The International Middle Years Curriculum (IMYC) was introduced in 2011 in response to demand from IPC schools asking for a curriculum to meet the needs of learners beyond the primary years. The IMYC was developed using neuroscientific research on the teenage brain and how it learns and has been designed to meet these needs. The IMYC is now used in over 100 schools in more than 50 countries.
The IMYC responds to the specific development needs of 11-14 year olds, providing structures and systems that support the needs of the adolescent brain
It draws on current media platforms, involving active skills-based learning, and promoting self-reflection and the opportunity for students to make sense of their learning
This relevant and engaging curriculum centres around a challenging Big Idea for life and a blend of individual and shared learning experiences
The IMYC allows for single subject teaching and learning whilst facilitating collaboration around a Big Idea, linking all subject learning to a conceptual theme
Offering a student-led learning structure, the IMYC helps 11-14 year olds develop a sense of their place in the world and that of others
The IMYC prepares students for the next stage of their learning and for future work opportunities
IMYC learners become Globally Competent learners, developing their understanding of the world
The IMYC's Assessment for Learning (AfL) Programme tracks students’ skills learning through beginning, developing and mastering in every age group
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 adolescent brain have been identified as important and influence the design of the IMYC. The key needs are:
The IMYC provides students with subject goals, personal learning goals, and uniquely, international learning goals, and these are defined for each age phase:
The IMYC consists of 33 units, with subject tasks that connect to an overarching Big Idea. The Big Idea challenges students to think beyond a topic by elevating the theme to a broader concept, enabling them to make connections with other subjects.
For students to become globally competent citizens, it is vital for them to develop not only a strong interest in their own and other cultures and a deep understanding of multiple perspectives, but also desire to help shape the local and global communities through actions that impact positively on society. What we hope global competence adds to the curriculum is the sense that children are capable of influencing change.
For students to become globally competent citizens, it is vital for them to develop not only a strong interest in their own and other cultures and a deep understanding of multiple perspectives, but also desire to help shape the local and global communities through actions that impact positively on society. What we hope global competence adds to the curriculum is the sense that children are capable of influencing change.
Stand out with Accreditation
Accreditation of the IPC is delivered by the International Curriculum Association (ICA), a body established by Fieldwork Education to drive forward our commitment to quality and improving learning.
The ICA champions quality of learning in schools implementing an international curriculum, supporting and guiding you to unlock the potential in your school.