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1T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: [email protected] www.greatlearning.com/imyc
THE INTERNATIONAL MIDDLE YEARS CURRICULUMA curriculum for 11-14 year-olds from Fieldwork Education
2
SELF-CONTROL
UNDER CONSTRUCTION
SLANG DECODER
COOL G
AUGECENTRE OF
SUPER TURBORISK CENTRE
REBELLION CENTRE
UNIVERSE CENTRE
PERSONALITY
FLUCTUATOR
ALL THECA
R KEYS
CR
AVING
FIRST
LOVE
INDES
TRUCTIBILITYFIT
TING
IN CENTRESELF
IMAGE
CORTEX
ANSWERS
SOCIAL
MEDIAMEMORY
FOR MUSIC
DISDAIN FOR
PARENTS
LOVE FOR
PARENTS
SELF-FF CONTROL
UNDER CONSTRUCTION
SLANG DECODER
COOL GAUGE
CENTRE OFSUPER TURBO
RISK CENTRE
REBELLION CENTRE
UNIVERSE CENTRE
PERSONALITY
FLUCTUATOR
ALLTHECA
R KEYS
CR
AVING
FIRST
LOVE
INDES
TRUCTIBILITYFIT
TTING
INCENTRESE
LFIM
AGE
CORTEX
ANSWERS
SOCIAL
MEDIA FOFF R MUSIC
DISDAIN FOFF R
PAPP RENTS
LOVE FOFF R
PAPP RENTS
Teenagers have particular needs
An effective curriculum is designed to support and improve their learning
through this critical time.
3T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: [email protected] www.greatlearning.com/imyc
Over the years that we have been designing and producing curriculums, key questions have guided all of our
work. Here are the questions and why we think they are important:
1. What kind of world will our children and students live and work in?
Teaching and learning is exciting (and difficult) because it looks both forward and back. We look back because, in part, learning is about taking on the heritage of our culture and learning about what has made us who we are. We look forward because we know the world is going to be different than it was and we accept the challenge of making the best judgments we can about what that world will look like.
2. What kinds of students are likely to succeed in the world?
We are tasked with making the best predictions possible about the state of the world in the future. We have to do this because it guides our thinking about what kinds of people students will need to be. Their personal dispositions will be the key to whether students can make the best of their learning in the years to come.
3. What kinds of learning will our students need and how should they learn it?
A view about the future world and the personal qualities that will matter helps us decide what kinds of learning children and students will need. Knowing what kinds of learning they need guides us to what learning should look like in the classroom.
4. What kinds of unique needs do students of this age group have?
The International Middle Years Curriculum (IMYC) is specifically designed around the needs of the developing adolescent brain in order to improve the way 11 – 14 year olds learn. It addresses five key needs of the teenage brain based on recent and consistently proven brain research.
• Much of this research tells us that the brain learns in an associative way; i.e. connecting new learning to previous learning, and adapting previously learned concepts to incorporate new learning. Making connections between the learning of different subjects is just as important as making connections within subjects.
• Because the adolescent brain is at a stage of specialising and pruning connections in a ‘use it or lose it’ fashion, it is crucial for students to make meaning of their learning to help strengthen the new connections and to ensure that the existing knowledge or skills connections are not lost or pruned.
• Teenagers also don’t view risk in the same way that adults do. As teachers, we need to create opportunities for teenagers to be active, practise their decision-making skills and to be given the opportunity to take risks during their learning, but to do so in a safe environment.
• Peers play an increasingly important role in validation for teenagers as they move from childhood towards adulthood.
• Lastly, the adolescent’s prefrontal cortex which houses the executive function, is in flux during the teenage years; specialising and maturing. As a result, teenagers need extra support with behaviours affected by the executive function such as self-organisation, decision-making and self-control.
It is these five particular needs of the teenage brain that the IMYC has been specifically designed to support while at the same time providing challenging, engaging, rigorous learning that middle years students find relevant, inspiring and enjoyable.
OUR GUIDING QUESTIONS
4 The International Middle Years Curriculum A curriculum for 11-14 year-olds from Fieldwork Education
Learning with the IMYC follows six-week units based around a conceptual idea, called the ‘big
idea’. An example of a big idea is: ‘Things are more stable when different elements are in
the correct or best possible proportions.’ Students link the learning in their different subjects
through the big idea, considering what they are learning from personal, interpersonal and
global perspectives.
Students reflect regularly by responding to structured questions. This process is called ‘reflective journaling’ and is designed to help students formulate personal and conceptual understanding of the subject knowledge and skills that they are learning about, linked to the big idea.
At the end of each six-week unit, students work individually or in small groups to create and present a media project that reflects their understanding of the ways their subject learning links to the big idea. This gives students the opportunity to express their own ideas through modern, creative media.
The IMYC Process of Learning creates opportunities to connect learning and develop a personal perspective, to work with peers, take risks in a safe environment, and to help students to become confident, independent and engaged learners. It also provides them with the necessary academic rigour and transferable skills to prepare them well for GCSE or IGCSE, A levels and IB Diploma.
LEARNING WITH THE IMYC
5T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: [email protected] www.greatlearning.com/imyc
THE IMYC PROCESS OF LEARNING
THE
BIGIDEA
Media
Project
Entry
Point
Knowledge
Harvest
Learning Goals
& Mindmaps
Learning
Activities
Reflective
Journaling
Assessment
for Learning
76
Th
e I
nte
rna
tio
na
l M
idd
le Y
ea
rs C
urr
icu
lum
A c
urri
culu
m fo
r 11
-14
year
-old
s fr
om F
ield
wor
k E
duca
tion
T:
+44
(0)2
0 75
31 9
696
F
: +4
4 (0
)20
7531
133
3
E: i
nfo@
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myc
Ple
as
e o
pe
n f
or t
he
IM
YC
min
d m
ap
>
< P
lea
se
op
en
fo
r t
he
IM
YC
min
d m
ap
Le
arn
ing
Go
als
4.1
K
no
w t
he
ch
ara
cte
ris
tic
fe
atu
res
of
pa
rti
cu
lar
pe
rio
ds
an
d s
oc
ieti
es
4.2
K
no
w t
ha
t th
e s
tud
y o
f h
isto
ry
is
co
nce
rn
ed
wit
h
the
pa
st
in r
ela
tio
n t
o t
he
pre
se
nt
4.3
K
no
w t
he
his
tory
of
the
pe
rio
ds
be
ing
stu
die
d
4.4
K
now
abo
ut th
e id
eas,
bel
iefs
, att
itude
s an
d ex
peri
ence
s of
peo
ple
in th
e pa
st
4.5
K
now
abo
ut th
e so
cial
, cul
tura
l, re
ligio
us a
nd
ethn
ic d
iver
sity
of t
he p
erio
ds s
tudi
ed
4.7
B
e a
ble
to
en
qu
ire
in
to h
isto
ric
al
qu
es
tio
ns
4.8
B
e a
ble
to
de
sc
rib
e h
ow
th
e c
ou
ntr
ies
stu
die
d
ha
ve
re
sp
on
de
d t
o t
he
co
nfl
icts
, s
oc
ial
ch
an
ge
s,
po
liti
ca
l c
ha
ng
es
an
d e
co
no
mic
de
ve
lop
me
nts
tha
t re
pre
se
nt
the
ir h
isto
ry
4.9
B
e ab
le to
des
crib
e as
pect
s of
the
past
from
a
rang
e of
sou
rces
4.1
0
Be
ab
le t
o d
es
crib
e a
nd
id
en
tify
ca
us
es
fo
r
an
d r
es
ult
s o
f h
isto
ric
al
ev
en
ts,
sit
ua
tio
ns
an
d
ch
an
ge
s i
n t
he
pe
rio
ds
th
ey
ha
ve
stu
die
d
4.1
4
Be
ab
le t
o s
ele
ct
an
d r
eco
rd i
nfo
rm
ati
on
re
lev
an
t
to a
n h
isto
ric
al
top
ic
4.1
5
Be
ab
le t
o p
lac
e t
he
ev
en
ts,
pe
op
le a
nd
ch
an
ge
s i
n t
he
pe
rio
ds
th
ey
ha
ve
stu
die
d i
nto
a
ch
ron
olo
gic
al
fra
me
wo
rk
4.16
B
e ab
le to
des
crib
e ho
w c
erta
in a
spec
ts o
f the
pa
st h
ave
been
rep
rese
nted
and
inte
rpre
ted
in
diff
eren
t way
s
4.17
D
evel
op a
n un
ders
tand
ing
of h
ow h
isto
rica
l so
urce
s ca
n be
diff
eren
t fro
m a
nd c
ontr
adic
t one
an
othe
r an
d th
at th
ey r
efl e
ct th
eir
cont
ext o
f tim
e,
plac
e an
d vi
ewpo
int
Le
arn
ing
Go
als
4.1
K
no
w a
bo
ut
the
ke
y f
ea
ture
s r
ela
ted
to
th
e d
iffe
ren
t li
ve
s o
f p
eo
ple
in
the
ir h
om
e c
ou
ntr
y a
nd
, w
he
re a
pp
rop
ria
te,
the
ir p
are
nts
’ h
om
e c
ou
ntr
ies
4.2
K
no
w a
bo
ut
the
ke
y f
ea
ture
s r
ela
ted
to
th
e d
iffe
ren
t li
ve
s o
f p
eo
ple
in
th
e
co
un
trie
s t
he
y h
av
e s
tud
ied
4.4
K
no
w a
bo
ut
sim
ila
rit
ies
an
d d
iffe
ren
ce
s b
etw
ee
n t
he
liv
es
of
pe
op
le i
n
dif
fere
nt
co
un
trie
s
4.5
B
e ab
le to
exp
lain
how
the
lives
of p
eopl
e in
one
cou
ntry
or
grou
p ar
e af
fect
ed b
y th
e ac
tiviti
es o
f oth
er c
ount
ries
or
grou
ps
4.7
B
e ab
le to
dev
elop
an
incr
easi
ngly
mat
ure
resp
onse
to th
e ‘o
ther
’
4.8
B
e ab
le to
app
reci
ate
anot
her
coun
try,
cul
ture
, soc
iety
whi
le s
till v
alui
ng
and
taki
ng p
ride
in o
ne’s
ow
n
4.11
D
evel
op a
n un
ders
tand
ing
that
ther
e is
val
ue in
kno
win
g an
d un
ders
tand
ing
both
the
sim
ilari
ties
and
the
diff
eren
ces
betw
een
diffe
rent
cou
ntri
es
Le
arn
ing
Go
als
4.1
K
no
w t
ha
t th
e s
tud
y o
f p
hy
sic
al
ed
uc
ati
on
is
co
nce
rn
ed
wit
h h
ea
lth
y l
ife
sty
le c
ho
ice
s
an
d a
cti
vit
y w
hic
h l
ea
d t
o p
hy
sic
al,
em
oti
on
al
an
d m
en
tal
ba
lan
ce
4.6
B
e a
ble
to
ste
ad
ily
im
pro
ve
pe
rfo
rm
an
ce
wit
h c
on
tro
l, c
oo
rdin
ati
on
, p
rec
isio
n a
nd
co
ns
iste
nc
y,
a r
an
ge
of
ph
ys
ica
l s
kil
ls a
nd
te
ch
niq
ue
s w
he
ne
ve
r p
os
sib
le
4.7
B
e ab
le to
sel
ect a
phy
sica
l act
ivity
they
enj
oy a
nd d
ecid
e ho
w th
ey w
ill p
artic
ipat
e in
th
eir
chos
en a
ctiv
ity
4.1
0
Be
ab
le t
o u
se
sa
fe a
nd
acce
pta
ble
ta
cti
cs
to
ste
ad
ily
im
pro
ve
th
eir
ow
n p
erfo
rm
an
ce
an
d t
ha
t o
f a
te
am
4.11
B
e ab
le to
iden
tify
the
feat
ures
of a
goo
d ph
ysic
al p
erfo
rman
ce
4.12
B
e ab
le to
eva
luat
e th
eir
own
perf
orm
ance
obj
ectiv
ely
and
mak
e a
plan
of a
ctio
n
4.16
D
evel
op a
n un
ders
tand
ing
of h
ow p
hysi
cal a
ctiv
ity a
ffec
ts th
e bo
dy, m
ind
and
emot
ions
4.19
D
evel
op a
n un
ders
tand
ing
of h
ow a
ttitu
des
tow
ards
hea
lth,
pra
ctic
es a
nd b
ehav
iour
s di
ffer
bas
ed o
n cu
ltur
al v
alue
s an
d be
liefs
Le
arn
ing
Go
als
4.1
K
no
w t
ha
t th
e s
tud
y o
f a
rt
is c
on
ce
rn
ed
wit
h v
isu
al,
tac
tile
an
d p
ers
on
al
ex
pre
ss
ion
us
ed
to
sh
are
an
d
ex
pre
ss
em
oti
on
s,
ide
as
an
d v
alu
es
4.4
B
e a
ble
to
re
co
gn
ise
in
fl u
en
tia
l a
rti
sts
fro
m
pa
rti
cu
lar c
ou
ntr
ies
, g
en
res
or p
erio
ds
an
d t
he
pie
ce
s o
f a
rt
the
y p
rod
uce
d
4.5
B
e a
ble
to
ev
ide
nce
ho
w a
rti
sts
, c
ra
fts
pe
op
le a
nd
de
sig
ne
rs
fro
m a
va
rie
ty o
f tr
ad
itio
ns
fro
m a
rou
nd
the
wo
rld
us
e m
ate
ria
ls,
form
s a
nd
te
ch
niq
ue
s
to e
xp
res
s t
he
ir f
ee
lin
gs
, o
bs
erv
ati
on
s a
nd
ex
pe
rie
nce
s
4.6
B
e a
ble
to
us
e t
he
ele
me
nts
of
art
an
d p
rin
cip
les
of
de
sig
n t
o d
isc
us
s a
nd
crit
iqu
e w
ork
s o
f a
rt
sh
ow
ing
un
de
rs
tan
din
g,
res
pe
ct
an
d e
njo
ym
en
t a
s
ap
pro
pria
te
4.8
B
e ab
le to
cre
ate
art t
o ac
hiev
e a
part
icul
ar p
urpo
se
so th
at th
e id
ea g
oes
beyo
nd a
rt b
eing
exc
lusi
vely
for
self
-exp
ress
ion
and
crea
tivity
4.9
B
e a
ble
to
ev
alu
ate
th
eir
in
itia
l a
rti
sti
c p
rod
uc
ts a
nd
ad
jus
t th
e w
ork
to
be
tte
r s
uit
th
eir
ex
pre
ss
ion
4.1
0
Be
ab
le t
o d
es
crib
e w
ork
s o
f a
rt
in t
erm
s o
f
me
an
ing
, d
es
ign
, m
ate
ria
ls,
tec
hn
iqu
e,
pla
ce
an
d
tim
e
Le
arn
ing
Go
als
4.1
K
now
that
the
stud
y of
ICT
and
com
putin
g is
con
cern
ed w
ith
appl
ying
tech
nolo
gy to
gat
her,
use
and
exc
hang
e in
form
atio
n
4.2
K
now
abo
ut d
iffer
ent w
ays
to fi
nd a
nd id
entif
y cr
edib
le a
nd
resp
ecte
d di
gita
l res
ourc
es, a
nd h
ow to
cite
dig
ital s
ourc
es
in th
eir
wor
k
4.24
B
e ab
le to
des
ign,
cre
ate,
use
and
eva
luat
e cr
eativ
e di
gita
l so
lutio
ns fo
r au
then
tic p
urpo
ses,
con
side
ring
the
end-
user
.
Le
arn
ing
Go
als
Re
ad
ing
4.1
1
Be
ab
le t
o d
ete
rm
ine
th
e t
he
me
of
a t
ex
t a
nd
its
re
lati
on
sh
ip t
o
plo
t, s
ett
ing
an
d c
ha
ra
cte
rs
4.1
7
Be
ab
le t
o w
rit
e i
n a
ra
ng
e o
f d
iffe
ren
t fo
rm
s a
pp
rop
ria
te f
or
the
ir p
urp
os
e a
nd
re
ad
ers
Writ
ing
4.18
B
e ab
le to
wri
te n
arra
tives
to c
omm
unic
ate
real
or
imag
ined
ev
ents
usi
ng d
escr
iptiv
e de
tails
and
eve
nt s
eque
nces
4.24
B
e ab
le to
wri
te n
eatly
and
legi
bly
La
ng
ua
ge
Aw
are
ne
ss
(Sch
ools
will
cho
ose
the
Lang
uage
Aw
aren
ess
goal
s th
at s
uit t
heir
co
nten
t and
the
indi
vidu
al n
eeds
of t
heir
stu
dent
s.)
4.2
5
Kn
ow
ru
les
fo
r g
ra
mm
ati
ca
l co
ns
tru
cti
on
an
d u
sa
ge
4.2
6
Kn
ow
ru
les
fo
r s
pe
llin
g,
pu
nc
tua
tio
n a
nd
ca
pit
ali
sa
tio
n
4.27
B
e ab
le to
rec
ogni
se th
e de
vice
s us
ed b
y an
aut
hor
to
acco
mpl
ish
a pu
rpos
e
4.28
B
e ab
le to
rec
ogni
se d
iffer
ent f
orm
s, g
enre
s an
d th
emes
4.29
B
e ab
le to
exp
lain
and
des
crib
e th
e m
ain
feat
ures
, ide
as,
them
es, e
vent
s, in
form
atio
n an
d ch
arac
ters
in a
text
4.30
B
e ab
le to
rec
ogni
se a
nd u
se fi
gure
s of
spe
ech
4.31
B
e ab
le to
rec
ogni
se a
nd u
se d
escr
iptiv
e la
ngua
ge
4.32
B
e ab
le to
rec
ogni
se a
nd u
se li
tera
l lan
guag
e
4.33
B
e ab
le to
rec
ogni
se a
nd u
se d
iffer
ent f
orm
s, s
tyle
s an
d ge
nres
4.34
B
e ab
le to
rec
ogni
se a
nd u
se d
iffer
ent l
ingu
istic
con
vent
ions
4.35
D
evel
op a
n un
ders
tand
ing
that
lang
uage
is u
sed
diff
eren
tly
in
diff
eren
t situ
atio
ns
4.36
D
evel
op a
n un
ders
tand
ing
that
lang
uage
and
the
way
it is
use
d af
fect
s th
e re
latio
nshi
ps b
etw
een
peop
le
4.37
D
evel
op a
n un
ders
tand
ing
that
ther
e ar
e cu
ltur
al d
iffer
ence
s be
twee
n th
e w
ay th
at la
ngua
ge is
use
d by
diff
eren
t peo
ple
and
in
diff
eren
t situ
atio
ns
4.38
D
evel
op a
n un
ders
tand
ing
that
the
mea
ning
of l
angu
age
can
be in
fl uen
ced
by th
e si
tuat
ion,
form
, une
xpre
ssed
inte
ntio
ns,
phys
ical
pos
ture
, fac
ial e
xpre
ssio
n an
d ge
stur
es
4.39
D
evel
op a
n un
ders
tand
ing
that
form
s of
com
mun
icat
ion
bene
fi t
from
the
appl
icat
ion
of r
ules
Le
arn
ing
Go
als
4.2
K
now
the
uses
of t
he e
lem
ents
of m
usic
4.4
K
no
w c
ha
ra
cte
ris
tic
s o
f re
pre
se
nta
tiv
e m
us
ic g
en
res
an
d s
tyle
s f
rom
a v
arie
ty o
f c
ult
ure
s
4.6
B
e a
ble
to
us
e m
us
ic v
oc
ab
ula
ry
an
d a
pp
ly t
he
ele
me
nts
of
mu
sic
to
an
aly
se
an
d d
es
crib
e m
us
ica
l fo
rm
s
4.7
B
e ab
le to
inte
rpre
t sta
ndar
d no
tatio
n sy
mbo
ls
4.8
B
e ab
le to
sin
g an
d/or
pla
y a
mel
ody
with
acc
ompa
nim
ent
4.10
B
e ab
le to
cre
ate
or c
ompo
se s
hort
pie
ces
with
in s
peci
fi ed
para
met
ers
4.1
1
Be
ab
le t
o p
erfo
rm
a r
ep
erto
ire
of
mu
sic
, a
lon
e o
r w
ith
oth
ers
, w
ith
att
en
tio
n t
o p
erfo
rm
an
ce
pra
cti
ce
,
bre
ath
-co
ntr
ol,
po
stu
re,
an
d t
on
e q
ua
lity
4.12
B
e ab
le to
mak
e ju
dgm
ents
abo
ut p
iece
s of
mus
ic, s
how
ing
unde
rsta
ndin
g, a
ppre
ciat
ion,
res
pect
and
en
joym
ent a
s ap
prop
riat
e
4.14
B
e ab
le to
impr
ovis
e, e
xten
d or
cre
ate
mus
ic to
exp
ress
em
otio
n, id
eas,
cre
ativ
ity a
nd im
agin
atio
n
4.1
5
Be
ab
le t
o p
erfo
rm
as
pa
rt
of
an
en
se
mb
le a
nd
co
ntr
ibu
te t
o t
he
ov
era
ll e
xp
erie
nce
of
the
co
lla
bo
ra
tio
n
4.1
6
Be
ab
le t
o c
on
sid
er p
iece
s o
f m
us
ic i
n t
erm
s o
f m
ea
nin
g,
mo
od
, s
tru
ctu
re,
pla
ce
an
d t
ime
Le
arn
ing
Go
als
4.1
K
now
that
the
stud
y of
sci
ence
is c
once
rned
with
inve
stig
atin
g an
d un
ders
tand
ing
the
anim
ate
and
inan
imat
e w
orld
aro
und
them
4.2
B
e a
ble
to
co
nd
uc
t s
cie
nti
fic
in
ve
sti
ga
tio
ns
wit
h i
nc
rea
sin
g r
igo
ur
4.7
D
evel
op a
n un
ders
tand
ing
of th
e et
hica
l res
pons
ibili
ty a
ll sc
ient
ists
face
4.11
K
now
abo
ut th
e st
ruct
ure
and
func
tions
of c
ompl
ex s
yste
ms
in p
lant
s; in
clud
ing
phot
osyn
thes
is in
the
leav
es,
the
role
of l
eaf s
tom
ata
in g
as e
xcha
nge
and
repr
oduc
tion
in p
lant
s, in
clud
ing
polli
natio
n an
d fe
rtili
satio
n
4.13
K
now
abo
ut ta
xono
my:
the
clas
sifi c
atio
n of
livi
ng th
ings
4.14
K
now
abo
ut th
e in
terd
epen
denc
e of
org
anis
ms
in a
n ec
osys
tem
, inc
ludi
ng h
ow li
ving
thin
gs b
enefi
t a
nd s
uffe
r du
e to
inte
rnal
and
ext
erna
l infl
uen
ces
in th
eir
envi
ronm
ents
4.15
K
now
abo
ut th
e en
ergy
fl ow
in a
food
cha
in, e
colo
gica
l pyr
amid
and
food
web
and
the
mai
n pr
oces
ses
at w
ork,
ph
otos
ynth
esis
and
cel
lula
r re
spir
atio
n
4.18
B
e ab
le to
cla
ssify
ani
mal
s an
d pl
ants
usi
ng s
ome
loca
l exa
mpl
es
4.21
B
e ab
le to
dra
w d
iagr
ams
to il
lust
rate
sim
ple
food
cha
ins
in a
n ec
osys
tem
4.22
B
e ab
le to
des
crib
e th
e pr
oces
s of
ene
rgy
fl ow
in a
food
cha
in, e
colo
gica
l pyr
amid
or
food
web
incl
udin
g ph
otos
ynth
esis
and
resp
irat
ion
4.24
D
evel
op a
dee
per
unde
rsta
ndin
g of
the
rela
tions
hip
betw
een
livin
g th
ings
and
the
envi
ronm
ent i
n w
hich
they
live
4.25
D
evel
op a
n un
ders
tand
ing
of th
e de
pend
ence
of a
lmos
t all
life
on th
e ab
ility
of p
hoto
synt
hetic
org
anis
ms
(like
pla
nts
and
alga
e) to
sto
re e
nerg
y an
d m
aint
ain
leve
ls o
f oxy
gen
and
carb
on d
ioxi
de in
the
atm
osph
ere
Le
arn
ing
Go
als
4.1
K
no
w t
ha
t th
e s
tud
y o
f g
eo
gra
ph
y i
s c
on
ce
rn
ed
wit
h p
lace
s a
nd
en
vir
on
me
nts
in
th
e w
orld
4.2
K
no
w a
bo
ut
the
ma
in p
hy
sic
al
an
d h
um
an
fe
atu
r es
an
d e
nv
iro
nm
en
tal
iss
ue
s i
n p
arti
cu
lar l
oc
ali
tie
s
4.3
K
no
w a
bo
ut
va
ry
ing
ge
og
ra
ph
ica
l p
att
ern
s a
nd
ph
ys
ica
l p
roce
ss
es
of
dif
fere
nt
pla
ce
s
4.4
K
now
abo
ut th
e ge
ogra
phy,
wea
ther
and
clim
ate
of p
artic
ular
loca
litie
s
4.5
K
now
abo
ut s
imila
ritie
s an
d di
ffer
ence
s be
twee
n pa
rtic
ular
loca
litie
s
4.6
K
no
w h
ow
th
e f
ea
ture
s o
f p
arti
cu
lar l
oc
ali
tie
s i
nfl
ue
nce
th
e n
atu
re o
f h
um
an
ac
tiv
itie
s w
ith
in t
he
m
4.8
K
now
how
peo
ple
and
thei
r ac
tions
aff
ect t
he e
nvir
onm
ent a
nd p
hysi
cal f
eatu
res
of a
pla
ce
4.1
2
Kn
ow
ho
w t
he
co
mb
ina
tio
n o
f g
eo
gra
ph
ica
l, e
nv
iro
nm
en
tal
an
d e
co
no
mic
fe
atu
res
of
a r
eg
ion
im
pa
ct
hu
ma
n
dis
trib
uti
on
pa
tte
rn
s
4.1
3
Be
ab
le t
o u
se
an
d i
nte
rp
ret
glo
be
s,
ma
ps
, a
tla
se
s,
ph
oto
gra
ph
s,
co
mp
ute
r m
od
els
, a
nd
sa
tell
ite
im
ag
es
in
a v
arie
ty o
f s
ca
les
4.1
4
Be
ab
le t
o m
ak
e p
lan
s a
nd
ma
ps
us
ing
a v
arie
ty o
f s
ca
les
, s
ym
bo
ls a
nd
ke
ys
4.18
B
e ab
le to
exp
lain
the
rela
tions
hips
bet
wee
n ph
ysic
al c
hara
cter
istic
s an
d hu
man
beh
avio
urs
that
sha
pe a
regi
on
4.19
B
e ab
le to
use
map
s in
a v
arie
ty o
f sca
les
to lo
cate
the
posi
tion,
geo
grap
hica
l fea
ture
s an
d so
cial
env
iron
men
ts
of o
ther
cou
ntri
es a
nd c
ontin
ents
to g
ain
unde
rsta
ndin
g of
dai
ly li
fe
4.20
B
e ab
le to
exp
lain
how
phy
sica
l and
hum
an p
roce
sses
lead
to s
imila
ritie
s an
d di
ffere
nces
bet
wee
n pl
aces
4.22
D
evel
op a
n un
ders
tand
ing
of h
ow lo
calit
ies
are
affe
cted
by
natu
ral f
eatu
res
and
proc
esse
s
4.23
D
evel
op a
n un
ders
tand
ing
of h
ow a
nd w
hy p
eopl
e se
ek to
man
age
and
sust
ain
thei
r en
viro
nmen
t
Le
arn
ing
Go
als
4.6
K
now
abo
ut a
ran
ge o
f vie
ws,
cul
ture
s an
d tr
aditi
ons
4.7
B
e ab
le to
con
side
r an
d re
spec
t the
vie
ws,
cul
ture
s an
d tr
aditi
ons
of o
ther
peo
ple
4.29
B
e be
tter
abl
e to
com
mun
icat
e ef
fect
ivel
y an
d ap
prop
riat
ely
with
indi
vidu
als
and
refl e
ct u
pon
how
thei
r ac
tions
aff
ect t
hem
selv
es a
nd o
ther
s
4.32
B
e ab
le to
con
side
r an
d re
spec
t alt
erna
tive
poin
ts o
f vie
w
4.34
B
e ab
le to
refl
ect
on
wha
t the
y ha
ve le
arne
d an
d its
impl
icat
ions
for
thei
r ow
n liv
es
and
the
lives
of o
ther
peo
ple
Lang
uage
Arts
In th
is un
it stu
dent
s ex
plore
nar
rativ
e wr
iting
focu
sing
on th
e ele
ment
s, an
d pr
opor
tions
of
thes
e, th
at c
an b
e em
ploye
d to
crea
te a
nd o
rgan
ise a
story
. The
y inv
estig
ate
char
acters
, plot
an
d se
tting
in d
epth
, thin
king
abou
t how
an
auth
or b
uilds
a
story
by co
mbini
ng th
ese
eleme
nts.
They
then
exp
erim
ent w
ith
their
own
idea
s an
d fin
ally,
plan
their
own
nar
rativ
es u
sing
dram
a an
d dig
ital t
echn
ology
to h
elp th
em im
prov
e th
eir id
eas
befo
re c
reat
ing a
n or
igina
l story
.
History
In th
is un
it stu
dent
s co
nside
r th
e im
porta
nce
of scr
utini
sing
the
vast
amou
nt o
f inf
orma
tion
that
is a
cces
sible
onlin
e an
d in
othe
r me
dia. T
hey lea
rn to
test
the
relia
bility
of
sour
ces in
orde
r to g
ain a
n ac
cura
te p
ictur
e of
impo
rtant
peo
ple,
issue
s an
d ev
ents.
The
y inv
estig
ate
how
repu
tatio
ns a
re c
reat
ed, w
hy p
eople
dev
elop
opini
ons an
d ma
ke in
corr
ect o
r ina
ccur
ate
judg
ment
s an
d wh
ethe
r his
toria
ns p
rese
nt
fair
and
unbia
sed
acco
unts.
Stu
dent
s re
sear
ch h
istor
ical f
igure
s an
d th
e dif
fere
nt
facto
rs th
at in
fluen
ced
opini
ons at
the
time
and
why th
ese
may ha
ve c
hang
ed.
ICT
and
Comp
uting
In th
is un
it stu
dent
s de
velop
an
awar
enes
s of
how
diff
eren
t pre
sent
ation
fo
rms ne
ed to
con
sider
the
audie
nce
and
purp
ose
they
are
intend
ed f
or.
Stud
ents
prep
are
a br
ief p
rese
ntat
ion a
bout
them
selve
s, de
sign
a log
o an
d pr
oduc
e a
shor
t rad
io co
mmer
cial.
All ta
sks fo
cus on
how
elem
ents
within
a
pres
enta
tion
need
to b
e in
the
corr
ect p
ropo
rtion
to a
chiev
e a
stable
and
su
cces
sful
solut
ion.
Disp
ositio
nsTh
is un
it pr
ovide
s the
opp
ortunit
y for
stud
ents
to be
come
mor
e thou
ghtfu
l and
ada
ptab
le thro
ugh
cons
iderin
g ho
w ind
ividua
ls,
includ
ing th
emse
lves,
bene
fit fro
m ap
proa
ching
situation
s in
a me
asur
ed, r
athe
r than
extr
eme
way.
They p
racti
se d
iscus
sing
issue
s that th
ey fee
l stro
ngly
abou
t and
pre
senting
their
view
s clea
rly a
nd
resp
ectfu
lly.
Inter
natio
nal-M
inded
ness
In th
is un
it stu
dent
s co
nside
r ho
w so
cial s
tabil
ity c
an b
e im
prov
ed
when
diff
ering
cult
ural
belie
fs w
ithin
a co
mmun
ity a
re r
espe
cted.
Scien
ceIn
this
unit,
stude
nts lea
rn a
bout
living
thing
s an
d th
eir
envir
onme
nts an
d ho
w ins
tabil
ity in
thes
e syste
ms is
cre
ated
wh
en d
iffer
ent e
lemen
ts ar
e no
t in
corr
ect p
ropo
rtion
. The
y stu
dy f
ood
chain
s, fo
od w
ebs an
d th
e ec
ologic
al py
rami
d of
nu
mber
s. Th
ey r
esea
rch
both
nat
ural
and
man-
made
cha
nges
to th
e en
viron
ment
that
lead
to in
stabil
ity o
r a
new
equil
ibrium
fo
r living
org
anism
s.
Art
In th
is un
it stu
dent
s an
alyse
how
arti
sts
from
diff
eren
t cult
ures
hav
e us
ed b
alanc
e, ha
rmon
y, sta
bility
and
pro
porti
on. T
hey co
nside
r symm
etry
and
asymm
etry
in a
ran
ge o
f wo
rks
and
crea
te a
coll
age
that
exp
lores
how
visu
al ba
lance
can
be
crea
ted.
Finall
y, stu
dent
s an
alyse
scu
lptur
es f
rom
a ra
nge
of c
ultur
es
askin
g ho
w sta
bility
and
har
mony
hav
e be
en
crea
ted
by u
sing
the
diffe
rent
elem
ents
in va
rying
pro
porti
ons.
Physica
l Edu
catio
nIn
this
unit
stude
nts co
nside
r ho
w he
alth
is mo
re sta
ble
when
phy
sical
and
ment
al fit
ness a
re m
anag
ed in
ap
prop
riate p
ropo
rtion
s. Th
ey lo
ok a
t how
the
healt
h of
the
hear
t and
lung
s is
maint
ained
thro
ugh
aero
bic
exer
cise
and
learn
abo
ut th
e be
nefit
s of
circ
uit tr
aining
. Th
ey le
arn
abou
t and
pra
ctise
a v
ariet
y of
exe
rcise
s fr
om d
iffer
ent c
ultur
es, w
hich
aim to
ach
ieve
a bo
dy/
mind
bala
nce
then
des
ign in
dividu
al fit
ness g
oals
that
will
help
them
ach
ieve
a he
althie
r lifes
tyle.
Each
uni
t is
sum
mar
ised
with
in a
min
d m
ap s
uch
as th
e B
alan
ce u
nit o
n th
is p
age
spre
ad. Y
ou
will
see
that
the
over
view
of y
our
stud
ents
lear
ning
in e
ach
subj
ect i
s cl
osel
y co
nnec
ted
to th
e B
ig Id
ea a
nd to
the
Lear
ning
Goa
ls o
f eac
h su
bjec
t. Th
e Te
ache
rs F
ile c
onta
ins
a co
mpl
ete
list o
f Le
arni
ng G
oals
and
min
d m
aps
of e
very
uni
t of t
he IM
YC.
Thro
ugho
ut e
very
uni
t and
in e
very
sub
ject
, the
re a
re o
ppor
tuni
ties
to a
sses
s th
e pr
ogre
ss o
f yo
ur s
tude
nts
skill
s. L
earn
ing
Goa
ls in
bol
d de
note
key
ski
lls w
hich
cor
resp
ond
to r
ubri
cs in
the
IMYC
Ass
essm
ent f
or L
earn
ing
Pro
gram
me.
Usi
ng th
e m
indm
aps
to p
lan
colla
bora
tivel
y he
lps
ensu
re th
at e
very
teac
her
know
s ho
w th
eir
colle
ague
s ar
e he
lpin
g st
uden
ts le
arn.
Th
e I
MYC
min
d m
ap
Music
This
unit
intro
duce
s stu
dent
s to a
ran
ge o
f ro
ck m
usic
span
ning
five
deca
des an
d se
vera
l cult
ures
. The
y ex
amine
the
arra
ngem
ents
and
prop
ortio
ns o
f ele
ment
s in
rock
mu
sic suc
h as
the
vers
e an
d ch
orus
pat
tern
, hoo
ks a
nd r
iffs,
melod
y, ha
rmon
y an
d rh
ythm.
The
y ex
plore
how
thes
e ar
e co
mbine
d to c
reat
e sta
bility
with
in a
comp
ositio
n an
d ma
ke it
dist
inctly
‘roc
k’. S
tude
nts fo
rm sma
ll gro
ups to (wr
ite a
nd) pe
rfor
m a
rock
son
g an
d re
flect
on h
ow e
ach
band
mem
ber
cont
ribut
es to
the
whole
.
Geog
raph
yIn
this
unit
stude
nts co
nside
r th
e va
lue o
f es
tabli
shing
sta
bility
with
in co
mmun
ities an
d ho
w th
is ca
n be
ach
ieved
by ma
nagin
g dif
fere
nt e
lemen
ts, o
r us
ing th
em in
diff
eren
t pro
porti
ons.
They
an
alyse
com
munit
ies, i
nclud
ing th
eir sch
ool,
and
asse
ss im
porta
nt c
riter
ia su
ch a
s th
e dis
tribu
tion
of
popu
lation
, wea
lth, f
acilit
ies a
nd r
esou
rces
. The
y sp
ecula
te a
bout
the
inter
relat
ionsh
ips b
etwe
en h
uman
ac
tivity
and
the
physica
l env
ironm
ent i
n pa
rts o
f th
e wo
rld w
here
insta
bility
exis
ts be
twee
n th
e tw
o.
Ba
lan
ce
11-1
2 y
ea
r-o
lds
THE
BIG
IDEA
Th
ing
s a
re m
ore
sta
ble
wh
en
dif
fere
nt
ele
me
nts
are
in
th
e c
orr
ec
t o
r b
es
t
po
ss
ible
pro
po
rtio
ns
.
Th
e I
nte
rna
tio
na
l M
idd
le Y
ea
rs C
urr
icu
lum
A c
urri
culu
m fo
r 11
-14
year
-old
s fr
om F
ield
wor
k E
duca
tion
Eac
h un
it in
clud
es a
sim
ilar
min
d m
ap p
rint
ed fo
r di
spla
y.T
: +4
4 (0
)20
7531
969
6
F:
+44
(0)2
0 75
31 1
333
E
: inf
o@gr
eatl
earn
ing.
com
ww
w.g
reat
lear
ning
.com
/im
yc
10 The International Middle Years Curriculum A curriculum for 11-14 year-olds from Fieldwork Education
The Big Idea
Success over time requires persistence.
Balance (For 11 to 12 year olds)
The Big Idea
Things are more stable when different elements are in the correct or best possible proportions.
Resilience (For 12 to 13 year olds)
Challenge (For 13 to 14 year olds)
The Big Idea
Facing up to, or overcoming, problems and barriers increases possibilities in our lives.
From Fieldwork Education, a division of the World Class Learning Groupwww.greatlearning.com/imyc
ResilienceResilienceSuccess over time requires persistenceq p
A unit for students aged 12-13 years
From Fieldwork Education
www.greatlearning.com/imyc
ChallengeChallengeFacing up to, or overcoming, problems andbarriers increases possibilities in our livesbarriers increases possibilities in our lives
A unit for students aged 13-14 years
Fieldwork Education Limited
www.greatlearning.com/imyc
BalanceBalanceBalanceThings are more stable when different elementsare in the correct or best possible proportions
BalanceBalanceThings are more stabble when different elementsare in the correct oor best possible proportions
Things are more stable when different elementsare in the correct or best possible proportionsA unit for students aged 11-12 years
are in the correct oare in the correct oor best possible proportionsor best possible proportionsA unit for A it f students aged nts agedt d t d 1111-12 years1-12 years1 12A unit for students aged 11-12 years
Subject coverage
Subject coverage
Subject coverage
Art
Geography
History
ICT and Computing
Language Arts/Literacy
Music
Physical Education
Science
Art
Geography
History
ICT and Computing
Language Arts
Physical Education
Science
Art
Geography
History
ICT and Computing
Language Arts/Literacy
Music
Physical Education
Science
Technology
The IMYC provides schools with ten units for each of the three year groups or grade levels it covers.
Below you will find outlines of examples of units from each year group.
THE 30 UNITS OF THE IMYC
11T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: [email protected] www.greatlearning.com/imyc
The IMYC addresses the needs of middle years (11- 14 year old/KS3) students and helps them develop as
21st Century learners. It is based on clearly defined subject learning goals and standards which outline
the knowledge, skills and understanding across all subjects, international mindedness and the personal
development students need during their middle years experience.
The IMYC provides freedom and autonomy for teachers. It enables them to choose how to reach each learning goal, using the IMYC unit tasks, or adapting them to their students’ needs, to facilitate learning and skills development. Throughout the three years of the IMYC they will have multiple opportunities to enable the practical development of skills and allow sufficient time in class for students to practise properly.
For schools, the IMYC provides a cohesive structure that links learning and develops knowledge, skills and understanding across multiple subjects all linked to a unifying conceptual idea delivered over a six-week period. It has been developed with the understanding that schools should not be forced to revise their school structure. It complements and supports existing middle and secondary school structures and planning processes. It creates formal opportunities for subject teachers from multiple disciplines to collaborate and provides a cohesive learning experience for all students – again promoting relevance, engagement, skills and subject knowledge acquisition, personal and international development.
Once schools become members of the IMYC they can access the IMYC Members’ Lounge. The Members’ Lounge supports teachers in their planning and use of the IMYC and helps them to become part of a worldwide learning community using the IMYC. It includes handy tools like the Route Planner - an innovative teacher-friendly tool that helps teachers plan for their subjects for a whole year, ensuring suitable subject coverage of the learning goals for every year group. The Assessment for Learning programme and its tracking tool are resources that help teachers track subject skills over three years and give teachers online access to the latest updated IMYC units.
It is the first curriculum that really addresses what 11 to 14 year old students need. It actually attempts to put theory into practice and openly
addresses the challenges that schools face when trying to bridge this gap. The IMYC shows real understanding of the unique philosophy and approach to
learning that students at this developmental level require.
Alison Lipp, Secondary Principal and Curriculum Director at the American International School of Rotterdam
WHAT IS SO DIFFERENT ABOUT THE IMYC?
12 The International Middle Years Curriculum A curriculum for 11-14 year-olds from Fieldwork Education
In 1984, two headteachers and long term colleagues,
David Playfoot and Martin Skelton, began Fieldwork
Education. Their goal was to offer the best help to
schools they could, help they felt hadn’t been available
to their own schools, and help that was firmly rooted in
best practice and research but that was also practical,
accessible and jargon-free.
Something else was important too. Even as far back as 1984, they recognised that learning was what schools were all about and that everything else in school should be judged on how well it contributed to children’s and students’ learning. Improving learning soon became the mission statement of Fieldwork Education and the defining characteristic of all of the early training work we carried out.
Fieldwork Education has grown and changed since those early days although our passion for improving learning remains as strong as ever. We now have long term relationships with schools, working with them over time to build capacity and improve learning for everyone.
We have developed the fastest-growing independent primary curriculum in the world. The International Primary Curriculum (IPC) is now used by schools in over 92 countries where thousands of children experience great learning, great teaching and great fun. And we have also developed a range of assessment and evaluation tools, all – as you might expect – focused on learning. From Learning-Focused Reviews to our Assessment for Learning Programme to our transformational Looking for Learning protocol and The Looking for Learning Toolkit.
The IMYC represents the latest piece in our programme of learning-focused support for schools. We remain thrilled and buoyed by the support we get from schools and the feedback they give us about all aspects of our work.
ABOUT FIELDWORK EDUCATION
Our learning now, you can see
how one thing links to another, it’s like
you’re building a mosaic. You find a piece
and it fits and helps you to make a big
picture of what you’re learning.
Student
After just one unit the
students love it already because
it is exciting to learn this way.
They want to learn because
it means something to them.
Head of School
The staff were shocked at how
much understanding the chidren had
gained from their learning. We were
amazed at the engagement and the work
produced. It’s so exciting.
Head of School
Students can identify connections
in their learning in ways that we
teachers don’t always see and they
understand exactly how to use the big idea
to help them find relevant links.
Curriculum Coordinator
Because there is one big idea
(for each 6 week theme), most subjects
all link to that and it helps so you can
focus on it; you can see it in a
geography way or an ICT way and in
other subjects too.
Student
That was awesome!
I want to do it again!
Student after first exit point
The students are seeing the
links in their subject learning before the
adults do. We hadn’t anticipated the
students’ ability to make the links so
effectively and what’s most interesting
is that it’s a very personal thing for
each student; they can find
connections in very different ways.
Curriculum Coordinator
Our learning now, you can see
how one thing links to another, it’s like
you’re building a mosaic. You find a piece
and it fits and helps you to make a big
picture of what you’re learning.
Student
AAfftter justt oone uuninit the
stududeents lovvee iit alrlreae dy bececause
itit iiss excitiingng too leleaarn thhisis way.
They wwana t toto llearn bbecause
it meaeans ssomomethingng to them.
Head of SScScSchoh ol
TThe staff weerre shooccked at how
mumuch understtaandingg the chidren had
ggained fromm their lelearning. We were
aamazed at ththe engagagement and the work
prrooducedd. It’s so exciting.
Head of School
Students ccan ideenntify connecctitions
in theirr llearnining in ways thhaat we
teacheerrs donn’t’t always see e and theyey
understatand exaxactly how to ususe the biigg idea
too help ththem find relelevant linnkks.
Curriculum CCCoooordinatorr
Because there is one big idea
(for each 6 week theme), most subjects
all link to that and it helps so you can
focus on it; you can see it in a
geography way or an ICT way and in
other subjects too.
Student
The students are seeing the
links in their subject learning before the
adults do. We hadn’t anticipated the
students’ ability to make the links soso
effectively and what’s most intereststiing
is that it’s a very personal thingg for
each student; they can finndd
connections in very differennt waysys.
Curriculum Coordinator
That wwas awwesome!
I wawant to ddo it again!
Student after first exitit ppoio nt
13
14 The International Middle Years Curriculum A curriculum for 11-14 year-olds from Fieldwork Education
INTERNATIONAL MIDDLE YEARS CURRICULUM
18 King William Street, London, EC4N 7BPT: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333
www.greatlearning.com/imyc
The_IMYC
InternationalMiddleYearsCurriculum
From Fieldwork Education, a part of the Nord Anglia Education family
©WCL Group Limited. All rights reserved.
