ABSTRACT
In recent times, considerable effort has gone into meeting the challenge of creating curricula that incorporate objectives directly, or indirectly, related to the promotion of international-mindedness for students studying in both national systems and international schools worldwide. Curriculum and assessment authorities have sought to address the task, starting from a base of well-established curricula, through various approaches that have been described, elsewhere, as exportation and adaptation (Thompson, 1998). But very few examples exist of curricula that have been designed, de novo, to satisfy international education objectives. Examples of those that do are the International Primary Curriculum (IPC, 2002) and the three programmes that form the curricular portfolio of the International Baccalaureate Organization (IBO) (IBO, 2002a).
