International Primary Curriculum (IPC)
The IPC Curriculum in Nepal offers learners a connected, thematic and internationally informed approach to primary education. At Gyan Sanskar International School, the International Primary Curriculum (IPC) develops academic knowledge, personal qualities and international mindedness through meaningful and enquiry-based learning experiences.
Connecting Learning, Developing Global Competence
At Gyan Sanskar International School, primary education is designed to move beyond the acquisition of information towards meaningful, connected and purposeful learning. Our primary programme is guided by the International Primary Curriculum (IPC), a comprehensive international curriculum designed for learners aged 5 to 11 years.
The IPC supports the holistic development of learners through enjoyable, relevant and rigorous learning experiences. With a strong emphasis on academic, personal and international learning, the curriculum prepares learners to become knowledgeable, reflective, socially conscious and globally competent individuals who can contribute positively to the world around them.
A Thematic and Connected Approach to Learning
The IPC is built around engaging thematic units that connect learning across different subject areas. Rather than experiencing subjects only as isolated areas of study, learners are encouraged to explore meaningful themes from multiple perspectives and make connections between their classroom learning, prior knowledge and real-life experiences.
This connected approach helps learners understand the relevance of what they are learning. Through enquiry, investigation, research, discussion, practical experiences and reflection, learners actively construct meaning and develop a deeper understanding of concepts.
At Gyan Sanskar, this philosophy closely reflects our belief that learning should extend beyond books and classrooms. Learners are provided with opportunities to experience, explore, question, create and apply their learning in meaningful contexts.
Learning Goals at the Heart of the IPC
The IPC places clearly defined Learning Goals at the centre of the learning process. These goals are organised into three interconnected areas:
Subject Learning Goals
These identify the knowledge, skills and understanding learners develop across different areas of the curriculum. They provide clear progression and help teachers focus on what learners are learning rather than simply the activities they complete.
Personal Learning Goals
The IPC recognises that successful learning also depends on the personal qualities and dispositions learners develop. The eight IPC Personal Learning Goals encourage learners to become Adaptable, Communicators, Collaborators, Empathetic, Ethical, Resilient, Respectful and Thinkers.
These qualities closely complement Gyan Sanskar’s commitment to developing confident, responsible and value-driven individuals.
International Learning Goals
International learning enables learners to develop an understanding of their own identity and culture while exploring different perspectives, communities and ways of life. Learners are encouraged to recognise interconnectedness, appreciate diversity and consider how their choices and actions can positively influence local and global communities.
A Progressive Pedagogy for Deeper Learning
The IPC is informed by progressive approaches to teaching and learning. Its pedagogy encourages learners to connect new knowledge with prior understanding, actively participate in meaningful experiences and reflect on how they learn.
Experiential and active learning provide opportunities for learners to be both ‘hands-on’ and ‘minds-on’. Metacognition is also an important part of the learning process, encouraging learners to think about what they are learning, how they are learning and how they can improve.
Through this approach, teachers become facilitators of learning—creating purposeful environments, asking meaningful questions, guiding enquiry and providing appropriate support and challenge according to learners’ needs.
A Purposeful Process to Facilitate Learning
IPC units follow a structured Process to Facilitate Learning, designed to make learning engaging, visible and meaningful.
Learners are introduced to new units through experiences that stimulate curiosity and interest. Their existing knowledge and understanding are explored, helping teachers and learners identify starting points for new learning. Learners then engage in research, investigation and purposeful learning tasks before reflecting on, recording and communicating their developing understanding.
Throughout this process, learners are encouraged to recognise the type of learning taking place and to become increasingly aware of their own learning journey.
This structured yet flexible process supports learner agency, curiosity and active participation while ensuring that learning remains focused on clearly defined goals.
Knowledge, Skills and Understanding
A distinctive feature of the IPC is its recognition that Knowledge, Skills and Understanding are different types of learning and should therefore be taught, learned and assessed appropriately.
Knowledge involves what learners know. Skills develop through practice and increasing competence, while understanding grows as learners make connections, consider ideas from different perspectives and develop deeper meaning.
By making these distinctions clear, learners become more aware of themselves as learners and teachers are better able to plan purposeful learning experiences and provide meaningful feedback.
Assessment for Improving Learning
Within the IPC, assessment is an integral part of the learning process. Its purpose is not simply to measure achievement but to improve learning.
Ongoing formative assessment allows teachers to observe progress, provide meaningful feedback, adapt learning experiences and identify appropriate next steps. Learners are also encouraged to reflect on their own progress, recognise areas for development and take greater ownership of their learning.
This approach supports the development of independent, reflective and motivated learners.
International Learning with Local Relevance
At Gyan Sanskar International School, the IPC is thoughtfully integrated with the Curriculum Development Centre (CDC) Curriculum of Nepal. This allows our learners to experience an internationally informed approach to learning while fulfilling national curriculum requirements and maintaining a strong connection to Nepal’s language, culture, heritage and educational context.
The IPC further complements our broader educational pillars, including STEAM Education, ClassVR by Avantis, Reading Culture and the Sanskar Curriculum. Together, these approaches create opportunities for interdisciplinary, experiential and technology-enhanced learning.
Our learners are encouraged not only to understand the world but also to develop the values, skills and confidence required to participate responsibly within it.
Preparing Learners for an Interconnected World
Through the International Primary Curriculum, learning at Gyan Sanskar becomes a journey of enquiry, connection and reflection. Learners are encouraged to ask meaningful questions, explore different perspectives, collaborate with others and apply their learning to real-life situations.
By combining academic learning, personal development and international mindedness, the IPC supports our vision of developing confident, compassionate, ethical and globally competent lifelong learners.
At Gyan Sanskar International School, the IPC reflects our commitment to improving learning for every child—connecting knowledge with experience, learning with life and local identity with a global perspective.
