International Middle Years Curriculum
Students learning with the IMYC focus on a combination of academic, personal and international learning goals designed specifically to engage and inspire adolescents. In line with the specialist-centered approach to learning at the secondary level, the IMYC provides learning goals for each subject area and is taught by subject specialist teachers.
The structure of the IMYC curriculum is similar to the International Primary Curriculum (IPC) in that each unit commences with an Entry Point and ends with an Exit Point. However, to respond to the needs of the developing teenage brain, the IMYC makes a few notable departures from the IPC learning process.
Firstly, the IMYC uses conceptual themes, paired with a theme descriptor, called the Big Idea. This topic and statement is designed to provide a central focus for student learning as they proceed through all subject areas. The Big Idea allows young people to see the independence and interdependence of subject learning. Secondly, the IMYC incorporates regular reflective journal writing in each subject area. Through reflection, students grapple with the Big Idea and deepen their understanding of how the conceptual theme relates to them personally and to the world around them. Finally, the Exit Point projects are media based presentations, which challenge students to explore ideas and questions emerging from their journal writing into a self-directed media project. Projects range from audio podcasts to creative short films. These departures are designed to support and challenge young adults in their increasing desire for independence, reliance on peers for support and brain development needs.
The structure of the IMYC curriculum is similar to the International Primary Curriculum (IPC) in that each unit commences with an Entry Point and ends with an Exit Point. However, to respond to the needs of the developing teenage brain, the IMYC makes a few notable departures from the IPC learning process.
Firstly, the IMYC uses conceptual themes, paired with a theme descriptor, called the Big Idea. This topic and statement is designed to provide a central focus for student learning as they proceed through all subject areas. The Big Idea allows young people to see the independence and interdependence of subject learning. Secondly, the IMYC incorporates regular reflective journal writing in each subject area. Through reflection, students grapple with the Big Idea and deepen their understanding of how the conceptual theme relates to them personally and to the world around them. Finally, the Exit Point projects are media based presentations, which challenge students to explore ideas and questions emerging from their journal writing into a self-directed media project. Projects range from audio podcasts to creative short films. These departures are designed to support and challenge young adults in their increasing desire for independence, reliance on peers for support and brain development needs.
IMYC Learning Goals and Assessment
AIS uses the IMYC academic, personal and international learning goals to govern learning in the Middle School. The IMYC Learning Goals are used explicitly in the following subject specialty areas:
Where subject learning goals are not provided by the IMYC, subject teachers connect learning to the unit theme and Big Idea and are guided by the IMYC personal learning goals and international mindedness learning goals (e.g. Mathematics).
The Personal Learning Goals in the IMYC are integrated into subject learning and school-wide initiatives. Please visit the AIS cares section for details how the AIS Personal Goals are implemented in the IMYC, particularly through the William Pike Challenge Award Programme.
The Personal Learning Goals in the IMYC are integrated into subject learning and school-wide initiatives. Please visit the AIS cares section for details how the AIS Personal Goals are implemented in the IMYC, particularly through the William Pike Challenge Award Programme.
IMYC Learning Assessment:
Knowledge, Skills and Understanding
The IMYC at AIS employs a variety of assessment strategies, tools and instruments for both formative and summative assessment. The appropriateness and selection of which are governed by each subject’s learning goals and the specialist teacher. To that end, knowledge learning goals are assessed in each unit through tests and quizzes as directed by the individual subject teacher. The IMYC Assessment for Learning Programme is used as a tool for both formative and summative assessment of skills learning goals. Both teachers and students assess progress and set appropriate next steps for learning. Finally, in line with the beliefs of the IMYC, learning goals for understanding are evaluative. Teachers do not rate or quantify students’ understanding in any of the three areas of learning. Instead, teachers discuss and support students’ understanding through dialogue, structured reflection classes and students' IMYC Learning Portfolios.
IMYC Units of Work
At AIS students do five IMYC units of work per year. Each unit is about 6 weeks long. The following outlines, by year level, the units and corresponding Big Ideas taught at AIS. All subject learning is linked back to the Big Ideas that drive the unit.
Please click on the buttons at the top of the page for more information about the Middle Years subjects covered at AIS.
