The International Middle Years Curriculum - The UCL Academy

The InternationalMiddle YearsCurriculumA new curriculum for 11-14 year-oldsfrom Fieldwork EducationT: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com1

Our three guiding questionsOver the years that we have been designing and producing curriculums, three key questionshave 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 andlearning about what has made us who we are. We look forward because we know theworld is going to be different than it was and we accept the challenge of making the bestjudgments 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 inthe future. We have to do this because it guides our thinking about what kinds of peoplestudents will need to be. Their personal dispositions will be the key to whether students canmake 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 decidewhat kinds of learning children and students will need. Knowing what kinds of learning theyneed guides us to what learning should look like in the classroom.The International Middle Years CurriculumThese three questions have underpinned the work on our Early Years Curriculum (EYC) and ourInternational Primary Curriculum (IPC). You probably know that the IPC is now in use in morethan 1100 schools in over 65 countries around the world. It has been fantastically received bychildren, teachers, parents and inspection and accrediting organisations. We are both pleasedand proud of the partnership we have built with schools.Now, those same questions underpin the work on the International Middle Years Curriculum(IMYC). After five years of talking with schools, headteachers, administrators, teachers andmiddle school students, the IMYC comes alive in 2011. This brochure is an overview of everythingit contains. There’s more on the website and you can contact us at any time. You’ll find ourcontact details in this document. We look forward to hearing from you.T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com3

Three challenges...After five years of speaking with various schools around the world, a number of issues wereraised. However, three challenges were common to all schools. Those three challenges are atthe heart of the IMYC:Searching for meaning; buildingself and relationships; making itrelevant; Finding InterestCan you help us provide ourmiddle school students withthe kinds of learning childrenhave when their schoolsuse the IPC?Can you help us to increasestudent engagement?Can you do this in a waythat doesn’t make us changethe entire structure of ourschool or the way weorganise ourselves?Subjects; themes;independence andinterdependence; active;based on up-to-datebrain researchSubject faculties; manyteachers, many subjects;complex structures;preparing for exams4 The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education

...three solutionsInterdependent subject and themes;multiple intelligences and learning styles;coherent learning ‘story’; research andrecord; assessment for learningLimited structural change;shared themes; single subjectteaching and learning;collaborative exit pointsA curriculum for21 st Century Learning!Relevant and engagingsubject matterNot too muchstructural changeEngaging themes; big ideas forlife; active personalised learning;individual and shared learningT: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com5

The IMYC Learning StructureExitPointAssessmentfor LearningThe BigIdeaReflectiveJournalingUNIT OFWORKEntryPointResearch and RecordLearning ActivitiesKnowledgeHarvestLearningGoalsThe IMYC follows a consistent learning process and structure. Each unit is designed to workover a six week period. Each unit has a theme that provides a central focus. Each theme has aBig Idea that is both a challenging conceptual lesson for life and a coordinating link betweensubjects. The Knowledge Harvest explores what students already know.Each unit has a set of subject-based Learning Goals as well as Learning Goals for personaldispositions and international-mindedness. The Learning Goals are translated into tried andtested Learning Activities for each subject that support subject teachers in delivering theLearning Goals. The Learning Activities follow a consistent Research and Record methodology.Throughout the unit, Reflective Journaling encourages personal consideration and developmentof deeper understanding of the Big Ideas. An Exit Point completes the unit, providing studentswith the chance to turn their understanding of the Big Idea into a collaborative media production(short video, podcast, web document, magazine feature, etc.) and to develop and utilise theirtechnology skills in a practical assignment for which they are responsible. An Assessment forLearning programme tracks the development of skills through each unit and each year group.T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com7

Learning GoalsLearning GoalsLearning GoalsLearning GoalsThe IMYC mind mapEach unit is incorporated and summarised within a mind map. On this page spread you will finda mind map for one of our units: ‘Balance’. You will see that the overview of what your studentswill be doing in each subject is closely connected both to the theme and the Big Idea and tothe precise Learning Goals of each subject. You will find a comprehensive list of the LearningGoals in the Teachers’ Manual. The Teachers’ Manual also contains mind maps of every unit ofthe IMYC. The mind maps are really helpful in making sure that every teacher knows how theircolleagues are helping students learn too.Throughout every unit and in every subject, there are opportunities to assess the progression ofyour students’ skills. Learning Goals in bold denote key skills which correspond to rubrics in theIMYC Assessment for Learning Programme.Learning Goals4.1 Know the characteristic features of particularperiods and societies4.2 Know that the study of history is concerned withthe past in relation to the present4.3 Know the history of the periods being studied4.4 Know about the ideas, beliefs, attitudes andexperiences of people in the past4.5 Know about the social, cultural, religious andethnic diversity of the periods studied4.7 Be able to enquire into historical questions4.8 Be able to describe how the countries studiedhave responded to the conflicts, social changes,political changes and economic developmentsthat represent their history4.9 Be able to describe aspects of the past from arange of sources4.10 Be able to describe and identify causes forand results of historical events, situations andchanges in the periods they have studied4.14 Be able to select and record information relevantto an historical topic4.15 Be able to place the events, people andchanges in the periods they have studied into achronological framework4.16 Be able to describe how certain aspects of thepast have been represented and interpreted indifferent ways4.17 Develop an understanding of how historicalsources can be different from and contradict oneanother and that they reflect their context of time,place and viewpointHistoryThrough this unit, students will lookat the issue of balance in accountsmade by historians. It will exploredifferent perspectives and considerthe impact on the stories we inherit.Learning GoalsScienceThrough this unit, students will look atthe balance between living things andtheir environments and how imbalanceaffects changes in these systems.4.1 Know that the study of science is concerned with investigating andunderstanding the animate and inanimate world around them4.2 Be able to conduct scientific investigations with increasing rigour4.6 Know about taxonomy: the classifications of living things4.7 Know that living things benefit and suffer due to internal and externalinfluences in their environments4.13 Know about the energy flow in a food chain, pyramid or web anddescribe its process4.14 Develop an understanding of the relationship between living thingsand the environment in which they live4.16 Develop an understanding of how the gradual and sudden changes inthe environment affect organisms and the overall environment4.17 Develop an understanding of the diversity of living thingsICTThrough this unit, students will explorehow the composition of materialcreated using ICT requires a balanceof media in order to achieve themaximum impact in a slideshow,a logo and an audio commercial.Learning Goals4.1 Know that the study of ICT is concerned with applying technologyto gather, use and exchange information4.2 Know about an increasing number of applications of ICT for work,communication and leisure4.6 Be able to manipulate and combine different forms of informationfrom different sources in an organised and efficient way4.7 Be able to use ICT to present information in a variety of forms4.9 Be able to use ICT to plan and control events4.13 Understand the importance of considering audience and purposewhen presenting informationBalance11-12 year-oldsThe Big Idea: Thingsare more stable whendifferent elements arein the correct or bestpossible proportions.International-MindednessThrough this unit, students will look atbalancing a belief in one’s own culturewith a respect for that of others which isdifferent e.g. individuality vs. community.4.1 Know about the key features related to the different lives of people in their home country and, whereappropriate, their parents’ home countries4.2 Know about the key features related to the different lives of people in the countries they have studied4.4 Know about similarities and differences between the lives of people in different countries4.5 Be able to explain how the lives of people in one country or group are affected by the activities of othercountries or groups4.7 Be able to develop an increasingly mature response to the ‘other’4.8 Be able to appreciate another country, culture, society while still valuing and taking pride in one’s own4.11 Develop an understanding that there is value in knowing and understanding both the similarities andthe differences between different countries4.6 Know about a range of views, cultures and traditions4.7 Be able to consider and respect the views, cultures and traditions of other people4.29 Be better able to communicate effectively and appropriately with individuals andreflect upon how their actions affect themselves and others4.32 Be able to consider and respect alternative points of view4.34 Be able to reflect on what they have learned and its implications for their ownlives and the lives of other peopleDispositionsThrough this unit, students will look at howsocieties accept balanced characteristics inindividuals versus extreme characteristics. Whatis the impact of this current situation? Has italways been like this? Does it differ betweenindividualistic and collective cultures?Learning GoalsLanguage ArtsThrough this unit, students will look atbalancing the elements of story (characters,setting, plot, theme) to write an imaginative,unique and interesting story.4.11 Be able to determine the theme of a text and itsrelationship to plot, setting and characters4.17 Be able to write in a range of different forms appropriatefor their purpose and readers4.18 Be able to write narratives to communicate real or imaginedevents using descriptive details and event sequences4.24 Be able to write neatly and legibly4.28 Be able to recognise different forms, genres and themes4.29 Be able to explain and describe the main features, ideas,themes, events, information and characters in a textLearning Goals4.1 Know that the study of physical education is concerned with healthy lifestyle choicesand activity which lead to physical, emotional and mental balance4.6 Be able to steadily improve performance with control, coordination, precision andconsistency, a range of physical skills and techniques whenever possible4.7 Be able to select a physical activity they enjoy and decide how they will participate intheir chosen activity4.10 Be able to use safe and acceptable tactics to steadily improve their own performanceand that of a team4.11 Be able to identify the features of a good physical performance4.12 Be able to evaluate their own performance objectively and make a plan of action4.16 Develop an understanding of how physical activity affects the body, mind and emotions4.19 Develop an understanding of how attitudes towards health, practices and behavioursdiffer based on cultural values and beliefsPhysical EducationThrough this unit, students willdetermine methods of finding balancein their bodies through circuit training,aerobic exercise and activities like yoga.MusicThrough this unit, students willexplore how musical elementsare balanced within a compositionto make it recognisable as thegenre of rock music.4.2 Know the uses of the elements of music4.4 Know characteristics of representative music genres and styles from a variety of cultures4.6 Be able to use music vocabulary and apply the elements of music to analyse and describe musical forms4.7 Be able to interpret standard notation symbols4.8 Be able to sing and/or play a melody with accompaniment4.10 Be able to create or compose short pieces within specified parameters4.11 Be able to perform a repertoire of music, alone or with others, with attention to performance practice,breath-control, posture, and tone quality4.12 Be able to make judgments about pieces of music, showing understanding, appreciation, respect andenjoyment as appropriate4.14 Be able to improvise, extend or create music to express emotion, ideas, creativity and imagination4.15 Be able to perform as part of an ensemble and contribute to the overall experience of the collaboration4.16 Be able to consider pieces of music in terms of meaning, mood, structure, place and timeArtThis unit will look at balance in arte.g. through formal positioning,colour, etc. and how artists indifferent countries use a variety oftechniques to affect what we see.GeographyThrough this unit, students will lookat a variety of factors that affectthe balance of different communitiese.g. transport, clean water, recreation,rubbish, safety, services. They will alsoidentify phenomena that are impacted bythe imbalance and balance of weather,climate and human activity.4.1 Know that the study of art is concerned with visual,tactile and personal expression used to share andexpress emotions, ideas and values4.4 Be able to recognise influential artists fromparticular countries, genres or periods and thepieces of art they produced4.5 Be able to evidence how artists, craftspeople anddesigners from a variety of traditions from aroundthe world use materials, forms and techniquesto express their feelings, observations andexperiences4.6 Be able to use the elements of art and principlesof design to discuss and critique works of artshowing understanding, respect and enjoyment asappropriate4.8 Be able to create art to achieve a particular purposeso that the idea goes beyond art being exclusively forself-expression and creativity4.9 Be able to evaluate their initial artistic products andadjust the work to better suit their expression4.10 Be able to describe works of art in terms ofmeaning, design, materials, technique, place andtimeLearning Goals4.1 Know that the study of geography is concerned withplaces and environments in the world4.2 Know about the main physical and human featuresand environmental issues in particular localities4.3 Know about varying geographical patterns andphysical processes of different places4.4 Know about the geography, weather and climate ofparticular localities4.5 Know about similarities and differences betweenparticular localities4.6 Know how the features of particular localitiesinfluence the nature of human activities within them4.8 Know how people and their actions affect theenvironment and physical features of a place4.12 Know how the combination of geographical,environmental and economic features of a regionimpact human distribution patterns4.13 Be able to use and interpret globes, maps, atlases,photographs, computer models, and satelliteimages in a variety of scales4.14 Be able to make plans and maps using a variety ofscales, symbols and keys4.18 Be able to explain the relationships between physicalcharacteristics and human behaviours that shape aregion4.19 Be able to use maps in a variety of scales to locatethe position, geographical features and socialenvironments of other countries and continents togain understanding of daily life4.20 Be able to explain how physical and human processeslead to similarities and differences between places4.22 Develop an understanding of how localities areaffected by natural features and processes4.23 Develop an understanding of how and why peopleseek to manage and sustain their environment8 The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com9

The first 30 units of the IMYCThe IMYC initially provides schools with ten units for each of the three year groups or gradelevels it covers. That’s 30 units altogether (although from our experience with the InternationalPrimary Curriculum (IPC), there are bound to be more to come). On the following pages, you willfind an outline of the ten units for the first year of the IMYC.

AdaptabilityThe Big IdeaAdaptability is demonstratedby the ability to cope, alter orchange with new circumstancesor environments.Subject coverage:• Art• Geography• History• ICT• Language Arts/Literacy• Physical Education• Science• TechnologyBalanceThe Big IdeaThings are more stable whendifferent elements are in the corrector best possible proportions.Subject coverage:• Art• Geography• History• ICT• Language Arts/Literacy• Music• Physical Education• ScienceT: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com11

CelebrationThe Big IdeaThere is value in recognising andobserving special events throughritual and with joy and happiness.Subject coverage:• Art• History• ICT• Language Arts/Literacy• Music• Physical Education• Science• TechnologyCollaborationThe Big IdeaWhen people work together, theycan achieve a common goal.Subject coverage:• Art• Geography• History• ICT• Language Arts/Literacy• Music• Physical Education12 The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education

ConsequencesThe Big IdeaVery few actions are neutral. Mostactions create impact or changethat then has to be dealt with.Subject coverage:• Art• Geography• History• ICT• Language Arts/Literacy• Physical Education• Science• TechnologyCreativityThe Big IdeaInnovation happens when existingideas are brought together orexpressed in a new way.Subject coverage:• Art• Geography• History• ICT• Language Arts/Literacy• Music• Physical EducationT: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com13

DiscoveryThe Big IdeaFinding out new things is ahuman driver and affectsthings for better or worse.Subject coverage:• Art• Geography• History• ICT• Language Arts/Literacy• Music• ScienceResolutionThe Big IdeaProblems, disputes andcontentious issues cansometimes be satisfactorilysolved or resolved.Subject coverage:• Art• Geography• History• ICT• Language Arts/Literacy• Music• Physical Education14 The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education

RiskThe Big IdeaProgress involves exposingourselves to and considering theimpact of forms of danger, harm,uncertainty or opportunity.Subject coverage:• Art• Geography• History• ICT• Music• Physical Education• Science• TechnologyStructuresThe Big IdeaFormal arrangements andrelationships underpin or giveorganisation to complex issues.Subject coverage:• Geography• History• ICT• Language Arts/Literacy• Music• Physical Education• Science• TechnologyT: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com15

What’s in the IMYCA curriculum has to be much more than a collection of activities or a broad framework ofapproaches that a school might take. A curriculum should:• Provide as much support to teachers as possible so that they can focus on learning• Give schools, parents and others confidence that learning is coherently organised andsupported throughout the school• Most importantly, make sure that students learn rigorously and in ways that help them makesense of their learningLike our other curriculums, the IMYC is comprehensive enough to provide all the supportteachers, schools and students need and it’s flexible enough for each school to make it their own.LearningGoalsAssessmentfor LearningFullMembershipServiceSubjectsTeachers’ManualUnitsProfessionalDevelopmentT: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com17

What is so differentabout the IMYC?“It is the first curriculum that really addresses what 11 to 14 agestudents need. It actually attempts to put theory into practice andopenly addresses the challenges that schools face when tryingto bridge this gap. The IMYC shows real understanding of theunique philosophy and approach to learning that students at thisdevelopmental level require.”Alison Lipp, Curriculum Coordinator at the American International School of RotterdamThe IMYC addresses the needs of Middle Years students and helps them develop into 21 stCentury learners. It is based on clearly defined Learning Goals and standards which outlineknowledge, skills and understanding across all of its subjects. In addition to delivering thisessential foundation to learning across the breadth of subjects covered, Learning Goals are alsoapplied to international-mindedness and the personal development students need during theirMiddle Years experience.The explicit learning targets are derived from the Learning Goals by teachers so that thelearning takes advantage of the school’s local and particular contexts, therefore encouraging theopportunity for precise locally-based content choice. The learning for students is therefore notpassive. They will know the precise nature of the learning they are expected to know, develop ordeepen, with learning and skills development contextualised to their life experiences to date andkept relevant to their locality – no matter where in the world they might live.The IMYC provides freedom and autonomy for teachers. It enables them to choose how to makeeach learning goal into a specific learning target and use their knowledge of the students intheir classroom to promote and develop learning and skills. Throughout the three years of theIMYC, they will have multiple opportunities to enable the practical development of skills andallow sufficient time in class for students to practice properly.For schools, the IMYC provides a cohesive structure that links learning and develops skills andknowledge across multiple subjects contained within a single, unifying theme delivered over asingle six week period. It has been developed with the understanding that schools should notbe forced to revise their structure. It complements and supports existing middle and secondaryschool structures and planning processes. It provides the opportunity for subject teachers frommultiple disciplines to come together as they begin and conclude each unit. And it providesa cohesive learning experience for all students promoting relevance, engagement, skills andsubject knowledge acquisition, personal and international development.18 The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education

How do we join the IMYC?Joining the IMYC is straightforward and you will be supported throughout by the expertise of theIMYC sales and professional development teams.By this stage, you will most likely have had many of the discussions and carried out much ofthe thinking around implementing curriculum change in your school. If you require furtherassistance about the IMYC at this stage, we have a range of materials prepared to help you inyour decision and a simple and straightforward pricing structure with no hidden costs. Thiswill ensure that once a budget decision is taken, our transparent, simple and extremely costeffectivepricing is understood by all before any financial commitment is made. We will preparea contract and agree a timescale to begin. After that you will receive printed copies of allcurriculum material and access to IMYC membership and all its associated benefits.Purchasing the IMYC provides access to:• 30 units of work• A comprehensive Teachers’ Manual• 3 years IMYC Membership providingaccess to:• Online versions of the units and anysubsequent unit updates• Online access to our drag and dropcurriculum Route Planner tool• Online access to our Assessment forLearning database• Online access to a growing communityof IMYC schools across the world• Discounts to professional developmentand worldwide conference eventsBeyond that, we will work in closepartnership to agree upon a realistictimescales and processes to implement theIMYC across your school that will address:• Professional development delivery toselected school staff• Roll out planning and best practicemethodologies• Route Planner, Assessment for Learningdatabase and Members Lounge training• Support, advice and guidance throughoutWe recognise that selecting and implementing a new curriculum should be a decision that isconsidered and supported by an understanding of your schools local context. We are here to help,ready to listen and prepared to support you and your school as you take your first steps towardsjoining the IMYC.T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com19

The IMYC Project TeamEmily PorterDirector, International Middle Years CurriculumEmily Porter is the Director of The International Middle Years Curriculum (IMYC).Leading the development of the IMYC, she partners with schools across Europe,Asia and the USA who share her passion for improving learning. At FieldworkEducation, she collaborates alongside colleagues who are developing thesuccessful International Primary Curriculum (IPC) and who manage and consultwith schools across the world.Fluent in Spanish and English, Emily discovered her passion for learning whileworking as a translator for Spanish-speaking migrants on the East Coast ofthe United States. Through advocating for the educational and medical rights ofthese families, she realised that helping children was her priority.Emily earned a Master’s Degree at the University of Maryland in secondaryeducation and taught, advised and coached early secondary students for overa decade. She became particularly interested in the development of 11-14 yearolds and wrote curriculums to foster both academic and personal growth. Emily’spassion for international education inspired her to plan and lead yearly tripsabroad for her students to learn about themselves and others.Martin SkeltonDirector, Fieldwork EducationMartin Skelton is one of the two co-founders of Fieldwork Education following atwenty year career as a teacher and headteacher.Martin was the Founding Director of the International Primary Curriculum (IPC)and led the team that devised the principles, the planning and structure and thedevelopment of all elements of the curriculum.Martin has since led the development of the Looking for Learning Toolkit:a unique resource that helps schools identify and improve learning in theclassroom and guides them towards establishing a school culture that islearning-focused.With the International Middle Years Curriculum (IMYC), Martin has workedclosely with Emily Porter to make sure that the curriculum is engaging andmeaningful to students, rigorous in its approach to learning and practical forteachers in schools.In addition to his curriculum work, Martin has led many learning-focused projectswith schools, authorities and national bodies. He is often invited to speak atconferences and to groups of teachers and school leaders around the world.Martin has written widely about learning in books, journals and magazines.20 The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education

Advisory BoardProfessor Jeff ThompsonProfessor Emeritus ofEducation, Bath UniversityDr Mary HaydenSenior Lecturer inEducation, Bath UniversityHenk van HoutHead of Education ServicesShell International B.V.AdviserRichard MastHeadmaster, LémanInternationalSchool, ChengduEditorSonia S T CutlerThe IMYC Pilot Team• Alison LippAmerican International School of Rotterdam• Andrew HomdenDubai British School• Bart Van Den HaakVerenigde Scholen/Alberdingk Thijm College• David StaffronAmerican International School Vienna• Heather JacobBritish School of Washington• Jackie Treleaven, Paul EastonAcademy 360 in Sunderland• Jana PolanskInternational School of Ostrava• Nigel FosseySt. George’s International School• Oscar NilssonInternational School Ho Chi Minh City• Peter HardingBritish School of Washington• Richard MastLeman International School• Richard ParkerSt. Dominic’s International School• Rob MockrishCairo American College• Sergio PawelInternational School of London• Stephen FoxwellBritish School of HoustonThe IMYC Writing TeamHeartfelt thanks and debt of gratitude to the incredible hardworking, resilient and committedteachers who are giving their time and experience in writing the units:• Adam Renshaw• Adrienne Taylor• Andrew Earl• Antoinette Duthie• Carl Newman• Chris Horton• Gareth Hall• Hayley Roberts• Katie Stewart• Kevin Bowskill• Pam Harper• Parvene Earl• Rhys Franklin• Rob Taylor• Sarah Brown• Scott McCall• Shannon Pepin• Steve LongThere are countless other people who have been instrumental in the development of the IMYC.Among this group, we want to thank everyone who has helped us, advised us, questioned us anddisagreed with us. Your input has been invaluable.Thank you to all of the teachers and administrators who have attended our ECIS sessions for thepast five years. Their interest and support of the IMYC has been crucial.T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333 E: info@imyc.org www.internationalmiddleyearscurriculum.com21

About Fieldwork EducationIn 1984, two headteachers and long term colleagues,David Playfoot and Martin Skelton, began FieldworkEducation. Their goal was to offer the best help toschools they could, help they felt hadn’t been availableto their own schools, and help that was firmly rooted inbest practice and research but that was also practical,accessible and jargon-free.Something else was important too. Even as far back as1984, they recognised that learning was what schoolswere all about and that everything else in school shouldbe judged on how well it contributed to children’s andstudents’ learning. Improving learning soon becamethe mission statement of Fieldwork Education and thedefining characteristic of all of the early training work wecarried out.Fieldwork Education has grown and changed since thoseearly days although our passion for improving learningremains as strong as ever. We now have long termrelationships with schools, working with them over time tobuild capacity and improve learning for everyone.We have developed the fastest-growing independentprimary curriculum in the world. The InternationalPrimary Curriculum (IPC) is now used by schools in over65 countries where more than 250,000 children experiencegreat learning, great teaching and great fun. And we havealso developed a range of assessment and evaluationtools, all – as you might expect – focused on learning.From Learning-Focused Reviews to our Assessment forLearning Programme to our transformational Looking forLearning protocol and The Looking for Learning Toolkit.The IMYC represents the latest piece in our programme oflearning-focused support for schools. We remain thrilledand buoyed by the support we get from schools and thefeedback they give us about all aspects of our work.22 The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education

INTERNATIONAL MIDDLE YEARS CURRICULUM25 Buckingham Gate, London SW1E 6LDT: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333E: info@imyc.orgwww.internationalmiddleyearscurriculum.comFrom Fieldwork Education, a division of the World Class Learning Group© WCL Group Limited. All rights reserved.24 The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education