Goal. For example, Art Learning Goal success with these can be recorded and shared with
3.08: Know about the elements of art, is the same parents and the community. It is recommended
for every learner. However, History Learning Goal that learners drive any recognition and reward
3.05: Know about features of particular periods and related to Personal Learning Goals. Learners are
societies requires a school to determine the specific also encouraged to take the opportunity to self-
facts (Knowledge) which will depend on the historical reflect, celebrate and set aims to improve their
period being studied. demonstration of the Personal Learning Goals.

Skills are ideally assessed through observing the skill

in progress but may also include assessment of a
recording of the skill or the product that results from
using and applying the skill.

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International Curriculum Learning Goals | Art

Art The study of art includes learning about a range

of media and styles: sculpture, collage, painting,
These goals are written in such a way to develop
international learning through art. Schools may need
photography, architecture, fashion & textiles, drawing, to generate specific, detailed targets depending on
video and animation, printmaking and design. syllabus expectations and resource availability.

Learners will know about a variety of artworks and/or As well as meeting the learning goals, to be
artists from first-hand experiences and other sources, successful, learners must:
representing a variety of styles and created using a – Use appropriate vocabulary and subject-specific
broad range of materials/media. terminology
– Connect learning within and between subjects
Learners should be able to manipulate a range of
– Engage with current affairs on a local and global
materials/resources including (but not limited to):
level
wood, metal, plastic, paper, yarn, clay, fabric, paint,
crayon, pastel, charcoal, ink, computer programs and – Make use of available, fitting technology
recycled and natural found materials to create visual – Demonstrate academic honesty
art. They will be able to view objects of art and use – Apply all the Personal Learning Goals.
their observation skills to evaluate, create or recreate.

Learners will develop an understanding of the reasons

for the creation of art, sources of inspiration and
how the creative process works for different artists.
Learners will also develop an understanding of the
difference between copying, being influenced by, and
being inspired by other artists or art works.

To promote engagement with home, host and

adopted countries’ traditions and cultures, we
recommend drawing on a broad range of stimuli and
resources to support teaching and learning in art.

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International Curriculum Learning Goals | Art

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Design and plan to 1.01 2.01 3.01 4.01

Be able to create a work of art to Be able to plan and create an Be able to plan, create and refine Be able to plan, create and
create express experiences, ideas and/or original work of art to express an original work of art to express refine an original artwork to
emotions experiences, thoughts, ideas and/ ideas, thoughts, emotions and/or communicate more abstract ideas,
or emotions views of the world thoughts, emotions and/or views of
the world

1.02 2.02 3.02 4.02

Be able to demonstrate a specific Be able to demonstrate Be able to demonstrate Be able to demonstrate a level
technique improvement when using/ improvement when using a broad of improvement appropriate to
practising a specific technique range of techniques their own ability when using more
complex techniques

1.03 2.03 3.03 4.03

Be able to create an original Be able to create an original Be able to create an original Be able to create an original art
artwork to serve a given purpose artwork to serve a given purpose artwork to serve a self-selected work to serve a particular purpose
using given media selecting from a range of given purpose choosing from a range of or suit a specific environment
media given media using appropriate media

1.04 2.04 3.04 4.04

Understand that inspiration for
artistic ideas comes from many
different sources and influences
development as part of a cyclical
process

1.05 2.05 3.05 4.05

Understand that our own Understand that inspiration for the Understand that the inspiration for Understand that inspiration for
experiences can provide inspiration creative process can come from the creative process can come artistic ideas comes from many
for original artwork changing and manipulating the from a variety of sources different sources and influences
work of someone else development as part of a cyclical
process

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International Curriculum Learning Goals | Art

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Experiment and play 1.06 2.06 3.06 4.06

Be able to experiment and Be able to experiment with and Be able to experiment with and Be able to record and reflect
to create play with a variety of materials, combine a variety of materials, manipulate a variety of materials, on experimenting with a variety
techniques and technologies techniques and technologies techniques and technologies for a of materials, techniques and
particular purpose technologies to meet a purpose

1.07 2.07 3.07 4.07

Be able to select materials and Be able to select materials and Be able to select materials and Be able to evaluate and refine
techniques when creating and techniques to communicate an techniques to communicate an the selection of materials
give reasons for their choices idea and be able to explain their idea and evaluate their level of and techniques, judging how
selection success successfully they communicate
an idea

Visual literacy 1.08 2.08 3.08 4.08

Know about line and colour Know about line, value, colour and Know about the elements of art Know the elements of art and the
the difference between shape and principles of design
form

1.09 2.09 3.09 4.09

Know that artwork can have a Know that an artwork can have one Know that art can be used as a tool Know that there are a range of
specific purpose or more purposes to challenge and influence society purposes to art that may or may
not be identifiable

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International Curriculum Learning Goals | Art

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Critical appreciation 1.10 2.10 3.10 4.10

Know that there are different types Know that some artistic methods Know that where and when art is Know how artists all over the world
of visual art are more typically associated with created can influence its form are influenced by environment and
some places than others society

1.11 2.11 3.11 4.11

Understand that artists get Understand that there is a Understand how art can influence Understand how artists influence
inspiration from different places difference between copying art and and inspire new works each other
being inspired by artists’ work

1.12 2.12 3.12 4.12

Understand that visual Understand how techniques in Understand that there are Understand the benefits, limitations
communication is all around us visual communication can be used opportunities and risks associated and consequences of visual
to create different effects with visual communication and communication and media
media

1.13 2.13 3.13 4.13

Be able to comment on works of Be able to make inferences about Be able to interpret the meaning Be able to analyse and interpret
art artists and their intention(s) behind artwork, giving reasons for artworks to explore the possible
their opinions intentions and viewpoints,
justifying their opinions

1.14 2.14 3.14 4.14

Be able to analyse the elements Be able to use the vocabulary of
within an artwork the elements of art and principles
of design to critique works of art

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International Curriculum Learning Goals | Design, Technology & Innovation

Design, Design, technology and innovation provides the

opportunity for the application of knowledge
These goals are written in such a way to develop
international learning through design, technology and
and understanding gained in other areas of the innovation. Schools may need to generate specific,
Technology curriculum, as well as to develop unique skills related
to the development of products. The strands have
detailed targets depending on syllabus expectations
and resource availability.

& Innovation been designed to reflect a design cycle.

As well as meeting the Learning Goals, to be
Learners will improve their knowledge of materials successful, learners must:
and the ways they can be shaped and manipulated. – Use appropriate vocabulary and subject-specific
terminology
The Learning Goals are intentionally broad to
– Connect learning within and between subjects
allow for skills development in food technology,
– Engage with current affairs on a local and global
engineering, functional & aesthetic design and
level, including ethical issues
production, textiles, and systems and control. We
understand that this will look different from school – Make use of available, fitting technology
to school depending on access to resources and – Demonstrate academic honesty
equipment. – Apply all the Personal Learning Goals.

Learners will develop an understanding of the

iterative process of creating through the conception,
manufacture and improvement of their own designs.
Evaluation and reflection will be both ongoing and
summative, both within and beyond the individual’s
creative design process.

To promote engagement with home, host and

adopted countries’ traditions and cultures, we
recommend drawing on a broad range of resources
and stimuli to support teaching and learning in
design, technology and innovation.

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International Curriculum Learning Goals | Design, Technology & Innovation

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Research, imagine and 1.01 2.01 3.01 4.01

Know that design is driven by a Know that designs should consider Know that there can be a tension Know that design should be a
innovate purpose aesthetics and function between aesthetics and function continuous iterative process that
and both should be considered in incorporates the aesthetics and
the design process function of a final product

1.02 2.02 3.02 4.02

Be able to define a main need of a Be able to define the criteria Be able to define the criteria that Be able to define and prioritise the
context/situation that would meet the needs of a would meet the needs and wants specification criteria that would
context/situation of a client or context/situation meet the needs, wants and values
of a client or context/situation

1.03 2.03 3.03 4.03

Be able to generate a design Be able to generate more than one Be able to generate a range of Be able to rapidly generate a wide
design  designs including component parts range of ideas using a variety of
media

1.04 2.04 3.04 4.04

Be able to articulate how their Be able to articulate how each Be able to rank ideas according to Be able to compare ideas to
design meets the identified need design meets the identified needs how well they meet the identified specification criteria to select
needs and wants designs for further development

1.05 2.05 3.05 4.05

Be able to explore ways of Be able to use modelling and Be able to use modelling and Be able to use the ongoing
constructing parts of a design testing to explore parts of a testing to improve design process of modelling and testing
design to refine and possibly combine
ideas 

1.06 2.06 3.06 4.06

Be able to produce a final design Be able to produce a final design Be able to produce a final design Be able to produce a final design
proposal proposal identifying appropriate proposal identifying appropriate proposal, justifying how it meets
materials materials and tools needed the specification criteria

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International Curriculum Learning Goals | Design, Technology & Innovation

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Plan, build, test 1.07 2.07 3.07 4.07

Be able to list materials and tools Be able to list materials, tools and Be able to produce a step by step Be able to produce a plan for
needed for production techniques needed for production plan for production manufacture that allows for
quality control measures during
the manufacturing process

1.08 2.08 3.08 4.08

Be able to use tools and techniques Be able to use appropriate tools Be able to select appropriate tools Be able to select appropriate tools,
following guidance from an adult and techniques independently  and techniques to make a product techniques and processes and use
them independently to achieve
the outcomes required by the
specification

1.09 2.09 3.09 4.09

Know the risks to self and others Know how to avoid the risks Know how to avoid and reduce Know how to avoid, reduce and
when using tools  associated with using tools and risks associated with using tools respond to risks associated with
sharing spaces and sharing spaces using tools and sharing spaces

Test and evaluate 1.10 2.10 3.10 4.10

Be able to compare their design Be able to compare their design Be able to evaluate the success Be able to evaluate the success
and product explaining any and product explaining any of a product against its original of a product against the needs,
differences differences and suggesting design and suggest improvements wants and values of its client or
improvements context/situation and suggest
opportunities for further
development

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International Curriculum Learning Goals | Design, Technology & Innovation

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Technology and 1.11 2.11 3.11 4.11

Understand that the design of Understand that designers have a Understand that the design of Understand that designers have
society products is impacted by material responsibility to consider issues of products is impacted by issues of a responsibility to consider issues
availability waste when designing products sustainability of sustainability when designing
products

1.12 2.12 3.12 4.12

Understand the role of cultures,
styles and trends in design

1.13 2.13 3.13 4.13

Be able to design products, taking Be able to adapt and/or combine Be able to design products taking Be able to design products taking
inspiration from another source others’ products for a new creation inspiration from many different inspiration from many different
sources  sources while maintaining an
awareness of copyright, patents
and trademarks

1.14 2.14 3.14 4.14

Know that technological
advancements provide
opportunities for innovation

Food technology and 1.15 2.15 3.15 4.15

Be able to combine ingredients to Be able to design, make and test Be able to make a dish considering Be able to design and create a
nutrition make a food item combinations of food items taste, nutrition and aesthetics  dish which meets criteria such as
seasonality, sustainability, dietary or
cultural requirements

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International Curriculum Learning Goals | Geography

Geography Know that the study of geography concerns the

interaction of people and their environments,
To promote engagement with home, host and
adopted countries’ traditions and cultures, we
including the economic, social and political recommend drawing on a broad range of stimuli
factors and how they impact on people and the and resources to support teaching and learning in
environment. The increasing complexity around these geography.
factors is explored in greater depth as learners move
from Milepost 1 to the IMYC. These goals are written in such a way to develop
international learning through geography. Schools
Learners will gain knowledge through feeding their may need to generate specific, detailed targets
curiosity about places and the people who live there depending on syllabus expectations and resource
and by asking increasingly complex geographical availability.
questions.
As well as meeting the Learning Goals, to be
Geographical skills development requires collection successful, learners must:
and processing of learners’ own data and – Use appropriate vocabulary and subject-specific
engagement with data represented in a variety of terminology
ways, including both digital and analogue maps,
– Connect learning within and between subjects
graphs and models.
– Engage with current affairs on a local and global
level
Learners will gain an understanding of the relationship
between where we live on earth and the impact on – Make use of available, fitting technology
lifestyle, considering climate, economics, society and – Demonstrate academic honesty
the environment. – Apply all the Personal Learning Goals.

Learners will also develop an understanding of their

own responsibility to contribute to the resolution of
geographical and environmental issues.

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International Curriculum Learning Goals | Geography

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Geographical data 1.01 2.01 3.01 4.01

Be able to create simple maps and Be able to create maps and plans Be able to create maps and plans Be able to create maps including
collection and plans using symbols using symbols and a legend spatially represented data
interpretation
1.02 2.02 3.02 4.02
Be able to identify features of Be able to interpret maps of Be able to use and interpret Be able to use and interpret
familiar places on a map and/or familiar and unfamiliar places, globes, images  and maps a variety of images or maps
plan, including globes and digital including digital maps including identifying differences including analysing scale,
maps in scale, including digital maps including digital maps

1.03 2.03 3.03 4.03

Be able to use given sources to Be able to use a variety of sources Be able to collect data using Be able to design and /or select
gather information to gather geographical information  a variety of research tools and and use appropriate research tools
instruments and instruments to collect data

1.04 2.04 3.04 4.04

Be able to sort, group and classify Be able to identify relevant data Be able to interpret data in order Be able to analyse data in order to
data to answer questions to draw conclusions draw conclusions

1.05 2.05 3.05 4.05

Be able to reflect on the Be able to evaluate the Be able to evaluate research Be able to evaluate data collection
effectiveness of research tools and effectiveness of research tools tools and instruments, identifying methods for validity, reliability, bias
instruments and instruments and suggest their limitations and suggesting and cultural sensitivity 
improvements improvements

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International Curriculum Learning Goals | Geography

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Weather and climatic 1.06 2.06 3.06 4.06

Know about the weather and Know about the weather and Know that the weather and climatic Know that weather and climatic
conditions climatic conditions in the host climatic conditions in two conditions in places is influenced conditions in different places
country and how they affect the contrasting countries and how they by different geographical factors create threats and opportunities of
environment and the lives of the affect the environment and the an economic, social and political
people living there lives of people living there nature 

1.07 2.07 3.07 4.07

Understand how where you are Understand that a variety of Understand that weather and Understand how humans respond
on earth influences weather and geographical factors can influence climatic conditions bring both to threats and opportunities caused
climatic conditions weather and climatic conditions threats and opportunities including by weather and climatic conditions
those of an economic nature

Changing landscapes 1.08 2.08 3.08 4.08

Know about the natural Know how the structure of the Know different natural geographical Know how the earth is constantly
and places geographical processes which earth causes natural changes to the processes (including non-tectonic) changing due to natural
impact on the host country/locality landscape  which cause the landscape to geographical processes
change

1.09  2.09 3.09 4.09

Be able to evaluate the
effectiveness of human responses
to natural changes to the
landscape

1.10 2.10 3.10 4.10

Understand there is a difference Understand how humans prepare Understand that the impact Understand the factors that
between cyclical (predictable) for and respond to natural disasters  of changes caused by natural influence the decisions that people
natural changes and those that are geographical processes can be make about where to live and their
unpredictable reduced perceptions of how liveable places
are

1.11 2.11 3.11 4.11

Be able to describe geographical Be able to describe geographical Be able to name and describe Be able to compare geographical
features of the host country features of the host continent geographical features of the Earth features from different places

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International Curriculum Learning Goals | Geography

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Interaction of people 1.12 2.12 3.12 4.12

Know about similarities and Know about similarities and Know how different environments Know about similarities and
and environments differences between localities differences between different drive different types of economic differences between places at
including places of significance environments and industries within activity different levels of economic
the host country development and how
environments affect economic
activity

1.13 2.13 3.13 4.13

Be able to justify views and Be able to describe human Be able to identify geographical Be able to evaluate the
opinions about the local activities that can cause or reduce issues caused by the imbalance sustainability of solutions to
environment environmental issues between production and environmental issues exacerbated
consumption  by humans

1.14 2.14 3.14 4.14

Understand that there are different Understand how people’s quality Understand the role different Understand that there are
reasons for why people choose to of life is impacted by local organisations play in improving the conflicting perspectives on the use
live in places geographical features quality of life for people in different of environment and resources in
places different places

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International Curriculum Learning Goals | Health & Wellbeing

Health & Health and wellbeing is considered an academic

subject, but it should also be addressed more broadly
As well as meeting the Learning Goals, to be
successful, learners must:
as it encompasses all aspects of school life and
Wellbeing
– Use appropriate vocabulary and subject-specific
beyond. terminology
– Connect learning within and between subjects
Learners will gain knowledge related to maintaining
(particularly science and PE)
health in order to take increasing responsibility for
– Engage with current affairs on a local and global
being healthy and safe at different stages in their lives.
level, including ethical issues
Skills in health and wellbeing impact on all aspects of – Make use of available, fitting technology
a learner’s life. Learners will be able to self-regulate – Demonstrate academic honesty
and develop strategies to support, enhance and take – Apply all the Personal Learning Goals.
responsibility for their own learning.

Learners will understand that change as a result of

growing up is inevitable and will explore how this
impacts on their body, emotions and brain.

Learners will develop their understanding of changes

they can make to improve their quality of life.

Schools should ensure that all teaching is sensitive

as well as age- and context-appropriate. Due to the
international nature of our membership, schools will
also have to make decisions based on local laws
and requirements, particularly around sexual health
education.

Updated: 13/12/2022 20
International Curriculum Learning Goals | Health & Wellbeing

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Growing and changing 1.01 2.01 3.01 4.01

Know that medicines are for Know that there are commonly Know about the various restrictions Know that there can be benefits
specific people and purposes available substances that can on substances such as medicines, and consequences of short and
and should only be taken when influence our behaviour that can be drugs and alcohol long term substance use and abuse
directed by an adult classified in different ways

1.02 2.02 3.02 4.02

Know that maintaining personal Know what is acceptable or Know that individuals can Know that consent is freely
space and boundaries is a basic unacceptable in relationships and communicate their preferred level given and that being pressurised,
right how to respond to uncomfortable of intimacy in any relationship coerced or manipulated to agree
situations to something is not consent, and
that consent may be withdrawn at
anytime

1.03 2.03 3.03 4.03

Know that change and growth is Know that my body is growing and Know that puberty causes physical, Know how physical, social,
inevitable changing in different ways and that social and emotional changes emotional and intellectual
some of these changes are part of processes of growth relate to
growing up  adolescent development and
effective self-management
strategies

1.04 2.04 3.04 4.04

Understand that expectations Understand that growing and Understand that self-regulation Understand that everyone’s quality
around independently caring for changing brings increasing strategies can support a positive of life is impacted by decision
yourself and your things increase as responsibility response to the changes that take making and self-management,
we get older place during puberty particularly during puberty

1.05 2.05 3.05 4.05

Understand that there are many Understand the impact of changes Understand that people choose Understand the importance of
factors that influence health and that may improve health and different ways to support health making changes to improve health
wellbeing wellbeing and wellbeing and wellbeing 

Updated: 13/12/2022 21
International Curriculum Learning Goals | Health & Wellbeing

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Growing and changing 1.06 2.06 3.06 4.06

Be able to follow strategies Be able to select the most Be able to identify when a Be able to implement strategies
for managing a range of social appropriate strategy for managing strategy to reduce stress and aimed at reducing stress and
situations a range of social situations improve wellbeing is needed and improving wellbeing
act accordingly

1.07 2.07 3.07 4.07

Understand that people benefit Understand friendship and how it is Understand how to develop and Understand how individuals and
from different relationships in mutually built and maintained maintain positive relationships groups affect relationships by
different ways influencing people’s behaviour,
beliefs, decisions and sense of
self-worth

1.08 2.08 3.08 4.08

Know that boys and girls are born Know the correct terminology for Know the different stages for Know how the risk of pregnancy
physically different from each other private body parts and reproductive producing a new human being and STIs can be reduced through
organs  from fertilisation through gestation safer sex
to birth

1.09 2.09 3.09 4.09

Know that the rules in different Know some of the factors that Know that peer pressure is an Know how the developments in the
environments should be followed contribute to risk or endangering influence on actions that may teenage brain can impact on risky
in order to support health and safety increase risk or danger to ourselves decision making
safety and others

1.10 2.10 3.10 4.10

Know that there are many different Know that some aspects of our Know that some aspects of our Know that some identities are
influences on our identity identity are consistent while others identity are very central to who labels that others put on us that we
may change we are whereas others are less may not agree with 
important and may change
depending on the situation

Updated: 13/12/2022 22
International Curriculum Learning Goals | Health & Wellbeing

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Brain and 1.11 2.11 3.11 4.11

Know about the needs of the
metacognition teenage brain

1.12 2.12 3.12 4.12

Understand that active participation Understand that there are different Understand that Knowledge, Skills Understand that effort impacts
in the Learning Process leads to ways to improve learning and Understanding require different learning more than ability
progress ways of learning

1.13 2.13 3.13 4.13

Know that emotions impact on Know that emotions can be Know that stress can inhibit Know that stress is an inhibitor
learning managed to support learning  learning to learning and the best state for
learning is relaxed alertness

1.14 2.14 3.14 4.14

Know that the brain is a complex Know that neuroscience is helping Know that neuroeducational Know the limitations of research
organ us to understand more about the research combines scientific and into learning and the theories that
brain learning theory emerge

1.15 2.15 3.15 4.15

Be able to apply metacognitive Be able to apply metacognitive Be able to select the most Be able to develop study
strategies to improve their own strategies and reflect on their effective metacognitive strategies skills to improve learning
learning effectiveness  to improve their own learning based on learning theory and
metacognition

Updated: 13/12/2022 23
International Curriculum Learning Goals | Health & Wellbeing

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Digital citizenship 1.16 2.16 3.16 4.16

Know that we should not share Know what a digital footprint is Know that anything that is posted Know about the importance of
information about ourselves online online is permanent protecting their own and others’
online reputations

1.17 2.17 3.17 4.17

Know that online images are not Know that the internet contains Know that people and events Know that media portrayals may
necessarily real images and videos that are digitally represented online may not reflect not reflect real life and the possible
altered and it is hard to tell the reality impact this has
difference between what is real and
what is fake

1.18 2.18 3.18 4.18

Understand that being a good Understand that we don’t Understand the risks associated Understand the risks associated
digital citizen means being safe and communicate anything online that with sharing information online with sharing and receiving
responsible online we wouldn’t tell anyone face to information using digital platforms
face

Financial literacy 1.19 2.19 3.19 4.19

Understand how money is Understand that money comes Understand that how people Understand the relationship
connected to their lives from different sources and can choose to spend money is between budgeting and money
be used for different purposes, influenced by needs and wants management
including saving

Updated: 13/12/2022 24
International Curriculum Learning Goals | History

History Know that the study of history concerns events,

actions and peoples of past societies and developing
These goals are written in such a way to develop
international learning through history. Schools may
an understanding of the relationship between the need to generate specific, detailed targets depending
past and students’ lives today. As learners move from on syllabus expectations and resource availability.
Milepost 1 to the IMYC, the increasing complexity is
influenced by the historical sources learners use, as As well as meeting the Learning Goals, to be
well as the depths of understanding required around successful, learners must:
the causes, actions and outcomes of events and – Use appropriate vocabulary and subject specific
situations. terminology
– Connect learning within and between subjects
Learners will gain knowledge of a variety of times,
– Engage with current affairs on a local and global
including ancient, modern, recent and living history.
level, including ethical issues
They will know about significant events in specific
periods and places. – Make use of available, fitting technology
– Demonstrate academic honesty
Skills of critical analysis, including identifying bias – Apply all the Personal Learning Goals.
within a broad range of primary and secondary
sources, are essential to becoming a historian.

Learners will develop an understanding of world

history and the interconnectedness of the past. They
will cultivate an understanding of and empathy for
peoples of the past through engaging with multiple
perspectives accessed through a variety of sources.

To promote engagement with home, host and

adopted countries’ traditions and cultures, we
recommend drawing on a broad range of stimuli and
resources to support teaching and learning in history.

Updated: 13/12/2022 25
International Curriculum Learning Goals | History

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Historians and their 1.01 2.01 3.01 4.01

Be able to formulate questions Be able to formulate questions Be able to formulate questions Be able to formulate questions
research methods about objects from the past about events from the past related to different perspectives of to investigate various sources
the past including to uncover bias

1.02 2.02 3.02 4.02

Understand that we are still Understand that there are different Understand why accounts of the Understand why historical sources
collecting evidence about the past accounts of the same event same event may differ may contradict each other

1.03 2.03 3.03 4.03

Be able to select and record Be able to select and record Be able to analyse the viewpoint Be able to evaluate the reliability
relevant information about the relevant information including and resulting bias in historical and accuracy of representations
past multiple sources  sources of the past

1.04 2.04 3.04 4.04

Know that there are a variety of Know that historians study an Know how historians build Know that historians build
ways to learn about the past artefact within its historical context inferences about the past based on inferences about the past which
evidence may change with new information

Time and chronology 1.05 2.05 3.05 4.05

Know about the significant events Know about the significant events, Know about the features of Know about the features of
and dates of their own lives dates and features of past societies particular periods and societies different societies within the same
period 

1.06 2.06 3.06 4.06

Know that how people talk about Know that there is a significant Know that the same period or Know that the label given to a
time is influenced by culture division in how we organise time event can be labelled in more than period or event reveals something
called year zero one way about how people remember it

1.07 2.07 3.07 4.07

Be able to order events and Be able to organise events and Be able to classify and organise Be able to make connections
objects chronologically societies chronologically events and societies both between the chronological past
chronologically and regionally of different regions

Updated: 13/12/2022 26
International Curriculum Learning Goals | History

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Cause and effect 1.08 2.08 3.08 4.08

Be able to suggest reasons for Be able to suggest reasons for Be able to infer reasons for Be able to evaluate the
change particular events and changes historical events, situations and significance of people and events,
changes and the changes they influenced

1.09 2.09 3.09 4.09

Be able to identify results/ Be able to describe results/ Be able to explain results/ Be able to explain the causes of,
consequences of historical events consequences of historical consequences of historical and results of different historical
events, situations events, situations events, situations and changes

1.10 2.10 3.10 4.10

Know differences between their Know about similarities and Know how ideas, beliefs and Know how changes in ideas, beliefs
own lives and those of people from differences between past and attitudes in the past influence the and attitudes in the past have
the past present lifestyles  present influenced the present

1.11 2.11 3.11 4.11

Understand that technological Understand that there are still Understand ancient and modern Understand the positive and
development is not a recent mysteries around how ancient technological developments and negative impacts of technology
phenomenon civilisations used technology their impacts on the periods in which they were
developed

1.12 2.12 3.12 4.12

Understand that events/situations Understand that multiple causes Understand how multiple causes Understand how different types
have causes and effects contribute to change contribute to a change of causes contribute to change,
and these do not all have equal
influence 

Updated: 13/12/2022 27
International Curriculum Learning Goals | History

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Cause and effect 1.13 2.13 3.13 4.13

Be able to associate causes and Be able to give an opinion on the Be able to identify the ‘trigger’ that Be able to explain how
effects of change most significant contributor to led to change and development situations ‘triggered’ change and
change development

1.14 2.14 3.14 4.14

Know that commemorative events Know the history of people and/or Know how the history of one Know how the history of one
may give insight into different places they have a connection with country may directly impact country may effect another
nations another

Updated: 13/12/2022 28
International Curriculum Learning Goals | ICT & Computing

ICT & The study of ICT and computing is concerned

with using technology to gather, manipulate and
ICT tools are key resources for learning about home,
host and adopted countries’ traditions and cultures.
exchange information safely. Rules for using the Schools may need to generate specific, detailed
Computing school’s hardware, networks, information systems
and e-learning environments should be established,
targets depending on syllabus expectations and
resource availability.
communicated and followed within all learning.
As well as meeting the Learning Goals, to be
Learners will improve their knowledge of different successful, learners must:
communication tools, computer systems and ways in – Use appropriate vocabulary and subject-specific
which users may choose to utilise them. terminology
– Connect learning within and between subjects
Learners should be able to create, design, publish
– Engage with current affairs on a local and global
and consume appropriate content as well as control,
level, including ethical issues
program and code in a creative and purposeful
manner. – Make use of available, fitting technology
– Demonstrate academic honesty, including using
Learners will develop an understanding of the online sources as per international law and citing
importance of protecting themselves and their digital sources correctly
footprint online, as well as rules that should be – Apply all the Personal Learning Goals.
adhered to for communicating and collaborating.

They will also gain an understanding of changes and

developments within ICT and the limitations, benefits
and risks of these.

International engagement is promoted through the

consideration of differences in attitude towards,
access to, and use of ICT.

Updated: 13/12/2022 29
International Curriculum Learning Goals | ICT & Computing

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Control and 1.01 2.01 3.01 4.01

Be able to test symbolic code and Be able to test code and make Be able to predict the outcomes Be able to analyse and improve
programming make improvements improvements of code existing code

1.02 2.02 3.02 4.02

Be able to give instructions to Be able to use sequences of Be able to write and/or edit Be able to design, write and
control or direct a device or on- instruction to achieve specific program code to achieve a debug computer programs
screen character outcomes specific outcome

1.03 2.03 3.03 4.03

Understand that there are a range Understand that programs respond Understand that most current Understand that applications’
of everyday devices that follow to input to produce an output  applications are following human outputs are developing beyond
programs programming to produce a defined what humans have defined
output or set of outputs

1.04 2.04 3.04 4.04

Know that an algorithm is a set of Know that a program is made up Know that algorithms need to be Know that different algorithms can
instructions of one or more algorithms written written in a specific programming achieve the same purpose
in code language in order to function

1.05 2.05 3.05 4.05

Understand that one algorithm
may be more suitable for a given
situation than another 

Updated: 13/12/2022 30
International Curriculum Learning Goals | ICT & Computing

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Computer systems 1.06 2.06 3.06 4.06

Understand the hardware and Understand how the internet,
software components that make up the World Wide Web and Cloud
computer systems and how they computing function, and how
work together they facilitate communication and
collaboration

1.07 2.07 3.07 4.07

Understand how different types of
data can be stored digitally, in the
form of binary digits

1.08 2.08  3.08 4.08

Know about some of the threats to Know about various strategies to
computer systems and devices protect computer systems and
devices

Updated: 13/12/2022 31
International Curriculum Learning Goals | ICT & Computing

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Digital literacy 1.09 2.09 3.09 4.09

Be able to use a child-friendly Be able to use a search engine to Be able to frame search terms Be able to refine search terms to
search engine to find images or find required information for effective gathering and improve results
information interrogating of information

1.10 2.10 3.10 4.10

Be able to prioritise sources to use Be able to fact check by cross- Be able to analyse the validity of Be able to identify bias in online
for research referencing with more than one online sources sources 
source

1.11 2.11 3.11 4.11

Be able to use images, text Be able to combine images, Be able to apply the rules of Be able to edit text, images, audio
and audio to communicate text and audio to effectively graphic design to communicate and video for publication
information communicate to an audience information

1.12 2.12 3.12 4.12

Be able to use a given tool to Be able to select an appropriate Be able to collect information from Be able to gather information by
collect and record information tool to collect and record required non local sources framing questions and collating
information responses appropriately 

1.13 2.13 3.13 4.13

Be able to create graphs within a Be able to create graphs/charts Be able to use different software to Be able to interpret and interrogate
given template using digital tools/software create visuals of data data and use different techniques
to present data as information

1.14 2.14 3.14 4.14

Understand that some images Understand that some images Understand that there are rules for Understand the rules around
available on the internet are free available on the internet are free using the work of others copyright, usage and manipulation
from copyright from copyright

Updated: 13/12/2022 32
International Curriculum Learning Goals | ICT & Computing

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Digital literacy 1.15 2.15 3.15 4.15

Be able to save, retrieve and revise Be able to manage and organise Be able to save, retrieve, revise, Be able to establish and follow
files files manage and organise shared files naming protocols and folder
and/or folders hierarchies

1.16 2.16 3.16 4.16

Know about a range of different
file types and how these can be
converted for different purposes

IT and society 1.17 2.17 3.17 4.17

Understand that passwords are Understand that some digital Understand that there are different Understand the importance of
used to protect users and should environments are controlled while ways of protecting online identity protecting online identities and
not be shared others are open strategies that support that

1.18 2.18 3.18 4.18

Understand that the internet is a Understand that information online Understand that information shared Understand that our digital
public domain that presents privacy is permanent and can be saved and online can be misinterpreted and footprint can have a powerful
risks shared by others reach unintended audiences impact on our future

Updated: 13/12/2022 33
International Curriculum Learning Goals | ICT & Computing

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Digital learning 1.19 2.19 3.19 4.19

Be able to use games and models Be able to use digital tools to Be able to use digital tools to Be able to design, create and use
to enhance learning explore real and imaginary predict what might happen in real computer models
situations and imaginary situations

1.20 2.20 3.20 4.20

Know that there are different tools Know which tools are Know the risks associated with Know which tools are most
for communicating around the permissible at different ages for communicating locally and globally effective for communicating with
world communication locally and globally with others on digital platforms an individual or organisation for a
specific purpose

1.21 2.21 3.21 4.21

Be able to use given software for a Be able to creatively use software Be able to select appropriate Be able to select appropriate
particular purpose for a particular purpose hardware and software for a hardware and software to solve a
particular purpose problem and evaluate its success

Updated: 13/12/2022 34
International Curriculum Learning Goals | International

International International is a specific area of learning that is also

a component of being internationally minded and
As well as meeting the learning goals, to be
successful, learners must:
demonstrating global competence. The International – Use appropriate vocabulary and subject specific
Learning Goals support learners in developing a terminology
curiosity and interest in the world through exploring – Connect learning within and between subjects
and developing an understanding of multiple – Engage with current affairs on a local and global
perspectives. level, including ethical, social, political and
sustainability issues
Learners will gain knowledge of global issues and – Make use of available, fitting technology
how identities affect perspectives. They will also know – Demonstrate academic honesty
about the Sustainable Development Goals and the – Apply all the Personal Learning Goals.
organisations involved in global affairs.
The International Learning Goals will be included in
The International Learning Goals directly contribute the IMYC Route Planning Tool.
to developing a person who is globally competent,
future ready, socially conscious and motivated to
positively contribute locally and globally.

Learners will develop an understanding of the

complexity of global and local challenges through
making personal connections and developing
empathy for individuals affected by a range of
situations. They will aim to understand the changing
nature of issues, evaluating potential responses for
effectiveness and impact.

The broader area of international learning coupled

with these goals should inspire positive action and
critical and creative engagement with local and global
issues.

Updated: 13/12/2022 35
International Curriculum Learning Goals | International

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Developing 1.01 2.01 3.01 4.01

Know about some celebrations Know that people in different Know that stereotypes give us a Know some of the diverse
international - including those in the host countries have different traditions, limited insight into other cultures perspectives on global issues and
mindedness and home/heritage or adopted values and ways of living how identities affect opinions and
countries perspectives

1.02 2.02 3.02 4.02

Be able to identify similarities and Be able to research Be able to categorise similarities Be able to analyse international
differences between the lives of commonalities between different and differences between people issues with different perspectives,
children from different countries places and cultures and places including subject disciplines

1.03 2.03 3.03 4.03

Understand why individuals may Understand why groups of people Understand the threats and
choose to migrate  migrate opportunities on culture, society
and economics when groups
migrate

1.04 2.04 3.04 4.04

Be able to articulate where you Be able to articulate the Be able to articulate the Be able to articulate the
consider home and why connection between nationality connection between nationality, combination of factors that may
and identity culture and identity influence identity

Updated: 13/12/2022 36
International Curriculum Learning Goals | International

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Developing global 1.05 2.05 3.05 4.05

Understand the need to contribute Understand that people have rights Understand that there are outside Understand that there
competence to shared responsibilities and responsibilities that differ influences on our rights and are competing rights and
depending on their role in society responsibilities responsibilities in different
situations

1.06 2.06 3.06 4.06

Understand that people have an Understand that people can have Understand how the decisions Understand that the
impact on the places that they visit an impact on places even when made in one country can impact interdependence of countries is not
they are not there on the lives of people in another always mutually beneficial

1.07 2.07 3.07 4.07

Be able to articulate how they Be able to reflect on their Be able to reflect on and evaluate Be able to evaluate the potential
should be making a contribution personal contribution to the impact of personal or positive and negative impacts of
to positive change  collective action  collective action that they have personal or collective action that
taken in response to a local or they plan to take in response to a
global issue local or global issue

1.08 2.08 3.08 4.08

Be able to connect actions and Be able to associate cause and Be able to use tools, such as Be able to use tools and strategies
consequences effect related to global events and/ graphic organisers to analyze to analyze events and/or issues
or issues global events and/or issues and their short term and long term
impacts

1.09 2.09 3.09 4.09

Understand the difference between
correlation and causation

1.10 2.10 3.10 4.10

Understand that they can Understand that they can adopt Understand the ‘power of one’ Understand that a response to local
contribute to practices that behaviours to promote the in responding to local and global and global issues can be taking
promote physically and socially responsible use of resources issues personal responsibility for changing
healthy classrooms, schools and their own lifestyle
local spaces

Updated: 13/12/2022 37
International Curriculum Learning Goals | International

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Developing global 1.11 2.11 3.11 4.11

Understand that the human race is Understand that valuing diversity is Understand that there is a need for Understand how they can
competence diverse a foundation to equal opportunities organisations to promote equal contribute to promoting or
opportunities diminishing equal opportunities

1.12 2.12 3.12 4.12

Know that individuals belong to Know about organisations that help Know about international Know that there are a range of
different groups (e.g. family, school, others organisations international organisations involved
nation) in global affairs

1.13 2.13 3.13 4.13

Understand why we have rules for Understand there are different Understand some of the different Understand the impact of different
specific groups/places  responsibilities in the groups to forms of government forms of governance on society
which individuals belong 

1.14 2.14 3.14 4.14

Understand how past events might Understand how past injustices
have an impact on national or affect contemporary local and
group identity global politics

Updated: 13/12/2022 38
International Curriculum Learning Goals | Language Arts

Language The study of language arts includes three

components: language application, language syntax
As well as meeting the Learning Goals, to be
successful, learners must:
and language and communication. The increasing
Arts
– Use appropriate vocabulary and subject-specific
complexity is developed through the selection of age- terminology
appropriate* texts (written, visual, oral and digital) as
– Connect learning within and between subjects,
learners move from Milepost 1 to IMYC.
using language as a tool for learning in all other
areas
Learners need to know about the forms and features
– Engage with current affairs on a local and global
of different types of text, how they influence
level, developing media literacy skills
comprehension and are used in the writing process.
– Make use of available, fitting technology
The communication skills of reading and viewing, – Demonstrate academic honesty
listening, speaking and presenting, writing, language – Apply all the Personal Learning Goals.
and drama are all included in language arts.

Learners will develop an understanding of the use

of language to communicate in a variety of different *To be adapted for language level e.g. EAL and ELL.
ways. They will also gain an understanding of how
communication is influenced by time, place and
cultural context as well as purpose.
See Notes section for more information of the role of language arts
International mindedness is inherent to language Learning Goals in IPC.
learning, as learners are required to communicate
with recognition of the cultural context and the
demonstration of respect for the culture of places
where the language is spoken and used.

Updated: 13/12/2022 39
International Curriculum Learning Goals | Language Arts

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Reading and viewing 1.01 2.01 3.01 4.01

Be able to summarise and retell Be able to summarise information Be able to summarise main ideas Be able to critically analyse
what they have read and retell plots from written texts from more than one paragraph, and interpret texts for different
identifying key supporting details purposes

1.02 2.02 3.02 4.02

Be able to answer specific Be able to summarise and retell Be able to summarise and Be able to analytically view and
questions about what they have what they have viewed retell what they have viewed interpret visual texts for different
viewed considering the auditory and purposes
visual elements

1.03 2.03 3.03 4.03

Be able to join in stories with Be able to select suitable Be able to select reading and
repeated patterns when reading or reading and viewing material to viewing material that has
viewing build confidence and develop appropriate content and themes
comprehension skills 

1.04 2.04 3.04 4.04

Be able to identify devices used by Be able to recognise devices used Be able to recognise devices used Be able to analyse the use of
writers or speakers e.g. repetition by a speaker/performer and the by an author, speaker or performer devices and techniques that
intended purpose and the intended purpose influence what we believe in texts

1.05 2.05 3.05

Be able to express opinions about Be able to identify a writer’s opinion Be able to distinguish between fact Refer to 4.04
written texts in non fiction texts and opinion

1.06 2.06 3.06

Be able to distinguish between Be able to distinguish between Be able to question the validity/ Refer to 4.04
reality and fantasy (viewing) & fact, opinion and ‘fake’ when accuracy when interpreting
fiction and non-fiction (reading) interpreting different types of text different types of text

Updated: 13/12/2022 40
International Curriculum Learning Goals | Language Arts

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Reading and viewing 1.07 2.07 3.07 4.07

Know the main features of various Know the key elements of Know the main features and Know the features, forms and
written texts structures commonly used in conventions commonly used techniques of different genres of
written texts in written texts and how they texts
contribute to meaning

1.08 2.08 3.08 4.08

Be able to retrieve information and Be able to retrieve information and Be able to retrieve information and Be able to analyse the main
ideas from a specific given written ideas from a given range of written ideas from a range of self selected features, ideas, themes, events and
text texts written texts information in a text

1.09 2.09 3.09 4.09

Understand how word choice Understand descriptive techniques Understand the literary devices Understand that writers construct
enhances texts (alliteration) writers use (similes, metaphors)  writers use to shape meaning and arrange language to enhance
meaning

1.10 2.10 3.10 4.10

Be able to discuss word meanings Be able to use reference materials Be able to use reference materials Be able to discuss the relationship
and link new words to those to determine the meaning of to determine the meaning and between texts and the contexts in
already known unknown words pronunciation of unknown words which they were created

1.11 2.11 3.11 4.11

Be able to follow comprehension Be able to use comprehension Be able to make inferences and Be able to find evidence that
strategies such as text to self, text strategies including inference to draw conclusions from what they supports explicit and inferred
to text and text to world interpret a text and/or writer’s read meaning from texts
purpose

Updated: 13/12/2022 41
International Curriculum Learning Goals | Language Arts

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Listening 1.12 2.12 3.12 4.12

Be able to express opinions on Be able to identify the main points Be able to use strategies and Be able to use strategies to
stories, poems and informative oral of an oral presentation tools to enhance listening enhance listening comprehension
texts comprehension for oral texts

1.13 2.13 3.13 4.13

Be able to make appropriate and Be able to make sustained and Be able to make sustained and Be able to acknowledge
respectful contributions to class respectful contributions to group respectful contributions to information and respond
and group discussions discussions individual and group discussions or appropriately
debates

1.14 2.14 3.14 4.14

Be able to consider and evaluate Be able to consider and evaluate Be able to consider and evaluate Be able to engage in a range of
different viewpoints attending to different viewpoints respectfully different viewpoints rebutting, debates and discussions
and building on the contributions challenging and/or building on challenging and/or building on
of others the contributions of others the contributions of others

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International Curriculum Learning Goals | Language Arts

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Speaking and 1.15 2.15 3.15 4.15

Be able to articulate and justify Be able to give well structured Be able to convey information, Be able to use spoken language
presenting answers, arguments and opinions opinions, explanations and experiences, arguments and that is appropriate to the situation
narratives for different purposes opinions clearly when speaking and purpose
to others

1.16 2.16 3.16

Be able to give simple oral Be able to use strategies to convey Be able to convey a clear main Refer to 4.15
presentations a clear main point when speaking point when speaking in response
to others

1.17 2.17 3.17

Be able to gain, maintain and Be able to gain, maintain, monitor Be able to gain, maintain interest Refer to 4.15
monitor the interest of listeners and regain the interest of listeners and interact with listeners

1.18 2.18 3.18

Be able to use vocabulary Be able to use rich and varied Be able to use rich and varied Refer to 4.15
appropriate to the subject/theme/ vocabulary appropriate to the vocabulary appropriate to the
purpose subject/theme/purpose with subject, purpose and audience
emphasis that supports meaning

1.19 2.19 3.19 4.19

Be able use a variety of tools and Be able to select tools and Be able to evaluate and select Be able to adapt tools and
technologies to aid communication technologies to aid communication the most effective tools and/or technologies to effectively
technologies to aid communication communicate

1.20 2.20 3.20 4.20

Be able to give consideration to the Be able to consider the audience Be able to consider and plan for Be able to use a range of strategies
needs of the listener when planning presentations audience and purpose when and tools for planning, drafting,
presenting information revising, rehearsing and presenting

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International Curriculum Learning Goals | Language Arts

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Speaking and 1.21 2.21 3.21 4.21

Be able to ask relevant questions to Be able to ask relevant questions to Be able to ask questions to obtain Be able to ask and answer
presenting gain information build on previous responses clarification and elaboration questions to obtain clarification and
elaboration

1.22 2.22 3.22

Be able to recognise and use Be able to recognise and use Refer to 4.21
different linguistic conventions figures of speech, descriptive and
literal language

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International Curriculum Learning Goals | Language Arts

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Writing: quality 1.23 2.23 3.23 4.23

Be able to write in both narrative Be able to write for different Be able to use a range of Be able to write in a range of
of writing will and non-narrative form purposes and readers using strategies to write in different different forms appropriate for
be influenced by appropriate structures forms appropriate for the purpose audience and purpose
and audience
progression in
spelling, punctuation
1.24 2.24 3.24
and grammar
Be able to use the main features Be able to write in a variety of Refer to 4.23
and conventions commonly used different forms, styles and genres
in written texts

1.25 2.25 3.25

Be able to use writing to describe Be able to write using words and Be able to use literary devices to Refer to 4.23
persons, places, objects and phrases that capture the readers enhance writing
experiences interest

1.26 2.26 3.26 4.26

Be able to write in response to Be able to write about and organise Be able to use writing in personal,
events, people, ideas and things what they have learned from a creative and critical ways
they have read or viewed variety of sources

1.27 2.27 3.27

Be able to use writing to convey Be able to write in support of an Be able to write texts that clearly Refer to 4.26
simple ideas opinion or argument describes experiences, feelings,
opinions, arguments, appreciation
or disapproval

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International Curriculum Learning Goals | Language Arts

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Writing: quality 1.28 2.28 3.28 4.28

Be able to follow simple strategies Be able to use a range of tools to Be able to select and use a Be able to use a range of
of writing will to plan, revise and edit writing plan, draft and revise writing range of strategies and tools for strategies and tools for planning,
be influenced by planning, drafting and revising drafting, revising and publishing
writing writing
progression in
spelling, punctuation
1.29 2.29 3.29
and grammar
Be able to follow strategies to Be able to use organisational Be able to use organisational Refer to 4.28
organise writing devices e.g.. heading, sub devices to structure text and
heading, paragraphing guide the reader e.g.. paragraph
chronology, emphasis, bullet
points

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International Curriculum Learning Goals | Language Arts

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Language and 1.30 2.30 3.30 4.30

Understand that the way language Understand that there are cultural Understand the conventions of
communication is used can reflect different cultures differences between the way standard English
that language is used by different
people and in different situations

1.31 2.31 3.31 4.31

Be able to use features of language
that support meaning

1.32 2.32 3.32 4.32

Understand that there may be Understand that language is used Understand that language is used Understand that conventions
differences between spoken and differently in different situations intentionally for different purposes of language help us to use it
written forms used in school and purposefully
those used elsewhere

1.33 2.33 3.33

Understand that different Understand the appropriate speed, Understand when to adjust speed, Refer to 4.32
speeds and tone of speaking are tone and register for effective tone and register to communicate
appropriate for communicating in communication in different effectively in different situations
different situations situations

1.34 2.34 3.34 4.34

Understand that messages and Understand that communication Understand that meaning can be Understand how elements
meaning can be communicated is enhanced through the changed the combination of verbal of communication including
through verbal and non-verbal combination of verbal and non- and non-verbal expressions techniques and devices enhance
expressions verbal expressions and shape meaning

1.35 2.35 3.35

Understand that the meaning of Refer to 4.34
language can be influenced by
the situation, form, unexpressed
intentions, physical posture, facial
expression and gestures

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International Curriculum Learning Goals | Language Arts

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Language and 1.36 2.36 3.36 4.36

Understand when it is appropriate Understand that there are different Understand that language and Understand the social, cultural,
communication to use which words/register purposes for the use of language the way it is used affects the contextual values and perspectives
relationships between people in texts

1.37 2.37 3.37

Understand that forms of Refer to 4.36
communication benefit from the
application of rules

1.38 2.38 3.38 4.38

Be able to evaluate relevancy,
accuracy and reliability of a variety
of texts and sources

1.39 2.39 3.39 4.39

Be able to respond to texts in
personal, creative and critical ways

1.40 2.40 3.40 4.40

Be able to use a range of
vocabulary and sentence structures
to convey meaning

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International Curriculum Learning Goals | Language Arts

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Drama 1.41 2.41 3.41 4.41

Know about the different types of
dramatic form and the associated
techniques

1.42 2.42 3.42 4.42

Be able to make use of scenery, Be able to use dramatic techniques
stage properties, costume and to create performances
makeup

1.43 2.43 3.43 4.43

Be able to adopt a role Be able to create, adapt, sustain Be able to improvise a play, using Be able to improvise in response
and respond to roles roles, situation and elements of to a given stimulus
a story

1.44 2.44 3.44

Be able to respond to Be able to respond to a Be able to evaluate their own and Refer to 4.45
performances by identifying what performance expressing likes and others’ performances
they liked or disliked and giving dislikes, giving supporting evidence
simple reasons

1.45 2.45 3.45 4.45

Be able to comment on Be able to respond to a Be able to respond to a Be able to evaluate performances
connections between performance by commenting on performance identifying the key
performances and their own lives characters, story and effects elements and devices

1.46 2.46 3.46 4.46

Be able to use dramatic techniques Be able to make use of voice, Be able to interpret and give stage
to explore characters and issues language, posture, movement and directions
facial expression

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International Curriculum Learning Goals | Language Arts

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Drama 1.47 2.47 3.47 4.47

Be able to make simple dramatic Be able to use character, action Be able to perform a scripted play Be able to interpret a script to
presentations to others and story in plays they improvise create a performance
and script

1.48 2.48 3.48 4.48

Understand that engaging in
expression and experiences
contributes to cultural identity and
community

1.49 2.49 3.49 4.49

Understand that performance can
be enhanced through the use of
properties, make-up, costume and
staging

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International Curriculum Learning Goals | Mathematics

Mathematics Know that the study of mathematics provides one

basis for understanding the world.
As well as meeting the Learning Goals, to be
successful learners must:
– Use appropriate vocabulary and subject- specific
Learners will develop skills of solving problems in a terminology
variety of ways related to number, algebra, shape,
– Connect learning within and between subjects,
space, measurement, statistics, data handling,
using maths as a tool for learning in all other
proportion, ratio and probability. As these may be
areas (particularly science)
presented as word, physical or visual problems,
– Engage with current affairs on a local and
learners will need to be able to convert problems
global level, including ethical issues of data
not described in mathematical language into
representation
mathematical terminology in preparation for finding
the solution. – Make use of available, fitting technology including
calculators
Learners will develop an understanding of the – Demonstrate academic honesty
application of mathematics in their everyday lives and – Apply all the Personal Learning Goals.
potential future lives and careers. They will recognise,
understand and use relationships, rules, patterns and
structures.
See Notes section for more information of the role of mathematics
International learning includes the exploration of Learning Goals in IPC.
different procedures/methods for calculations.

Learners will be aware of the different units used

for measurement and how language influences
mathematics, such as telling the time.

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International Curriculum Learning Goals | Mathematics

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Number 1.01 2.01 3.01 4.01

Be able to count to 100 forwards
and backwards

1.02 2.02 3.02 4.02

Understand that maths uses
symbols to represent quantities and
processes

1.03 2.03 3.03 4.03

Be able to read, write, order and Be able to read, write, order and Be able to read, write, order and
compare numbers up to 100 compare numbers up to 10,000  compare numbers up to 10 million

1.04 2.04 3.04 4.04

Understand the place value of each Understand the place value of each Understand that place value in
digit in numbers to 100 digit in numbers to 1,000 number exists in both positive and
negative integers

1.05 2.05 3.05 4.05

Know that numbers are either odd Know what a prime number is Know how to check whether a
or even number is prime

1.06 2.06 3.06 4.06

Be able to convert cardinal Be able to use the rules of adding Be able to recognise and use Be able to calculate with powers,
numbers to ordinal numbers and odd and even numbers to check number patterns and relationships square and cube routes
vice versa answers including multiples, factors,
squared and cubed numbers and
square roots

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International Curriculum Learning Goals | Mathematics

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Number 1.07 2.07 3.07 4.07

Understand the inverse relationship Understand the inverse relationship
between addition and subtraction between division and multiplication
and commutative rules and commutative associative and
distributive rules

1.08 2.08 3.08 4.08

Be able to find the reciprocal of a
number

1.09 2.09 3.09 4.09

Know number bonds to 20 Know number bonds and doubles
and halves to 100 

1.10 2.10 3.10 4.10

Be able to solve problems using Be able to use written methods Be able to add, subtract, multiply Be able to use the four operations
addition and subtraction (whole to add and subtract three digit and divide using whole numbers with mixed numbers and decimals
numbers) numbers

1.11 2.11 3.11 4.11

Be able to use arrays and Be able to use mental recall of Be able to use a range of strategies
times table charts to create multiplication tables, and their for mental tasks involving addition,
number sentences for division/ associated division facts, up to 10 subtraction, multiplication and
multiplication x 10 division

1.12 2.12 3.12 4.12

Be able to use objects to calculate Be able to record a remainder in a Be able to record accurately
division division sum their calculations in addition,
subtraction, short and long
multiplication and short and long
division

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International Curriculum Learning Goals | Mathematics

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Number 1.13 2.13 3.13 4.13

Be able to multiply by 10 and 100 Be able to add, subtract, multiply
and divide decimals to two places

1.14 2.14 3.14 4.14

Be able to double numbers to 20 Be able to use written methods Be able to multiply fractions by
to multiply and divide two digit whole numbers and by other
numbers fractions

1.15 2.15 3.15 4.15

Be able to identify equivalent Be able to convert fractions to Be able to convert fractions to
fractions and decimals decimals recurring decimals by using division

1.16 2.16 3.16 4.16

Be able to find fractions of a Be able to simplify and add Be able to compare, add and
quantity or an object fractions with the same subtract fractions
denominator

1.17 2.17 3.17 4.17

Understand that a fraction is part of Understand equivalent fractions Understand the relationships Understand that the type of
a whole between ratios, fractions, decimal number used in calculations can
fractions and percentages improve accuracy

1.18 2.18 3.18 4.18

Be able to calculate simple Be able to compare percentages Be able to calculate percentage
percentages increase and decrease

1.19 2.19 3.19 4.19

Be able to solve reverse percentage
problems

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International Curriculum Learning Goals | Mathematics

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Number 1.20 2.20 3.20 4.20

Be able to calculate a percentage
change

1.21 2.21 3.21 4.21

Be able to round to the nearest 10 Be able to round to the nearest 100 Be able to round to two decimal Be able to round numbers to one
and 1,000 places and numbers to millions of two significant figures

1.22 2.22 3.22 4.22

Be able to answer complex
worded problems involving highest
common factor and lowest
common multiple

1.23 2.23 3.23 4.23

Understand when to use highest
common factor and lowest
common multiple in real life
situations

1.24 2.24 3.24 4.24

Be able to find prime factor
decomposition of a number

1.25 2.25 3.25 4.25

Be able to identify common Be able to identify and use the Be able to use prime factor
factors highest common factor decomposition to find the highest
common factor and lowest
common multiple

1.26 2.26 3.26 4.26

Know the first five cubed numbers

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International Curriculum Learning Goals | Mathematics

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Number 1.27 2.27 3.27 4.27

Know the index laws and when
they are used

1.28 2.28 3.28 4.28

Be able to use the index laws

1.29 2.29 3.29 4.29

Be able to find estimates for square
and cube routes

1.30 2.30 3.30 4.30

Be able to write large and small
numbers in standard form and vice
versa

1.31 2.31 3.31 4.31

Be able to write surds in their
simplest form

1.32 2.32 3.32 4.32

Be able to check work by inverse Be able to estimate calculations to
calculations, estimation, rounding a sensible degree of accuracy
and approximation

1.33 2.33 3.33 4.33

Understand the use of bounds

1.34 2.34 3.34 4.34

Be able to find the upper and lower
bounds of a number

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International Curriculum Learning Goals | Mathematics

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Algebra 1.35 2.35 3.35 4.35

Be able to follow the order of Be able to substitute values into
operations (BODMAS) expressions involving BODMAS
including powers and routes

1.36 2.36 3.36 4.36

Be able to construct and use Be able to write expressions and
simple formulae involving one or formulae
two operations

1.37 2.37 3.37 4.37

Be able to use function machines Be able to solve problems using Be able to substitute into formulae
function machines

1.38 2.38 3.38 4.38

Be able to change subjects of
formulae

1.39 2.39 3.39 4.39

Be able to expand single and
double brackets

1.40 2.40 3.40 4.40

Be able to simplify complex
expressions involving single
brackets

1.41 2.41 3.41 4.41

Be able to factorise

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International Curriculum Learning Goals | Mathematics

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Algebra 1.42 2.42 3.42 4.42

Be able to solve equations with one Be able to construct and solve
unknown one, two step equations and with
unknowns on both sides

1.43 2.43 3.43 4.43

Be able to use trial and error to Be able to use trial and error, and Be able to use trial and
solve problems experience of similar situations to improvement to solve equations
solve problems

1.44 2.44 3.44 4.44

Understand inequalities

1.45 2.45 3.45 4.45

Be able to solve linear inequalities

1.46 2.46 3.46 4.46

Be able to solve linear simultaneous
equations

1.47 2.47 3.47 4.47

Be able to write algebraic fractions
as equivalent fractions and single
fractions

1.48 2.48 3.48 4.48

Be able to draw and interpret
distance time graphs and time
series graphs

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International Curriculum Learning Goals | Mathematics

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Algebra 1.49 2.49 3.49 4.49

Understand the equation of a
straight line in the form of y=mx+c

1.50 2.50 3.50 4.50

Be able to plot linear and simple
quadratic functions using a table
of values

1.51 2.51 3.51 4.51

Understand quadratic graphs and
their features

1.52 2.52 3.52 4.52

Be able to find the equation of
straight lines

1.53 2.53 3.53 4.53

Be able to find the inverse function
of a linear function

1.54 2.54 3.54 4.54

Be able to identify and extend Be able to create and extend Be able to generalise from Be able to find the term to term
simple sequences of numbers sequences following single step particular cases using conjecture and the nth term rules of a linear
rules and supporting arguments sequence

1.55 2.55 3.55 4.55

Be able to recognise and continue
simple geometric sequences

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International Curriculum Learning Goals | Mathematics

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Geometry 1.56 2.56 3.56 4.56

Be able to construct triangles
accurately using a protractor,
compass and a ruler

1.57 2.57 3.57 4.57

Be able to deconstruct 3D shapes Be able to construct cuboids from Be able to construct 3D shapes Be able to draw accurate nets of
into their nets nets from nets 3D solids

1.58 2.58 3.58 4.58

Be able to accurately draw the
following constructions:
– angle bisector
– perpendicular line bisector
– perpendicular line from a
point on a line
– perpendicular line from a
point to a line

1.59 2.59 3.59 4.59

Understand loci

1.60 2.60 3.60 4.60

Be able to construct loci based
upon worded problems

1.61 2.61 3.61 4.61

Know the mathematical names Know the defining properties of
for common two- and three- regular geometrical shapes
dimensional shapes

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International Curriculum Learning Goals | Mathematics

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Geometry 1.62 2.62 3.62 4.62

Know the properties of common Know the defining properties of Know the names and properties
two- and three-dimensional shapes regular three-dimensional shapes of a range of two- and three-
dimensional shapes

1.63 2.63 3.63 4.63

Know the names and properties Know the difference between a
of different types of triangles and regular and irregular shape
quadrilaterals

1.64 2.64 3.64 4.64

Be able to compare and sort 2 and Be able to classify 2 and 3 Be able to draw 2D polygons Be able to use the properties of
3 dimensional shapes dimensional shapes according to accurately and to scale different types of triangles to solve
their properties problems

1.65 2.65 3.65 4.65

Be able to find unknown angles in Be able to calculate interior and
triangles, quadrilaterals and regular exterior angles of regular polygons
polygons

1.66 2.66 3.66 4.66

Be able to calculate the number of
sides of a polygon when given the
angles

1.67 2.67 3.67 4.67

Know the amount of rotation in a Be able to classify lines and angles Be able to classify angles based on Be able to identify and calculate the
turn size angles within parallel lines

1.68 2.68 3.68 4.68

Be able to plot shapes using Be able to interpret and use Be able to solve geometric
coordinates coordinates problems using reasoning

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International Curriculum Learning Goals | Mathematics

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Geometry 1.69 2.69 3.69 4.69

Be able to use and interpret Be able to use and interpret four Be able to use and interpret eight Be able to measure and draw
language/symbols of position, cardinal directions cardinal directions bearings
motion and direction

1.70 2.70 3.70 4.70

Be able to translate a shape to Be able to tessellate a shape to Be able to identify the Be able to describe and carry out
make a repeating pattern make a repeating pattern transformation that has been the following transformations:
applied to a shape – reflection
– rotation
– translation
– enlargement

1.71 2.71 3.71 4.71

Understand that shapes can be Understand the properties of
congruent or similar congruent and similar shapes

1.72 2.72 3.72 4.72

Be able to calculate the area of Be able to calculate the area of
parallelograms and triangles trapeziums and triangles

1.73 2.73 3.73 4.73

Be able to calculate the area Be able to calculate the area Be able to calculate the area and
and perimeter of rectangles and and perimeter of rectangles and perimeter of a compound shape
squares squares and related composite
shapes

1.74 2.74 3.74 4.74

Be able to calculate the volume of Be able to calculate the volume
cuboids and surface area of cubes and
cuboids

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International Curriculum Learning Goals | Mathematics

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Geometry 1.75 2.75 3.75 4.75

Be able to convert between Be able to convert between area
different units of measurement measures and volume measures
and between imperial and metric
units

1.76 2.76 3.76 4.76

Know the parts of a circle and that Know the different parts of a circle
the diameter is twice the radius

1.77 2.77 3.77 4.77

Be able to find the circumference
and area of a circle

1.78 2.78 3.78 4.78

Be able to find the missing length
of a triangle using Pythagoras’
theorem

1.79 2.79 3.79 4.79

Be able to use trigonometry to find
the missing length of a triangle

1.80 2.80 3.80 4.80

Be able to draw plans and
elevations of 3D shapes

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International Curriculum Learning Goals | Mathematics

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Measurement 1.81 2.81 3.81 4.81

Know the difference between Know the formula for calculating Know the formula for calculating Know the formulae for calculating
perimeter and area the perimeter and area of volume of cuboids volume and surface area of
rectangles cuboids and prisms

1.82 2.82 3.82 4.82

Know the units of measurement for Know the units of measurement for Know the units of measurement for Know the formulas for calculating
length, time, mass and temperature length, area, turn, time, mass and length, area, turn, volume, capacity, speed and mass
temperature time, speed, mass and temperature

1.83 2.83 3.83 4.83

Be able to compare and order Be able to compare the capacity of Be able to calculate volume from
objects by length, mass and different containers capacity
temperature

1.84 2.84 3.84 4.84

Be able to measure length and Be able to select and use Be able to select and use
mass using standard and non- appropriate units of measurement appropriate units and instruments
standard units of measurement

1.85 2.85 3.85 4.85

Know the names of the units within Know the relationships between Know the larger measurements of
time the different units of time time

1.86 2.86 3.86 4.86

Be able to tell the time to the hour, Be able to tell the time in 12 and 24 Be able to estimate and calculate
half hour, quarter to and quarter hour clocks time intervals
past and/or the equivalent minutes

1.87 2.87 3.87 4.87

Be able to identify monetary Be able to identify monetary Be able to use a currency Be able to calculate currency
values and show equal amounts in values and show equal amounts in conversion calculator conversions
different combinations different combinations

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Statistics and data 1.88 2.88 3.88 4.88

Be able to sort and classify objects Be able to sort and classify objects Be able to interpret a graph with Be able to construct a two way
handling using one and/or two criteria using two or more criteria more than one related data set with table using given information
a common element

1.89 2.89 3.89 4.89

Be able to construct pictograms, Be able to construct pictograms, Be able to construct pictograms, Be able to select and construct
tally charts, bar graphs and tables tally charts, bar graphs, line tally charts, bar graphs, line appropriate graphical
graphs and tables graphs, pie charts and tables representations of data

1.90 2.90 3.90 4.90

Be able to interpret pictograms, Be able to interpret pictograms, Be able to interpret pictograms, Be able to interpret graphical
tally charts, bar graphs and tables tally charts, bar graphs, line tally charts, bar graphs, line representations of data
graphs and tables graphs, pie charts and tables

1.91 2.91 3.91 4.91

Be able to find the mode of a set Be able to find the mode and Be able to find and/or calculate the Be able to find and/or calculate the
of data median for a set of data mode, median, mean and range for mode, median, mean and range for
a set of data a set of data including group data

1.92 2.92 3.92 4.92

Understand the difference between Understand the different types of
continuous data and discrete data data

1.93 2.93 3.93 4.93

Be able to collect and analyse data
in relation to two characteristics

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Statistics and data 1.94 2.94 3.94 4.94

Be able to use a given method to Be able to select an appropriate Be able to follow up quantitative Be able to gather qualitative
handling collect and record data method to collect data in order to data collection with qualitative and quantitative data by framing
answer a question questions questions and collating responses
appropriately

1.95 2.95 3.95 4.95

Know about random sampling

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Proportion, ratio and 1.96 2.96 3.96 4.96

Be able to evaluate uncertainty and
probability risk in real situations

1.97 2.97 3.97 4.97

Be able to classify events that are Be able to order events by how Be able to describe the probability Be able to select and construct
impossible, certain or more or less impossible, certain or more or less of events including even chance appropriate graphical
likely likely they are representations of data

1.98 2.98 3.98 4.98

Be able to gather information to Be able to use tree and Venn
make predictions based upon diagrams to calculate probabilities
probability

1.99 2.99 3.99 4.99

Be able to recognise the Be able to calculate outcomes
difference between theoretical and from theoretical and experimental
experimental probabilities probabilities

1.100 2.100 3.100 4.100

Understand ‘many to one’ Understand that ratio can be Understand the relationship Understand the differences
correspondence expressed as a fraction between proportionality and between ratio and proportion
fractions in real life situations

1.101 2.101 3.101 4.101

Be able to calculate and interpret Be able to calculate and interpret
ratio ratio including comparisons of two
different ratios

1.102 2.102 3.102 4.102

Be able to use direct and inverse
proportion in a given scenario

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International Curriculum Learning Goals | Music

Music The study of music relates to artistic expression and

communication using the body, voice, formal and
To promote engagement with home, host and
adopted countries’ traditions and cultures, we
improvised instruments in creative ways. recommend drawing on a broad range of stimuli and
resources to support teaching and learning in music.
Learners will know about a variety of musical styles,
musicians and their areas of expertise (composing These goals are written in such a way to develop
or performing), both first-hand and from secondary international learning through music. Schools may
sources. need to generate specific, detailed targets depending
on syllabus expectations and resource availability.
Learners will practise and prepare for performances
by composing, singing and/or playing instruments. As well as meeting the Learning Goals, to be
successful, learners must:
They will be able to listen carefully and/or critically to – Use appropriate vocabulary and subject-specific
peers and published music, identifying elements and terminology
recognising emotional responses.
– Connect learning within and between subjects
– Engage with current affairs on a local and global
Learners will develop an understanding of how music
level
means different things to individuals, as well as how
it plays an important role in culture, religion and – Make use of available, fitting technology
entertainment. – Demonstrate academic honesty
– Apply all the Personal Learning Goals.
They will also gain an understanding of sources of
inspiration and the manipulation of musical elements
for the creation of music.

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International Curriculum Learning Goals | Music

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Performance (solo and 1.01 2.01 3.01 4.01

Be able to sing simple songs in Be able to sing complex songs with Be able to sing songs with Be able to sing using a range of
ensemble) unison and following the tune expression and accuracy expression and audience techniques and performance
awareness directions to convey style and
emotion

1.02 2.02 3.02 4.02

Be able to perform individually and/ Be able to maintain their part within Be able to fulfil their role when Be able to perform different roles in
or with others an ensemble performance performing with others, following a range of ensembles
conductor cues

1.03 2.03 3.03 4.03

Be able to respond to musical Be able to offer an appropriate
stimuli response to musical stimuli 

1.04 2.04 3.04 4.04

Be able to recreate/imitate Be able to perform/recreate from Be able to accurately perform/ Be able to accurately perform/
sounds and patterns symbolic or staff notation recreate musical phrases from recreate a score using a range
staff notation and develop their of techniques and develop a
own interpretation personal interpretation

1.05 2.05 3.05 4.05

Understand that musical elements Understand that musical elements Understand that musical elements Understand that musical elements
can be used to create different can be combined and manipulated can be combined and manipulated can be combined and manipulated
effects to create varied effects to create a specific effect to create musical form

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International Curriculum Learning Goals | Music

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Creating music 1.06 2.06 3.06 4.06

Be able to improvise using voice Be able to compose and Be able to compose melodic Be able to compose music using
(composition and and/or untuned percussion manipulate ostinatos/patterns phrases using a specified scale original ideas, motifs and different
improvisation) instruments in response to a on instruments within a given techniques
stimulus framework

1.07 2.07 3.07 4.07

Be able to choose appropriate Be able to manipulate musical Be able to manipulate musical Be able to arrange music to create
sounds and instruments when elements to communicate a given elements when creating an a new interpretation/composition
creating music and be able to give idea extended composition
reasons for their choices

Musical literacy 1.08 2.08 3.08 4.08

Know that music can be Know that musical notation Know the names of different note Know the relationship between
represented by symbols indicates how sounds should be values in standard notation  the notes and other symbols on
played  standard notation 

1.09 2.09 3.09 4.09

Be able to use symbols to Be able to read and interpret the Be able to use principles of staff Be able to use standard musical
represent sounds including in basic principles of staff notation notation notations and create their own
their own compositions notation

1.10 2.10 3.10 4.10

Be able to identify musical Be able to identify a broad range of Be able to discuss musical Be able to use a musical score to
elements musical elements elements and the effects that they inform analysis of music
create

1.11 2.11 3.11 4.11

Know the different ways sounds Know the names of the Know the classifications of families Know the auxiliary instruments in
are made with a selection of instrumental families and some of and the instruments attributed to the various families
instruments their characteristics them

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International Curriculum Learning Goals | Music

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Critical appreciation 1.12 2.12 3.12 4.12

Understand how sounds and Understand how music can drive Understand why sounds and Understand that composing
instruments communicate emotion other kinds of performance e.g. instruments are chosen to requires the intentional
and atmosphere dance communicate creative intent manipulation of musical elements
to create a desired outcome

1.13 2.13 3.13 4.13

Understand that music may have Understand that there are features Understand the historical, cultural,
common elements because of and conventions most associated technological, political, social
where and when it was created with particular styles and genres and economic influences on the
creation of music

1.14 2.14 3.14 4.14

Be able to comment on their Be able to appraise the Be able to critique the Be able to establish criteria to
own musical experiences with effectiveness of compositions and effectiveness of performances  evaluate performances using
supporting reasons performances  technical vocabulary 

1.15 2.15 3.15 4.15

Understand that music means Understand that music is used for a Understand that music can be Understand the role of music
different things to different people variety of purposes  linked to cultural identity  in sociological and cultural
phenomena 

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International Curriculum Learning Goals | Physical Education

Physical The study of physical education is concerned with

fitness, healthy lifestyles, and performing a range of
The sports offered might be influenced by culture,
resources and climate. Different schools with different
sporting activities. It is part of a broader wellbeing resources, cultural backgrounds and contexts will be
Education curriculum area with the PE teacher supporting
teaching and learning around healthy eating, hygiene
able to provide varied experiences drawing on local
and global influences.
and body image.
As well as meeting the Learning Goals, to be
Active participation* in gymnastics, games, athletics, successful, learners must:
dance and swimming is essential to PE. – Use appropriate vocabulary and subject-specific
terminology
Learners will gain knowledge of their bodies and the
– Connect learning within and between subjects
risks and benefits of exercise and physical activity.
(particularly science and health and wellbeing)
– Engage with current affairs on a local and global
Gross motor skill development, spatial awareness,
level
control, coordination and precision are developed
through increasingly complex tasks, games and – Make use of available, fitting technology
sports. – Demonstrate academic honesty
– Apply all the Personal Learning Goals and
Learners should develop an understanding of the sportspersonship behaviour and attitudes.
responsibility they have for their own personal health
and fitness, including the risks and benefits of a range
of physical activities.
*Adaptations for learners with specific physical needs
They will understand the connection between should be accommodated.
physical and mental health through competitive and
non-competitive activities.

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International Curriculum Learning Goals | Physical Education

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Movement 1.01 2.01 3.01 4.01

Be able to connect movements in Be able to demonstrate Be able to create sequences of Be able to create and refine an
a sequence recognised gymnastics aesthetic movement individually, extended sequence of aesthetic
movements and balances in a in pairs and in groups movement
sequence

1.02 2.02 3.02 4.02

Be able to observe, copy and Be able to interpret an aural Be able to use movement as Be able to use physical movement
recreate expressive movements stimulus through expressive a means of expression and as a means of expression,
movement communication communication and art

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International Curriculum Learning Goals | Physical Education

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Health related fitness 1.03 2.03 3.03 4.03

Know how to prepare for physical Know why we prepare the body for Know how to prepare the body for Know how to avoid, reduce and
activity physical activity physical activity treat injuries

1.04 2.04 3.04 4.04

Understand the importance of Understand that there are different Understand how warm ups/cool
warming up before physical activity types of warm ups/cool downs that downs help the body prepare and
are suitable for different activities recover from physical activity

1.05 2.05 3.05 4.05

Understand the positive effects that Understand that a range of physical Understand how physical activity Understand how physical activity
exercise has on the body activity is good for their health impacts the body and mind/ impacts the body, mind/emotions
emotions and social opportunities

1.06 2.06 3.06 4.06

Know the importance of variety in Know the importance of a healthy
developing a healthy lifestyle balanced lifestyle and personal
hygiene

1.07 2.07 3.07 4.07

Be able to identify individual fitness
needs and areas for improvement

1.08 2.08 3.08 4.08

Be able to demonstrate increasing Be able to select, plan and
stamina participate in activities to improve
an area of fitness

1.09 2.09 3.09 4.09

Understand the connection Understand that hand-eye/foot- Understand the importance of Understand that executing
between the eyes and the hands/ eye coordination can improve body control in sporting activities techniques fluently and efficiently
feet performance can enable a positive outcome

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International Curriculum Learning Goals | Physical Education

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Athletics 1.10 2.10 3.10 4.10

Be able to demonstrate ways of Be able to demonstrate running Be able to demonstrate isolated Be able to apply track and field
moving with control and jumping techniques examples of techniques used in techniques in a range of events
track and field events

1.11 2.11 3.11 4.11

Know the techniques that increase Know the techniques that increase Know the elements that increase
the chances of success in track the chances of success in field the chances of success in track and
events events field events

Games and challenges 1.12 2.12 3.12 4.12

Understand that the rules are Understand that changing rules Understand that roles within games Understand the importance of rules
different for different games within a game may impact on the have certain responsibilities but are and regulations in sporting and
success of the game also bound by rules/conventions athletic activities

1.13 2.13 3.13 4.13

Be able to send and receive a Be able to accurately send and Be able to apply appropriate Be able to apply appropriate
variety of objects receive a variety of objects sending and receiving techniques sending and receiving techniques
in games in formal game situations

1.14 2.14 3.14 4.14

Be able to play simplified or Be able to apply a range of skills in Be able to combine skills and Be able to use and reflect on the
adapted games small game situations strategies in a selection of games success of different skills and
strategies in various games

1.15 2.15 3.15 4.15

Be able to fulfil given roles within Be able to fulfil different roles in Be able to adapt to changing
small group and team games various team games circumstances within team games

1.16 2.16 3.16 4.16

Be able to follow the rules of a Be able to demonstrate the Be able to demonstrate Be able to use safe and acceptable
game principles of fair play sportspersonship tactics to improve individual and
team performance

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International Curriculum Learning Goals | Physical Education

The aquatics strand below is a non-core requirement. These goals can be adapted dependent on when
learners are able to access swimming facilities.
Due to the difference in access to swimming pools
or water, this has been written in such a way that Those schools that have their own pool and
it could be met with limited access. The minimum therefore regular access, should aim to meet a
requirement is that every single child should learn more challenging programme that may include
about water safety whether they go swimming or not. water sports beyond swimming e.g. water polo,
synchronised swimming and diving.

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Aquatics 1.17 2.17 3.17 4.17

Be able to stand and move through Be able to use their arms and legs Be able to swim using a recognised Be able to swim using more than
the water with assistance to propel themselves through the stroke one recognised stroke
water

1.18 2.18 3.18 4.18

Know how to be safe in and around Know the principles of water safety Know the principles of safety for a Know the risks and benefits of
water range of water based activities water based activities

1.19 2.19 3.19 4.19

Know a selection of basic lifesaving
procedures

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International Curriculum Learning Goals | Science

Science Know that the study of science is focused on

developing an understanding of natural phenomena
Learners will develop an understanding of science
being dynamic and that ideas and theories are
and the man-made world including the ways in constantly evolving even if they cannot yet be tested.
which science impacts on people’s lives and the
environment. They will understand the limitations of their own
experiments and the role simulations may play in
There are various areas of science learning, including generating data.
but not limited to:
International learning in science includes learning
Biology about science in different times and places and
Living things, plants, humans and animals. how current scientific thinking and exploration
are influenced by culture, religion and attitudes to
Chemistry guardianship of the future.
Materials; properties, changes and matter.
As well as meeting the Learning Goals, to be
Physics successful, learners must:
Earth and space, forces, energy, electricity and – Use appropriate vocabulary and subject-specific
electromagnetism and waves. terminology
– Connect learning within and between subjects
Learners will know that there are ethical
(particularly Mathematics)
issues associated with scientific activities and
– Engage with current affairs on a local and global
experimentation by themselves and others.
level, including ethical issues

Learning in science should be practical and hands-on, – Make use of available, fitting technology
as indicated by the scientific inquiry strand. – Demonstrate academic honesty
– Apply all the Personal Learning Goals.
Learners should be able to collect empirical evidence
from observation and/or experimentation within the
different areas/branches of scientific study.

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International Curriculum Learning Goals | Science

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Scientific inquiry 1.01 2.01 3.01 4.01

Be able to identify ways of finding Be able to suggest ways of Be able to choose an appropriate Be able to select a scientific issue
out about scientific questions in collecting evidence in response to way (research review, simulation or to investigate and decide if it is
familiar contexts a scientific question experimentation) to investigate a testable or not
scientific issue

1.02 2.02 3.02 4.02

Understand the difference between
evidence and opinion in scientific
research and how this may lead to
multiple interpretations

1.03 2.03 3.03 4.03

Understand that science provides Understand the importance of Understand the limitations of Understand the ethical dilemmas of
evidence, not proof collecting scientific evidence scientific investigation scientific investigation
through observation and testing

1.04 2.04 3.04 4.04

Be able to follow guided Be able to ask scientific questions Be able to suggest testable Be able to formulate a testable
experiments to try to answer questions question in response to a scientific
scientific questions issue or claim

1.05 2.05 3.05 4.05

Be able to connect scientific Be able to connect scientific Be able to generate a hypothesis Be able to generate a hypothesis
investigations to familiar contexts investigations to real life and connect this to real world
application

1.06 2.06 3.06 4.06

Be able to suggest independent Be able to plan an investigation Be able to plan a fair (test) Be able to plan a valid
variables to test in a guided changing only one independent investigation investigation including identifying
investigation variable the independent, dependent and
controlled variables

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International Curriculum Learning Goals | Science

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Scientific inquiry 1.07 2.07 3.07 4.07

Be able to make predictions Be able to make informed Be able to make predictions Be able to make informed
predictions related to the independent predictions giving reasons
variable

1.08 2.08 3.08 4.08

Be able to use the senses safely to Be able to identify potential risks Be able to conduct science Be able to take steps to increase
make observations in a planned investigation investigations safely safety and reduce risk during a
science experiment

1.09 2.09 3.09 4.09

Be able to make observations and Be able to make and record Be able to take systematic and Be able to select and use
take informal measurements observations and take formal accurate measurements or appropriate tools and conventions
measurements observations using the most to take systematic and accurate
appropriate tools and conventions measurements or observations

1.10 2.10 3.10 4.10

Be able to compare results Be able to describe observations Be able to analyse observations and Be able to analyse data identifying
and results identifying possible results identifying those that are patterns and anomalous results
patterns more or less significant

1.11 2.11 3.11 4.11

Be able to compare results with Be able to compare results to Be able to draw conclusions Be able to draw conclusions
predictions predictions and draw conclusions based on results and compare to connecting to the real world
original hypotheses and the real and identifying any evidence
world found to support or counter the
hypotheses

1.12 2.12 3.12 4.12

Be able to describe the method Be able to record and describe the Be able to record the method and Be able to record the method and
and results method and results in a variety of results including tables, graphs, results creating tables, graphs
ways diagrams and/or models and/or models to represent data

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International Curriculum Learning Goals | Science

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Scientific inquiry 1.13 2.13 3.13 4.13

Be able to suggest improvements Be able to compare investigations Be able to evaluate investigations Be able to evaluate reliability
to investigations and results identifying possible for fairness and suggest and validity of experiments,
anomalies improvements identifying improvements and
limitations

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International Curriculum Learning Goals | Science / Biology

Biology

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Humans and animals 1.14 2.14 3.14 4.14

Know the names of the main Know about the functions of Know the functions of the major Know the structure and functions
external body parts of humans and skeletons and muscles in humans internal and external parts of the of a cell, tissue, organs and organ
animals and some other animals human body systems in humans and animals

1.15 2.15 3.15 4.15

Know the names of the senses and Be able to describe the process of Be able to describe some of the Be able to describe and illustrate
the organs connected to them digestion connections between systems in the structure and functions of
the human body complex systems in humans and
other animals

Plants 1.16 2.16 3.16 4.16

Know that plants need light and Know about the functions of the Know about factors that affect the Know the structure and functions
water to grow major parts of a plant growth of plants of complex systems and processes
in plants

1.17 2.17 3.17

Know the names of the parts of Know how the parts of a plant may Know that photosynthesis requires Refer to 4.16
plants change over time carbon dioxide and results in the
excretion of oxygen

1.18 2.18 3.18 4.18

Know that seeds can grow into Know the lifecycle of various plants Know about pollination, fertilisation Know how plants are adapted for
plants and methods of seed dispersal pollination and seed dispersal

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International Curriculum Learning Goals | Science / Biology

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Living things 1.19 2.19 3.19 4.19

Know some differences between Know that a key difference Know the seven characteristics Know how the seven
living things and things that have between non-living and living which define living things characteristics of life manifest in a
never been alive things is that living things grow and variety of species
reproduce

1.20 2.20 3.20 4.20

Be able to sort living things in Be able to sort animals into Be able to identify an animals’ Be able to classify organisms
simple ways by features, lifecycles vertebrates and invertebrates class according to its features, according to the taxonomy of living
and behaviours behaviours and lifecycle things

1.21 2.21 3.21 4.21

Know that eating food provides the Know that the sun is the source of Know the names of different types Know about the energy flow in a
body with energy energy in all food chains of consumers and the different food chain, ecological pyramid and
levels within a food chain food web and the main processes
at work

1.22 2.22 3.22 4.22

Be able to sequence given food Be able to draw diagrams to Be able to predict the outcome of Be able to draw and interpret food
chains illustrate simple food webs and disruption to a food chain webs and pyramids
chains in an ecosystem

1.23 2.23 3.23 4.23

Know what all living things need to Know how space and place impact Know the influences on the quality Know how biodiversity contributes
survive on the health of living things of life for living things to the health of the planet

1.24 2.24 3.24 4.24

Understand that people share Understand the positive and Understand the effects that Understand the relationship
environments with other living negative impacts humans have on changes in the environment may between living things and their
things other living things have on living things environment

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International Curriculum Learning Goals | Science / Biology

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Living things 1.25 2.25 3.25 4.25

Understand that different locations Understand how animals and plants Understand how plants and animals Understand how a range of plants
support different living things are physically suited to particular adapt their behaviour in particular and animals are adapted to their
environments environments ecosystem

1.26 2.26 3.26 4.26

Know that there is evidence that Know the theory of evolution
animals have changed or become
extinct over time

1.27 2.27 3.27 4.27

Know about similarities and Know that there are physical Know that some characteristics Know about the key elements of
differences between humans and similarities and differences between of humans and other animals are inheritance and genetics
other creatures themselves and other people inherited from their parents

1.28 2.28 3.28 4.28

Know the basic nutrient groups and Know the role of the different Know the possible impact of too Know why different people require
example foods for each group nutrients in the body much or too little of a particular different diets
nutrient

1.29 2.29 3.29 4.29

Understand the interdependence Understand the interdependence Understand the consequences of Understand that symbiosis is
between plants and animals, between all living things imbalance in an ecosystem mutually beneficial to organisms of
humans and animals & human and different species
plants

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International Curriculum Learning Goals | Science / Chemistry

Chemistry

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Properties 1.30 2.30 3.30 4.30

Know the names and basic Know a range of testable properties Know which properties to test to Know why different materials have
properties of a range of materials see if materials are suitable for a certain properties
purpose

1.31 2.31 3.31 4.31

Be able to sort materials into Be able to compare common Be able to group and classify Be able to classify substances
groups according to their materials and objects and their materials according to testable according to their physical and
observable properties properties properties chemical properties

1.32 2.32 3.32 4.32

Understand that what we use Understand that different materials Understand that changing some Understand how pure materials
materials for is dependent upon are suited to different purposes materials makes them more or less could be changed to make them
their properties suitable for their purposes more suitable for their purposes

1.33 2.33 3.33 4.33

Know that temperature is a Know that some materials conduct Know that insulators are designed Know about the principles of
measure of heat heat more effectively than others to maintain temperature, whether it materials acting as thermal
be hot or cold insulators or thermal conductors

1.34 2.34 3.34 4.34

Know the history and structure of
the periodic table

1.35 2.35 3.35 4.35

Be able to use the periodic table to
identify elements and predict their
properties

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International Curriculum Learning Goals | Science / Chemistry

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Properties 1.36 2.36 3.36 4.36

Know that substances can be Know the properties and reactions
classified as acid or alkali and that of acids, bases and alkalis
acidity can be measured

Matter 1.37 2.37 3.37 4.37

Know that matter is made up of Know that matter is made of
particles particles called atoms or molecules

1.38 2.38 3.38 4.38

Be able to describe and illustrate
the structure of an atom

1.39 2.39 3.39 4.39

Be able to compare solids and Be able to compare solids, liquids Be able to describe and illustrate Be able to explain the arrangement
liquids and gases the different arrangements of of particles in solids, liquids and
particles in solids, liquids and gases gases

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International Curriculum Learning Goals | Science / Chemistry

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Changes 1.40 2.40 3.40 4.40

Know that there are different ways Know that some changes are Know that there are different ways Know the evidence that indicates
to change materials reversible and some are irreversible to reverse a selection of changes that a chemical reaction has taken
place

1.41 2.41 3.41 4.41

Know that some substances Know the basic factors that affect Know a range of factors that affect
dissolve in liquids and others do solubility solubility
not

1.42 2.42 3.42 4.42

Be able to observe how things Be able to separate insoluble solids Be able to separate simple mixtures Be able to use simple techniques
change when water is added from liquids for separating mixtures

1.43 2.43 3.43 4.43

Know that heating or cooling can Know that different amounts of Know the mechanisms behind
bring about a change of state heating or cooling are required to changes of state
bring about a change of state

1.44 2.44 3.44 4.44

Know about energy transfer in
chemical reactions

1.45 2.45 3.45 4.45

Know that elements cannot be Know the differences between
broken down into smaller parts elements, mixtures and
compounds

1.46 2.46 3.46 4.46

Be able to represent simple
chemical reactions using formulae
and equations

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International Curriculum Learning Goals | Science / Chemistry

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Changes 1.47 2.47 3.47 4.47

Be able to describe and predict the
reactivity of metals

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International Curriculum Learning Goals | Science / Physics

Physics

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Earth and space 1.48 2.48 3.48 4.48

Understand that the position of the Understand that day and night are Understand that the position of the Understand why seasonal changes
sun in the sky appears to change caused by the Earth spinning on its sun in the sky appears to change in daylight hours occur
during the course of a day own axis during the course of a day and
this is different over the course of
a year

1.49 2.49 3.49 4.49

Know that the Moon is not a Know that the Moon appears to Know the names of the phases of Know that the apparent shape of
source of light change shape over the course the Moon the Moon is due to the relative
of a month and is repeated every position of the Sun and the Earth
month

1.50 2.50 3.50 4.50

Know that the Sun, Earth and Moon Know that the Sun is a star at the Know that the Sun is the largest Know that our Sun is a glowing
are (approximately) spherical centre of our solar system mass in our solar system, that has sphere of hot gas held together by
the strongest gravitational pull and gravity and there are other stars in
keeps the planets in orbit our galaxy as well as many other
galaxies

1.51 2.51 3.51 4.51

Know that the time taken for the Know that seasons are caused by Know that planets take different Know that planets in our Solar
Earth to orbit the Sun is equal to the combination of Earth’s orbit lengths of time and paths to orbit System orbit the sun due to strong
one year around the sun and the tilt of its the Sun gravitational attraction, and that the
axis orbits are elliptical

1.52 2.52 3.52 4.52

Understand that the Earth is part Understand how the Earth meets Understand why other planets in
of a system of planets that orbit the conditions for sustaining our Solar System cannot support
around the same star human life human life but planets in other
Solar Systems might be able to

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International Curriculum Learning Goals | Science / Physics

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Earth and space 1.53 2.53 3.53 4.53

Be able to use weight and mass Be able to calculate the weight
correctly in experiments of an object using the equation
weight (M) = mass (Kg) x
gravitational field strength (N/Kg)

1.54 2.54 3.54 4.54

Know that a force called gravity Know that gravitational field
keeps things on the ground strength on Earth is 10 N/Kg

Energy 1.55 2.55 3.55 4.55

Know that food is a store of energy Know that heat, light, sound and Know that transfer of energy is Know about the major stores
movement are evidence of energy needed to generate electricity of energy and how energy is
transfer taking place transferred between stores (but not
created or destroyed) and most of
these transfers are not perfect

1.56 2.56 3.56 4.56

Know that materials conduct heat Know that conductors and Know how energy is transferred
differently to each other depending insulators affect the rate of heat from a hot object to a cold object
on what they’re made of energy transfer until thermal equilibrium is reached

1.57 2.57 3.57 4.57

Be able to predict some impacts Be able to give reasons why we Be able to compare a renewable Be able to evaluate the different
on our lives if electricity were no should save/conserve electricity and non-renewable way of methods and processes for
longer available producing electricity generating electricity

1.58 2.58 3.58 4.58

Know which everyday appliances Know that electricity is something Know that different appliances Know how much energy is
use electricity which is generated consume different amounts of transferred by different electrical
energy to do different tasks appliances based upon the
equation energy transferred (J) =
power (W) x time (s)

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International Curriculum Learning Goals | Science / Physics

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Electricity and 1.59 2.59 3.59 4.59

Know that a circuit has to be Know the names of the Know the names of types of circuit Know how current, potential
electromagnetism complete to work components and the related difference and resistance are
symbols in a circuit involved in electrical circuits and
their quantitative relationship
(resistance (Ω)= potential difference
in volts (V) / current (A))

1.60 2.60 3.60 4.60

Be able to build a simple circuit to Be able to use electrical circuits Be able to draw and build series Be able to investigate how the
make devices work to investigate the conductivity of and parallel circuits structure of a circuit affects current
various materials and potential difference and apply
this to developing effective circuits
for specific tasks

1.61 2.61 3.61 4.61

Know how static charges can
build up when objects are rubbed
together, how electrons are
involved and how charged objects
have an electric field around them

1.62 2.62 3.62 4.62

Be able to draw and interpret
diagrams representing magnetic
fields by plotting field lines and
showing magnetic poles

1.63 2.63 3.63 4.63

Know about the magnetic effect
of current and how this is used in
electromagnets

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International Curriculum Learning Goals | Science / Physics

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Electricity and 1.64 2.64 3.64 4.64

Be able to construct and vary the
electromagnetism strength of a simple electromagnet

1.65 2.65 3.65 4.65

Know about some uses of magnets Know about the principles of Know that bar magnets have two Know that when an electromagnet
in society magnets and how to test materials poles and that opposite poles is constructed, there will be a North
for magnetic properties attract and a South Pole and that the
electromagnet can be switched on
and off

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International Curriculum Learning Goals | Science / Physics

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Waves 1.66 2.66 3.66 4.66

Know that there are different types
of waves and these have different
properties

1.67 2.67 3.67 4.67

Know that sounds are made when Know how sounds are changed by Know that sounds require a Know about the properties of
objects vibrate altering the nature of vibrations medium to travel through sound waves, how the speed
of sound can be varied and the
relationship between pitch and
frequency

1.68 2.68 3.68 4.68

Understand how humans have Understand that light and sound Understand some of the risks Understand that waves can be used
made use of sound and light travel at different speeds associated with light and sound to transfer energy and information
sources

1.69 2.69 3.69 4.69

Know that darkness is the absence Know that we see things because Know that light travels in a straight Know that light is a wave that
of light light travels from a source and line until it hits an object transfers energy but does not need
reflects from an object into our a medium to travel through
eyes

1.70 2.70 3.70 4.70

Be able to predict the shape of a Be able to predict how the shape Be able to predict how the shape Be able to draw and/or annotate
shadow that blocks the passage of of a shadow would change based of the shadow would change diagrams to show reflection,
light from a source upon the distance of the light depending on the position of the refraction and dispersal of light
source light source relative to the object

1.71 2.71 3.71 4.71

Know the order of colours in the Know that white light is a mixture Know that the colour of light we
visible spectrum/rainbow of all of the colours in the visible see if related to its frequency,
spectrum coloured objects reflect only that
colour

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International Curriculum Learning Goals | Science / Physics

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Waves 1.72 2.72 3.72 4.72

Understand why the eye changes Understand how the structure and
in response to light and dark biology of the human eye allows us
to see things

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International Curriculum Learning Goals | Science / Physics

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Forces 1.73 2.73 3.73 4.73

Know how pushes and pulls can Know how pushes and pulls can Know the five possible effects a Know that balanced forces produce
move an objects temporarily or permanently change force can have no change in the movement of an
the shape of an object object but unbalanced forces can
change the speed and/or direction
of a moving object

1.74 2.74 3.74 4.74

Be able to create push and pulls of Be able to compare forces, stating Be able to measure forces using a Be able to draw and interpret
different strengths which is stronger Newton meter diagrams using force arrows in one
dimension

1.75 2.75 3.75 4.75

Understand how air resistance can Understand why we need friction Understand how friction and air Understand how friction, water
slow or hinder movement resistance impact on movement resistance and air resistance affect
objects sliding past each other or
moving through air and water

1.76 2.76 3.76 4.76

Know the forces involved in the Know the forces involved in the
stretching and squashing of springs stretching and squashing of springs,
and elastic bands and how Hooke’s Law shows the
relationship between extension and
force applied

1.77 2.77 3.77 4.77

Know that forces have a direction Know that a fulcrum provides a Know that forces can cause turning
pivot point effects, called moments

1.78 2.78 3.78 4.78

Understand how to calculate the
speed of a moving object and to
use distance-time graphs to work
out the relative motion of two
objects

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International Curriculum Learning Goals | Science / Physics

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Forces 1.79 2.79 3.79 4.79

Know that pressure is force divided
by area and how the pressure varies
with depth in liquid

1.80 2.80 3.80 4.80

Be able to identify simple machines Be able to sort simple machines by Be able to identify whether the
in their environment how they work forces on an object are balanced or
unbalanced and use force diagrams
to show this in a range of situations

Updated: 13/12/2022 95
International Curriculum Learning Goals | IMYC World Languages

IMYC World Know that the study of world languages enhances

and reinforces knowledge of other disciplines
International Mindedness is inherent to world
language learning and requires learners to use
and enables individuals to experience the joy of the target language for communicative purposes,
Languages communicating with a broader range of people. recognise the cultural context of the target language
and demonstrate respect for the culture of the places
Students need to know the rules and structures of where the target language is spoken.
the different languages they are learning in order to
communicate effectively. As well as meeting the Learning Goals, to be
successful, learners must:
The world language Learning Goals for the IMYC – Use appropriate vocabulary and subject-specific
have been written for learners of an additional terminology
language. They have been separated into those for
– Connect learning within and between subjects
learning languages with the Roman alphabet and
– Engage with current affairs on a local and global
those for learning a language with no alphabet. Those
level
learning a language with a new alphabet (which is
not the Roman alphabet) should follow the goals for – Make use of available, fitting technology
languages with the Roman alphabet, but with the – Demonstrate academic honesty
appreciation that fewer topics may be covered as it – Apply all the Personal Learning Goals.
will take longer for vocabulary to be acquired.

Through reading, writing, listening and speaking,

learners will develop an understanding of
communicating in an additional language and the
multiple perspectives of the associated culture.

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International Curriculum Learning Goals | IMYC World Languages

Strand Language with the Roman alphabet Language with no alphabet

Reading and viewing 4.01 4.20

To be able to read extended texts which contain unpredictable elements To be able to read extended texts which contain unpredictable elements

4.02 4.21
To be able to translate short paragraphs into the language of instruction in a To be able to translate short paragraphs into the language of instruction in a
range of topics range of topics

4.03 4.22
Understand some unfamiliar language, including that embedded in a range Understand some unfamiliar language, including longer sentences, inferring
of complex structures, inferring meaning from context and surrounding meaning from context and surrounding language
language

Listening and 4.04 4.23

To be able to listen to and comprehend extended passages or dialogues To be able to listen to and comprehend extended passages or dialogues
responding spoken clearly at near-normal speed which contain some unpredictable spoken clearly at near-normal speed which contain some unpredictable
elements elements

4.05 4.24
Understand some unfamiliar language, inferring meaning from context, tone Understand some unfamiliar language, inferring meaning from context and/
of voice and/or surrounding language or surrounding language

4.06 4.25
To be able to take notes in the target language, with sufficient accuracy to To be able to write short notes phonetically in a familiar alphabet, with
communicate meaning clearly and accurately, though not flawlessly sufficient accuracy to communicate meaning clearly and accurately, though
not flawlessly

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International Curriculum Learning Goals | IMYC World Languages

Strand Language with the Roman alphabet Language with no alphabet

Speaking and 4.07 4.26

To be able to ask and answer an extended range of To be able to ask and answer an extended range of questions confidently
presenting questions confidently and spontaneously, including more complex and spontaneously, including more complex questions using correct
questions involving different time frames, and using the correct register sentence structure

4.08 4.27
To be able to engage in longer stretches of unplanned conversation on To be able to engage in longer stretches of unplanned conversation on
familiar topics, showing the ability to cope with unexpected questions or familiar topics, showing the ability to cope with unexpected questions or
responses responses

4.09 4.28
To be able to use the target language, making him/herself understood, for To be able to use the target language, making him/herself understood, for
almost all communication in the languages classroom almost all communication in the languages classroom

4.10 4.29
To be able to consistently use accurate pronunciation and intonation, across To be able to use understandable pronunciation and intonation, across a
a variety of text types and including unfamiliar language variety of different topics

4.11 4.30
To be able to generate their own language rather than that of the teacher To be able to generate their own language rather than that of the teacher
or text book, and to use familiar language fluently and accurately across a or text book, and to use familiar language fluently and accurately across a
range of topics range of topics

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International Curriculum Learning Goals | IMYC World Languages

Strand Language with the Roman alphabet Language with no alphabet

Grammar 4.12 4.31

To be able to differentiate between several possible meanings of a word to To be able to express their own ideas and opinions, and those of others, with
select the most appropriate dictionary translation with consistent success some precision

4.13 4.32
To be able to write a coherent piece of prose of several paragraphs, using To be able to write a coherent piece of prose of approximately 1
appropriate links between paragraphs, drawing on several familiar topic paragraph, drawing on several familiar topic areas
areas, and using a range of vocabulary and structures

4.14 4.33
To be able to write using the target language syntax, and explain how this To be able to write using the target language syntax, and explain how this
differs to their home language(s) differs to their home language(s)

4.15 4.34
To be able to generate their own language rather than that of the teacher/ To be able to generate their own language rather than that of the teacher/
textbook, applying known grammatical structures with some precision textbook, applying known sentence structures

4.16 4.35
To be able to research and use 50 verbs reasonably accurately in all tenses To be able to recall and use 30 verbs
covered

4.36
To be able to use a range of structures including negatives and superlatives
independently

4.17 4.37
To be able to use taught grammatical features competently To be able to consistently use correct word order in both questions and
statements

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International Curriculum Learning Goals | IMYC World Languages

Strand Language with the Roman alphabet Language with no alphabet

Vocabulary 4.18 4.38

To be able to hear or read and identify the meaning of a range of non- To be able to hear or read and identify the meaning of a range of non-
cognate words, including abstract and concrete ideas cognate words, including abstract and concrete ideas

4.19 4.39
To be able to recall, say and spell promptly a range of non-cognate words To be able to consistently write familiar characters from memory
related to the topics studied

Updated: 13/12/2022 100

International Curriculum Learning Goals | Personal Learning Goals

Personal The IPC and IMYC Personal Learning Goals underpin

the individual qualities and learning dispositions that
Each Personal Learning Goal is constructed as
follows:
the responsible citizens of the future will need in
Learning order to thrive in a demanding global society. ‘To be (insert goal here), I aim to…’.

Goals The development of these goals will lead to the

motivation and inclination to positively contribute to
In the IPC, the Extension Tasks do not have Personal
Learning Goals to allow for school foci and for
their local and global communities. learners to pursue individual Personal Learning Goals.

As well as opportunities for learners to be these In the IMYC, the Personal Learning Goals are
kinds of people, the International Curriculum units embedded into subject tasks and we encourage
provide tasks to promote learning about the Personal schools to articulate the use of the Personal Learning
Learning Goals e.g. through the study of significant Goals beyond the IMYC, considering their role in the
people in history. Each of the Personal Learning Goals school community.
will manifest itself differently across the academic
subjects. Learners should take the opportunity to
self-reflect, celebrate and set aims to improve their
demonstration of the Personal Learning Goals.

The Personal Learning Goals aim to develop

character and attitudes, rather than Knowledge,
Skills and Understanding; it is the responsibility of all
teachers and members of the community to support
the development of these goals.

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International Curriculum Learning Goals | Personal Learning Goals / Adaptable

Adaptable

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

To be adaptable, I aim to: To be adaptable, I aim to: To be adaptable, I aim to: To be adaptable, I aim to:

Flexibility 1.01 2.01 3.01 4.01

Approach tasks with an open mind Approach a range tasks across all Approach all tasks across all Approach various contexts and
subjects with an open mind subjects with an open mind situations with an open mind

1.02 2.02 3.02 4.02

Try different ways of doing things Explore various roles, ideas and Select roles, ideas and strategies Select and/or create roles, ideas
strategies appropriate to the situation and strategies appropriate for the
situation

Metacognition - 1.03 2.03 3.03 4.03

Follow strategies to manage my Apply strategies to manage Apply strategies to self regulate my Apply strategies to self regulate
supporting learning own feelings my own feelings and respond own feelings my own feelings and respond
through managing appropriately appropriately to the feelings of
others
emotions
1.04 2.04 3.04 4.04
Realise that my opinions may Reflect on where values and Explore what influences my Question and re-evaluate my own
change over time opinions may have come from changing views and opinions values, views and opinions based
on new information

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International Curriculum Learning Goals | Personal Learning Goals / Collaborator

Collaborator

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

To be a collaborator, I aim to: To be a collaborator, I aim to: To be a collaborator, I aim to: To be a collaborator, I aim to:

Group/team work and 1.05 2.05 3.05 4.05

Contribute to group work and Contribute to various groups/teams Take responsibility for my own Take responsibility for different
learning learning with various groups/teams to achieve goals contributions to groups/teams to roles depending on the needs of
achieve goals the group and on the goal in a
variety of contexts

1.06 2.06 3.06 4.06

Appreciate how everyone’s Consider how both my own Offer support to others to help the Support others in their roles in
activities combine to achieve a goal and others’ activities combine to group achieve shared goals order to achieve shared goals
achieve a shared goal

Leadership 1.07 2.07 3.07 4.07

Fulfil the role of leader or group Volunteer for leadership roles Develop leadership skills and Apply leadership skills and
member as and when directed strategies to capitalise on group/ strategies when appropriate
individual strengths

4.08
Recognise group dynamics and the
strengths of individuals in the group

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International Curriculum Learning Goals | Personal Learning Goals / Communicator

Communicator

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

To be a communicator, I aim to: To be a communicator, I aim to: To be a communicator, I aim to: To be a communicator, I aim to:

Thoughtful 1.09 2.09 3.09 4.09

Use verbal & non-verbal Use verbal & non-verbal Use verbal & non-verbal Use verbal & non-verbal
communication communication that is appropriate communication that is appropriate communication that is appropriate communication that is appropriate
to the situation, purpose and to the situation, purpose and to the situation, purpose and to the situation, purpose and
audience audience audience audience

Digital /social media 1.10 2.10 3.10 4.10

We have aimed to consider age Use social media and/or online Use social media and/or online
restrictions for the use of social platforms positively platforms positively
media accounts and therefore start
this strand at MP3. We are aware
that some schools have internal
systems such as Google Classroom
and Seesaw and may need to
begin this learning earlier

Multilingualism 1.11 2.11 3.11 4.11

Appreciate that people are able to Use different languages in different Select the appropriate language for Use multiple languages as
use languages at different levels situations the situation appropriate to the situation

Integrity 1.12 2.12 3.12 4.12

Be honest and truthful Think before I speak to avoid Think carefully before speaking in Decide how my communications
hurting others’ feelings order to be considerate of others may affect myself and others and
adjust accordingly

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International Curriculum Learning Goals | Personal Learning Goals / Communicator

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

To be a communicator, I aim to: To be a communicator, I aim to: To be a communicator, I aim to: To be a communicator, I aim to:

Clarity 1.13 2.13 3.13 4.13

Be clear and relevant Be clear, relevant and confident Reflect on the clarity of my Evaluate when my message has
messaging and aim for been misinterpreted and change
improvement my communication accordingly

1.14 2.14 3.14 4.14

Attentively focus on what is being Attentively focus on what is being Seek clarification when I am unsure Admit when I am confused
communicated communicated considering tone of what is being communicated
and facial/body language

Environmental 1.15 2.15 3.15 4.15

Interpret information from a range Seek information from a range of Interpret information considering Critically engage with what is being
communication of sources sources to gain a deeper insight authority of the source communicated considering tone,
(anything in the facial/body language, situation and
the authority of the source
world around us that
communicates a
message)

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International Curriculum Learning Goals | Personal Learning Goals / Empathetic

Empathetic

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

To be empathetic, I aim to: To be empathetic, I aim to: To be empathetic, I aim to: To be empathetic, I aim to:

Learning 1.16 2.16 3.16 4.16

Recognise that others may have Act in a way that does not hinder Support others’ learning when I am Be sensitive to the impact I may
different learning needs to myself others’ learning able have on peers’ learning

Emotions 1.17 2.17 3.17 4.17

Recognise feelings and emotions Be considerate of the feelings and Take action to gain insight into the Respond appropriately in support
in others emotions of others feelings and emotions of others of the feelings and emotions of
others

1.18 2.18 3.18 4.18

Recognise that my words and Anticipate the impact of my words Make decisions giving Make decisions giving careful
actions have consequences and actions on others consideration to the impact on consideration to the benefit and
myself and others risks to myself and others

1.19 2.19 3.19 4.19

Recognise some of the differences Appreciate the differences and Develop insight into the Seek first hand sources to develop
and similarities between my own commonalities between my own experiences of others insight into other’s lives and
life and that of others life and that of others challenge my own assumptions

Compassion 1.20 2.20 3.20 4.20

Demonstrate kindness to others Demonstrate fairness and kindness Contribute to the welfare of others Demonstrate humanity even when
in words and deeds it challenges my peers’ behaviour

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International Curriculum Learning Goals | Personal Learning Goals / Ethical

Ethical

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

To be ethical, I aim to: To be ethical, I aim to: To be ethical, I aim to: To be ethical, I aim to:

Ethics in school and 1.21 2.21 3.21 4.21

Recognise that rules are there to Recognise the dilemmas of what Do the right thing even when no Evaluate choices to identify the
my local environment help us someone wants to do and what the one is watching ‘most right’ action in any situation
right thing is

Ethics in the world 1.22 2.22 3.22 4.22

Learn about when I can contribute Learn about the moral/ethical Learn about when breaking
(and subject learning) to improving and developing rules issues associated with particular rules has contributed to the
subjects development of society

1.23 2.23 3.23 4.23

Learn about rules related to Learn about rules related to Learn about which ethical/moral Learn about different ethical/moral
different cultures different cultures, religions and codes form the rules in my life codes and where people get their
families sense of right and wrong

Decision making - 1.24 2.24 3.24 4.24

Make positive choices when given Be informed to help me make my Be selfless rather than selfish when Be courageous when making
ethical choices the opportunity own ethical decisions making ethical decisions ethical decisions

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International Curriculum Learning Goals | Personal Learning Goals / Resilient

Resilient

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

To be resilient, I aim to: To be resilient, I aim to: To be resilient, I aim to: To be resilient, I aim to:

Tenacity 1.25 2.25 3.25 4.25

Have more than one go at Practise to learn and improve Apply myself to practising things I Demonstrate tenacity and
something need to get better at determination

1.26 2.26 3.26 4.26

Appreciate that not everything can Try again with a positive attitude, Develop and apply strategies to Apply strategies to deal with
go my way when I am not successful in deal with disappointment disappointment and changes
activities including transition and loss, shifts
in dynamics

Metacognition 2.27 2.27 3.27 4.27

Seek help only when I really need Seek help from sources other than Identify when I am stuck and when Apply strategies that will help me to
it adults my learning is progressing make progress

1.28 2.28 3.28 4.28

Realise that learning takes effort Realise that some learning takes Realise that learning takes effort Invest effort into challenges as they
more effort and may not always be successful are a learning opportunity

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International Curriculum Learning Goals | Personal Learning Goals / Respectful

Respectful

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

To be respectful, I aim to: To be respectful, I aim to: To be respectful, I aim to: To be respectful, I aim to:

Others 1.29 2.29 3.29 4.29

Treat others as I would like to be Treat others as I would like to be Treat others as I would like to be Find out from others how they
treated treated treated wish to be treated and adapt how I
engage with them accordingly

1.30 2.30 3.30 4.30

Accept that others have different Consider the opinions, views, Critically engage with opinions Be conscious of when and how to
opinions to me cultures and traditions of other different to my own challenge views and opinions that
people are different to my own

2.31 2.31 3.31 4.31

Be considerate of others’ personal Be considerate of others’ personal Be considerate of others’ rights and Be considerate of others’ rights,
space and their things space, their things and feelings cultural norms cultural norms and individual
wishes

1.32 2.32 3.32 4.32

Recognise and accept that we are Recognise and appreciate Value diversity and question Value diversity, challenge prejudice
all different differences prejudice and bias and avoid bias

Environmental 1.33 2.33 3.33 4.33

Use less, share resources and help Reuse and/or re-purpose resources Apply strategies to manage the use Question, advocate and make
maintain shared environments taking responsibility for waste of concrete and abstract resources informed decisions about the use
of resources

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International Curriculum Learning Goals | Personal Learning Goals / Thinker

Thinker

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

To be a thinker, I aim to: To be a thinker, I aim to: To be a thinker, I aim to: To be a thinker, I aim to:

Critical thinkers 1.34 2.34 3.34 4.34

Identify and consider issues in local Analyze and predict effectiveness Analyze issues and evaluate Analyze complex issues and
and global contexts of solutions to issues solutions in local and global evaluate solutions in local and
contexts global contexts

1.35 2.35 3.35 4.35

Give a reason for why I think Give reasons for why I think Use reasoning to support Use logic and intuition to justify
something something conclusions conclusions

Metacognitive 2.36 2.36 3.36 4.36

Reflect on my own strengths and Reflect on my own strengths and Reflect and act on ways of Reflect on which strategies have
thinking weaknesses to inform next steps in weaknesses to help goal setting developing my strengths and the biggest impact on developing
learning overcoming my weaknesses my strengths and overcoming my
weaknesses

1.37 2.37 3.37 4.37

Reflect on where I have been Reflect on where and how I have Reflect on the success of strategies Reflect on and develop strategies
successful in my learning been successful in my learning for learning to improve learning

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International Curriculum Learning Goals | Personal Learning Goals / Thinker

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

To be a thinker, I aim to: To be a thinker, I aim to: To be a thinker, I aim to: To be a thinker, I aim to:

Creative thinkers 1.38 2.38 3.38 4.38

Imagine solutions to problems Use strategies to generate multiple Innovate and evaluate solutions to Innovate, test and evaluate possible
solutions to a problem real world problems or issues solutions to a variety of real world
problems or issues

1.39 2.39 3.39 4.39

Use others’ ideas as inspiration Use others’ ideas to further develop Seek fresh perspectives through Develop new insights through
my own examining others’ ideas examining others’ ideas

Curious thinkers 1.40 2.40 3.40 4.40

Seek to connect learning to Ask questions to extend learning Extend learning through making Take my learning further and
personal experiences connections beyond what is required

Updated: 13/12/2022 111

International Curriculum Learning Goals | Notes

Notes Learning Goals for language arts and mathematics

are provided for the IPC and referenced in thematic
units as part of other subject tasks. The goals in these
subjects are not part of a complete programme
of learning, however schools may choose to use
these to structure their language and mathematics
offering. Schools are encouraged to identify and
map opportunities to improve learning through
strengthening connections between IPC thematic
units and mathematics and language arts.

The language arts goals can also be used within

additional/second language learning; the level may be
adjusted depending on when children begin learning
the language in question. This can look different from
school to school.

Updated: 13/12/2022 112

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