Welcome to the

International Middle Years Curriculum

About

The IMYC is a broad curriculum built on a sound research-based philosophy

that makes meaning, connects learning and develops minds.

• It develops minds by providing a comprehensive international curriculum,

structured around subject disciplines, that prepares students for the next
stage of their learning; (also for formal exams offered by organisations
like the IGCSE, IB Dip or local exams)
• The IMYC helps students to make meaning of their learning by giving
students opportunities to develop and present their own ideas
• The IMYC connects learning by linking all subjects together through the
conceptual idea

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Our guiding questions…

When creating the IMYC, we asked ourselves key questions to help

guide its development

• What kind of world are we preparing our students for?

• What kinds of people are we helping to develop?

• What kinds of learning will they need?

• What kinds of learning experiences will they need?

• What kind of curriculum will provide the best support to teachers and
students?

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First - Bridging the gap

The IMYC aims to bridge the divide between Primary and Secondary
education. One side of the bridge represents the needs of the adolescent
brain and the other side represents the academic rigour required to ensure
they are ready for the next stage of the secondary school.

We believe both sides of this bridge should be in

place to help students become the best they can
be; even if that puts high demands on schools and
teachers.

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The IMYC was designed to support 5
key needs of the adolescent brain

#1: They need to make meaning of their learning

(Desire to find the relevance to their own lives)

#2: They need to make connections

(Associating the new learning with previous learning or
knowledge)

#3: They need active involvement in their lives

(Risk, seeking sensation in a organised, safe and structured
environment)

#4: They need their peers for so many things

(Tending to value peers’ option above others)

#5: They need a bridge from primary to secondary

(Need support during this critical time to ensure they don’t
become disengaged from their learning)

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IMYC Process of Learning

The IMYC Process of Learning was specifically designed to support these needs.
Inside every unit the subject tasks are arranged according to the process of learning.

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IMYC Learning Goals and Areas

The IMYC’s backbone is formed by learning goals that are arranged around
three areas of learning: Academic, Personal and International. The IMYC
Learning Goals are simple statements describing what we plan for a student
to learn about.

What kind of knowledge,

skills and understanding
are essential at this age?

What kinds of attributes Academic

and characteristics do we
want our students to have?

Awareness of self and

other. Will they be ready to
Personal International
be part of a global world?

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Academic Learning

The IMYC subject learning goals were drafted after studying many different
international curricula* and identifying what they all agreed a student of this
age group should know, be able to do and understand.
The learning goals are therefore very international and were designed to
make learners ‘mobile’ – meaning they are able to move countries fairly
easily and learn through a broad curriculum.

*IGCSE checkpoints and IB DP requirements were also studied, which helps to ensure that
IMYC students are ready for the next stage

International curricula that were reviewed include:

• UK NC • Australian NC
• Core Standards USA • Netherlands Dutch NC
• NY State Standards • Indonesian
• CA State Standards • Chinese

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Personal Learning

• Communication • Adaptability

• Resilience • Enquiry

• Morality • Thoughtfulness

• Responsibility • Respect

The IMYC identifies eight key personal dispositions that are key to developing
both academic and personal growth.

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International Learning

Clearly articulated learning goals that are universal and focus

on how we are both similar and different.

‘We live locally in a global world, local problems begin to be

solved when we have an awareness of perspectives different
from our own. National problems are almost always
International as well.’

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IMYC Units

Teachers choose from 30 units

that are structured around a
common conceptual idea or ‘Big
Idea’

• 10 units per year; 30 in total

• Each unit is designed to be
completed in 6 weeks, so max
6 units per academic year

• It is the Big Idea that connects

the learning and is explored
across the subjects

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IMYC Units (11-12 years)

Adaptability Balance Celebration Collaboration Consequences

Creativity Discovery Resolution Risk Structure

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IMYC Units (12-13 years)

Tradition

Relationship Respect Belief Competition

Communication Resilience Reflection Curiosity Courage

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IMYC Units (13-14 years)

Challenge Identity Justice Community Entrepreneurship

Leadership Development Renewal Interpretation Responsibility

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The IMYC Process of Learning

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The Entry Point

The first part of the IMYC Process of learning you

are likely to meet as a parent is called the Entry
Point. It is an introductory activity for students in
each unit of work to:
• Hook students into learning and don’t have any
influence on subject time
– Emotionally engage them with the Big idea
– Generate enthusiasm

International School of Bremen uses an egg drop

activity to introduce the unit balance (Things are
more stable when different elements are in the
correct or best possible proportions ). Each group
makes a parachute for an egg and then they get to
drop them down the three stories of the school.

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The IMYC Process of Learning

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 Research-record Activities

Once the Entry Point activity is completed, the International School of Bremen,
students will go to classes taught by subject Germany
specialists like in any other secondary school.
The IMYC believes in enquiry-based learning,
allowing students to find out things for themselves
(but with clear direction from the teacher). The
students will be:
• Researching
International School of
• Investigating Koje, South Korea
• Inquiring
• Thinking
• Reporting

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The IMYC Process of Learning

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Exit Point (Media Project)

As the highlight of every unit, your child will be asked to reflect on

their learning and create an individual or group project and present it
to peers, parents and teachers.

Because each student will experience their learning in a unique way,

this activity will be individual to the understanding each learner
gained on a personal level, even if the project is developed in a
group. Demonstrating their understanding in:

• Subjects

• Connecting subjects through the Big Idea

• Personal meaning

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Assessment and Evaluation

All Assessment is aimed at improving your child’s learning and

is structured around the types of learning:

• Knowledge: e.g. tests, exams, subject projects

• Skills: the IMYC supports teachers to track your child’s skills progress
through the Assessment for Learning programme

• Understanding: reflective journaling and exit points are designed to

demonstrate understanding developed

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What’s different in an IMYC school?

• Specifically meeting the needs of ages 11-14

• Focus on developing the student as a whole

• Links different subject disciplines through concepts called the ‘Big Ideas’
– helping students to interlink everything they learn about

• Prepares students for the rigour of High School (Senior Secondary

School) by promoting critical thinking, collaboration and communication
skills

• Students get the opportunity to develop and present their own ideas in
the exit points

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How you can get involved!

• Ask your child about what they have learned about every day; not about
what they did

• Support your child with the necessary resources from home if available

• Become involved with Entry and Exit Points

• Encourage them not to be scared of making mistakes, learning requires

that we try and try again until we succeed

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