Blog

I am fortunate enough to be the IMYC coordinator at Khartoum International Community School (KICS) in Sudan. At KICS, the Year 7/8/9 cohorts are each made up of two groups of learners; all of which are taught by a wonderful team of enthusiastic, supportive and knowledgeable teachers. This year, there has been a focus on improving our Exit Point structure.

This year, I was lucky enough to take on the post of IMYC lead at Nord Anglia International School in New York City. Teaching here, using the IMYC framework has led to some wonderful educational discoveries for both myself as a practitioner, but more importantly for the students. The IMYC ethos has ensured that students feel connected to and challenged by their learning and has created a wonderful atmosphere for debate, evaluation of and progress in students thought process.

I had the privilege of visiting the US last week, on a tour of Boston, New York and Washington DC. I couldn’t resist visiting some of our member schools and seeing what great learning was taking place.

Assessment of the progress that children make in school is perhaps one of the leading debates in education

Therese Andrews, Head of IPC and IMYC responds to the recent tes article by Rob Campbell: http://bit.ly/2yrYmPV

It was a pleasure to visit NAIS Al Khor in Qatar recently to work with their teachers on the implementation of the IMYC in their school. Living in the desert can bring certain challenges for teenagers; these include the early starts to avoid the afternoon heat, which we know doesn’t necessarily align with teenagers’ circadian rhythm – meaning they’re predisposed to sleep for longer in the mornings.

Will we learn something if we we're not curious about it?