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Early Years Primary Professional Learning

Student voice: How we can help children learn in a pandemic

Schools have reacted and adapted with astonishing pace, but it has taken a toll on school leaders, teachers, students, and parents.

Why teachers and students should know the neuroscience of learning

The strategy correlations from neuroscience and cognitive science give us tools to promote learning consistent with the brain’s most effective and powerful processing now and in the future.

The ICA sets out to answer a question – “How well do we identify the impact of improved learning on the learners themselves?”

The focus on improving learning has been the DNA of the International Primary Curriculum (IPC) since it began some twenty-one years ago. That same focus flows through the veins of the International Early Years Curriculum (IEYC) and International Middle Years Curriculum (IMYC) and it now provides the genetic architecture of the ICA Recognition and Accreditation Framework. But the ICA sets out to answer a question – “How well do we identify the impact of improved learning on the learners themselves?”

A middle years curriculum designed for evolving adolescent brains

Between childhood and adulthood, hormones kickstart a phase of significant change. While some physical changes may be noticeable, there are less obvious changes taking place in our brains, which can contribute to making teenage years a rollercoaster.

IMYC2020 – Making the Mathematical Connection

We are excited to announce that IMYC Big Ideas now feature support for Mathematics teachers, developed in collaboration with mathematics teachers within the IMYC global community. A range of optional tasks that cover IMYC Mathematical strands have been created that provide authentic links to all nine of the IMYC Big Ideas.

IMYC2020: The tumultuous teenage brain

The IMYC recognises that teenagers have particular needs and is designed to support and improve their learning through this critical time. Six needs of the teenage brain have been identified as important, and the IMYC has been designed with these in mind.

IMYC2020 Rubrics

Assessment is integral to the Process to Facilitate Learning and therefore rubrics should be discussed as part of learning.

Guest Blog: Navigating this Pandemic

Guest Blog: Improving learning through IMYC Exit Points

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.

Guest Blog: Leading the IMYC at NAIS New York

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.

IMYC in action at TH School, Vietnam

IMYC at the International Curriculum Conference Singapore 2019

Takeaways from the Bett and Education Show in London

New Year's Resolutions Series: Therese Andrews

Why a recent article in The Telegraph is wrong

My Visit to the US

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.

Our View of Assessment

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

Ofsted’s new focus on Curriculum is an opportunity for Key Stage 3 to become good again

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

IMYC visit to NAIS Al Khor

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.

Why is the Big Idea at the centre of the IMYC Learning Process?

IMYC Exit Points - Curiosity magnets?

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

Is Finland scrapping subjects?