IMYC

The IMYC is the International Middle Years Curriculum for children aged 11 - 14 years old. It is used by over 1000 teachers in 103 schools across 50 countries worldwide including Germany, UK, Sweden, Sudan, Latvia, Malta, Laos, Indonesia, and Turkey.

It is a challenging, internationally minded and concept-focused curriculum, which helps develop engaged and active learners. With specific subject and personal learning goals, it provides a clear structure to develop knowledge, skills and understanding whilst making subject learning more connected.

The International Middle Years Curriculum is a programme that is shaped by the latest research into how the adolescent brain works. Adolescence is a difficult period of transition for all young people and it has important consequences for how they learn and how they should be taught.

The adolescent brain functions best when it is encouraged to make connections not only within one subject but also among a wider range of subjects. The singular theme of each unit allows students and teachers to discuss previous knowledge, identify what needs to be learned and where we might look for this information. Students are then encouraged to apply this to future research in all subject areas.

Adolescence is also a critical time for embedding those skills that will be crucial to their later studies at IGCSE, the International Baccalaureate and University. Independent study and presentation skills can be improved and practised so that students will be more confident in these areas. Since the beginning of the International Middle Years Curriculum, there has been a steady improvement in the Senior School with regard to participation in individual and group presentations. Students are encouraged to be original in their approach and the exit days, at the end of each unit, allow them to experiment and refine those skills that will be so important in their later academic careers.

The IMYC programme further encourages students to take risks in their research and presentations. This is a point in their school careers when they seek affirmation and validation from both peers and teachers. Students’ collective and individual tasks are not only given feedback from their teachers but also from their peers. Students are able to learn from each other and take risks when looking to create responses that show originality and a higher quality of research.

As the programme has become more embedded in the School, students are able to practise different writing styles, text types and use Information Technology more constructively. All of these go to supporting students in the classroom and encourage them to think imaginatively and, of course, enjoy themselves while learning!