By the end of this unit, you will:

1. Know the strengths and weaknesses of integrated, topic based learning
2. Be able to identify examples of rigorous learning through both research and recording
3. Be able to discuss ideas about what rigorous learning might look like in the IPC units
4. Be more able to reflect ways to improve the quality of children’s researching and recording

By the end of this unit, you will:

1. Consolidate your knowledge of the importance of rigorous learning and your ability to define what rigorous learning might look like in the IPC units
2. Know about some ways in which rigorous learning can be developed in the classroom
3. Be able to define clear learning outcomes for the children and know the importance of that
4. Be able to identify rigorous learning in each of the multiple intelligences
5. Know about some strategies for creating a ‘high expectation’ classroom
6. Developed understanding of how children can use a variety of resources other than books and the internet in research
7. Be able to use the IPC Accreditation rubrics to make an initial evaluation of your school’s current status

By the end of this unit, you will:

1. Consolidate your knowledge of the importance of rigorous learning and high expectations
2. Be able to discuss what rigorous learning and high expectations might look like for children at Early Years and each of Mileposts 1, 2 and 3
3. Know about and be able to apply a range of strategies and to use a range of primary and secondary sources to develop rigorous, age-appropriate research skills
4. Know about and be able to apply a range of strategies to develop rigorous, age-appropriate recording skills
5. Know about and be able to use a number of strategies for creating ‘high expectation’ classrooms
6. Know about some of the behaviours of people in fields other than education who demonstrate high expectations and rigor in what they do
7. Be able to use the IPC Accreditation Rubric to make an evaluation of your school’s current status