Distinctives

The International Christian Curriculum has been specially developed for Christian schools in the context of international communities and for those schools wanting to teach their children a global and biblical worldview.

There are four aspects of the International Christian Curriculum that define its distinctive:

1) It has a world Christian worldview. The International Christian Curriculum has a global perspective with a theme of “God’s Heart for the World.” It trains students to be world Christians by helping them understand God's love for, and redemptive work toward all peoples, biblically, historically, and presently.

The core ideas and concepts underlying the Perspectives On The World Christian Movement  course and World Christian Foundations curriculum (developed by the William Carey International University) form the kernel worldview for this curriculum. Understanding God’s purposes unfolding through history is central to understanding the unique role each of us plays in His amazing plan!

2) It has an integrated, looping structure following a historical theme. It covers all of history over a four-year period. After four years, the cycle is repeated. This enables students to interact with content at a primary, intermediate, and advanced level. The curriculum is history-based, and integrates science, research/writing skills, geography, literature, Bible and Christian history, art, culture and religious studies. Language arts and mathematics are taught to state standards. Math, language arts, music, technology, physical education, and Spanish are an integral part of the students’ studies.

Each year of study is divided into six 6-week units. The years are divided as follows:

• Year 1: The Ancient World / Life Science/Old Testament History
• Year 2: The Medieval World / Human Body/Gospels and Acts
• Year 3: The Age of Discovery / Earth Science/OT Wisdom Literature & Romans
• Year 4: The Modern World / Physical Science/Epistles & Revelation

3) It has a "real books" philosophy of education, using "real" books for literature, history, and science whenever possible.  An investigative learning model is followed whereby the students and teacher gain insights through reading, reflecting, discussing and writing. This classic mentored-interactive learning model is also complemented by worthwhile hands-on activities, field trips and science experiments. The curriculum uses “real” books – colorful, informative content books - as primary texts that are occasionally supplemented with textbooks, rather than the other way around.

4) It incorporates a paradigm of "exploratory learning." Students are given opportunity to let their experiences with research, activities, experiments, and other students be their "instructors" as they explore and engage the world to gain insight. The teacher's job is to carefully select and make these opportunities available -- the student benefits by "discovering" knowledge by himself or with a group, making it more meaningful (and increasing retention)!

Activities are designed for children to learn and grow together as a learning community. Basic skills are addressed through the content areas as much as possible, rather than as separate studies. Students are inspired to love learning by exposure to the world and the tools needed for acquiring and applying knowledge. Learning occurs through exploration, discussion, and student-created experiences rather than through lecture or worksheets alone.