The International
Middle Years
Curriculum
A new curriculum for 11-14 year-olds
from Fieldwork Education
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E: [email protected]
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1
Our three guiding questions
Over the years that we have been designing and producing curriculums, three 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.
The International Middle Years Curriculum
These three questions have underpinned the work on our Early Years Curriculum (EYC) and our
International Primary Curriculum (IPC). You probably know that the IPC is now in use in more
than 1100 schools in over 65 countries around the world. It has been fantastically received by
children, teachers, parents and inspection and accrediting organisations. We are both pleased
and 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 and
middle school students, the IMYC comes alive in 2011. This brochure is an overview of everything
it contains. There’s more on the website and you can contact us at any time. You’ll find our
contact details in this document. We look forward to hearing from you.
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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: [email protected]
www.internationalmiddleyearscurriculum.com
3
Three challenges...
...three solutions
After five years of speaking with various schools around the world, a number of issues were
raised. However, three challenges were common to all schools. Those three challenges are at
the heart of the IMYC:
Searching for meaning; bu
self and relationships; maki ilding
n
relevant; Finding Interestg it
Can you help us provide our
middle school students with
the kinds of learning children
have when their schools
use the IPC?
Can you help us to increase
student engagement?
Subjects; themes;
independence and ;
e
interdependence; acatitev
based on up-to-d
brain research
4
Can you do this in a way
that doesn’t make us change
the entire structure of our
school or the way we
organise ourselves?
emes;
th
d
n
a
t
c
e
j
b
u
s
t
n
e
d
Interdepen
les;
ty
s
g
in
n
r
a
le
d
n
a
s
e
c
n
multiple intellige tory’; research and
coherent learning ‘sent for learning
record; assessm
A curriculum for
21 Century Learning!
st
Subject facultie
teachers, many s; many
s
complex structuubjects;
preparing for e res;
xams
The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education
Limited structur
shared themes; al change;
sin
teaching and le gle subject
collaborative ex arning;
it points
Relevant and engaging
subject matter
Not too much
structural change
Engaging themes; big ideas
life; active personalised lea for
individual and shared learnrning;
ing
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The IMYC Learning Structure
Exit
Point
Assessment
for Learning
Reflective
Journaling
The Big
Idea
UNIT OF
WORK
Research and Record
Learning Activities
Entry
Point
Knowledge
Harvest
Learning
Goals
The IMYC follows a consistent learning process and structure. Each unit is designed to work
over a six week period. Each unit has a theme that provides a central focus. Each theme has a
Big Idea that is both a challenging conceptual lesson for life and a coordinating link between
subjects. The Knowledge Harvest explores what students already know.
Each unit has a set of subject-based Learning Goals as well as Learning Goals for personal
dispositions and international-mindedness. The Learning Goals are translated into tried and
tested Learning Activities for each subject that support subject teachers in delivering the
Learning Goals. The Learning Activities follow a consistent Research and Record methodology.
Throughout the unit, Reflective Journaling encourages personal consideration and development
of deeper understanding of the Big Ideas. An Exit Point completes the unit, providing students
with 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 their
technology skills in a practical assignment for which they are responsible. An Assessment for
Learning programme tracks the development of skills through each unit and each year group.
6
The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education
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The IMYC mind map
ICT
Through this unit, students will explore
how the composition of material
created using ICT requires a balance
of media in order to achieve the
maximum impact in a slideshow,
a logo and an audio commercial.
Each unit is incorporated and summarised within a mind map. On this page spread you will find
a mind map for one of our units: ‘Balance’. You will see that the overview of what your students
will be doing in each subject is closely connected both to the theme and the Big Idea and to
the precise Learning Goals of each subject. You will find a comprehensive list of the Learning
Goals in the Teachers’ Manual. The Teachers’ Manual also contains mind maps of every unit of
the IMYC. The mind maps are really helpful in making sure that every teacher knows how their
colleagues are helping students learn too.
Throughout every unit and in every subject, there are opportunities to assess the progression of
your students’ skills. Learning Goals in bold denote key skills which correspond to rubrics in the
IMYC Assessment for Learning Programme.
Learning Goals
Learning Goals
Learning Goals
Learning Goals
4.1 Know that the study of ICT is concerned with applying technology
to gather, use and exchange information
4.6 Know about a range of views, cultures and traditions
4.1 Know that the study of physical education is concerned with healthy lifestyle choices
and activity which lead to physical, emotional and mental balance
4.2 Know about an increasing number of applications of ICT for work,
communication and leisure
4.29 Be better able to communicate effectively and appropriately with individuals and
reflect upon how their actions affect themselves and others
4.1 Know that the study of art is concerned with visual,
tactile and personal expression used to share and
express emotions, ideas and values
4.6 Be able to manipulate and combine different forms of information
from different sources in an organised and efficient way
4.7 Be able to use ICT to present information in a variety of forms
4.9 Be able to use ICT to plan and control events
4.7 Be able to consider and respect the views, cultures and traditions of other people
4.34 Be able to reflect on what they have learned and its implications for their own
lives and the lives of other people
Learning Goals
4.1 Know the characteristic features of particular
periods and societies
4.12 Be able to evaluate their own performance objectively and make a plan of action
Dispositions
Through this unit, students will look at how
societies accept balanced characteristics in
individuals versus extreme characteristics. What
is the impact of this current situation? Has it
always been like this? Does it differ between
individualistic and collective cultures?
The Big Idea: Things
are more stable when
different elements are
in the correct or best
possible proportions.
4.2 Know that the study of history is concerned with
the past in relation to the present
4.3 Know the history of the periods being studied
4.4 Know about the ideas, beliefs, attitudes and
experiences of people in the past
Science
4.5 Know about the social, cultural, religious and
ethnic diversity of the periods studied
Through this unit, students will look at
the balance between living things and
their environments and how imbalance
affects changes in these systems.
4.7 Be able to enquire into historical questions
4.8 Be able to describe how the countries studied
have responded to the conflicts, social changes,
political changes and economic developments
that represent their history
4.9 Be able to describe aspects of the past from a
range of sources
4.10 Be able to describe and identify causes for
and results of historical events, situations and
changes in the periods they have studied
4.1 Know that the study of science is concerned with investigating and
understanding the animate and inanimate world around them
4.2 Be able to conduct scientific investigations with increasing rigour
4.15 Be able to place the events, people and
changes in the periods they have studied into a
chronological framework
4.7 Know that living things benefit and suffer due to internal and external
influences in their environments
4.17 Develop an understanding of how historical
sources can be different from and contradict one
another and that they reflect their context of time,
place and viewpoint
8
Learning Goals
4.14 Be able to select and record information relevant
to an historical topic
4.16 Be able to describe how certain aspects of the
past have been represented and interpreted in
different ways
Through this unit, students will look at
balancing a belief in one’s own culture
with a respect for that of others which is
different e.g. individuality vs. community.
4.6 Know about taxonomy: the classifications of living things
4.13 Know about the energy flow in a food chain, pyramid or web and
describe its process
4.14 Develop an understanding of the relationship between living things
and the environment in which they live
4.16 Develop an understanding of how the gradual and sudden changes in
the environment affect organisms and the overall environment
4.17 Develop an understanding of the diversity of living things
The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education
4.16 Develop an understanding of how physical activity affects the body, mind and emotions
4.6 Be able to use the elements of art and principles
of design to discuss and critique works of art
showing understanding, respect and enjoyment as
appropriate
4.19 Develop an understanding of how attitudes towards health, practices and behaviours
differ based on cultural values and beliefs
Physical Education
Through this unit, students will
determine methods of finding balance
in their bodies through circuit training,
aerobic exercise and activities like yoga.
4.8 Be able to create art to achieve a particular purpose
so that the idea goes beyond art being exclusively for
self-expression and creativity
4.9 Be able to evaluate their initial artistic products and
adjust the work to better suit their expression
Art
This unit will look at balance in art
e.g. through formal positioning,
colour, etc. and how artists in
different countries use a variety of
techniques to affect what we see.
4.1 Know that the study of geography is concerned with
places and environments in the world
Geography
Music
Through this unit, students will look at
balancing the elements of story (characters,
setting, plot, theme) to write an imaginative,
unique and interesting story.
Through this unit, students will
explore how musical elements
are balanced within a composition
to make it recognisable as the
genre of rock music.
Through this unit, students will look
at a variety of factors that affect
the balance of different communities
e.g. transport, clean water, recreation,
rubbish, safety, services. They will also
identify phenomena that are impacted by
the imbalance and balance of weather,
climate and human activity.
Learning Goals
Learning Goals
Learning Goals
4.1 Know about the key features related to the different lives of people in their home country and, where
appropriate, their parents’ home countries
4.11 Be able to determine the theme of a text and its
relationship to plot, setting and characters
4.2 Know about the main physical and human features
and environmental issues in particular localities
4.3 Know about varying geographical patterns and
physical processes of different places
4.4 Know about the geography, weather and climate of
particular localities
4.5 Know about similarities and differences between
particular localities
4.6 Know how the features of particular localities
influence the nature of human activities within them
4.8 Know how people and their actions affect the
environment and physical features of a place
4.12 Know how the combination of geographical,
environmental and economic features of a region
impact human distribution patterns
4.13 Be able to use and interpret globes, maps, atlases,
photographs, computer models, and satellite
images in a variety of scales
4.14 Be able to make plans and maps using a variety of
scales, symbols and keys
4.2 Know the uses of the elements of music
4.2 Know about the key features related to the different lives of people in the countries they have studied
4.10 Be able to describe works of art in terms of
meaning, design, materials, technique, place and
time
Learning Goals
Language Arts
International-Mindedness
4.5 Be able to evidence how artists, craftspeople and
designers from a variety of traditions from around
the world use materials, forms and techniques
to express their feelings, observations and
experiences
4.10 Be able to use safe and acceptable tactics to steadily improve their own performance
and that of a team
4.11 Be able to identify the features of a good physical performance
11-12 year-olds
Through this unit, students will look
at the issue of balance in accounts
made by historians. It will explore
different perspectives and consider
the impact on the stories we inherit.
4.4 Be able to recognise influential artists from
particular countries, genres or periods and the
pieces of art they produced
4.7 Be able to select a physical activity they enjoy and decide how they will participate in
their chosen activity
4.32 Be able to consider and respect alternative points of view
4.13 Understand the importance of considering audience and purpose
when presenting information
Balance
History
4.6 Be able to steadily improve performance with control, coordination, precision and
consistency, a range of physical skills and techniques whenever possible
4.4 Know characteristics of representative music genres and styles from a variety of cultures
4.18 Be able to explain the relationships between physical
characteristics and human behaviours that shape a
region
4.6 Be able to use music vocabulary and apply the elements of music to analyse and describe musical forms
4.7 Be able to interpret standard notation symbols
4.19 Be able to use maps in a variety of scales to locate
the position, geographical features and social
environments of other countries and continents to
gain understanding of daily life
4.8 Be able to sing and/or play a melody with accompaniment
4.10 Be able to create or compose short pieces within specified parameters
4.4 Know about similarities and differences between the lives of people in different countries
4.17 Be able to write in a range of different forms appropriate
for their purpose and readers
4.5 Be able to explain how the lives of people in one country or group are affected by the activities of other
countries or groups
4.18 Be able to write narratives to communicate real or imagined
events using descriptive details and event sequences
4.7 Be able to develop an increasingly mature response to the ‘other’
4.24 Be able to write neatly and legibly
4.8 Be able to appreciate another country, culture, society while still valuing and taking pride in one’s own
4.28 Be able to recognise different forms, genres and themes
4.14 Be able to improvise, extend or create music to express emotion, ideas, creativity and imagination
4.11 Develop an understanding that there is value in knowing and understanding both the similarities and
the differences between different countries
4.29 Be able to explain and describe the main features, ideas,
themes, events, information and characters in a text
4.16 Be able to consider pieces of music in terms of meaning, mood, structure, place and time
4.11 Be able to perform a repertoire of music, alone or with others, with attention to performance practice,
breath-control, posture, and tone quality
4.20 Be able to explain how physical and human processes
lead to similarities and differences between places
4.12 Be able to make judgments about pieces of music, showing understanding, appreciation, respect and
enjoyment as appropriate
4.22 Develop an understanding of how localities are
affected by natural features and processes
4.15 Be able to perform as part of an ensemble and contribute to the overall experience of the collaboration
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4.23 Develop an understanding of how and why people
seek to manage and sustain their environment
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The first 30 units of the IMYC
Adaptability
The Big Idea
The IMYC initially provides schools with ten units for each of the three year groups or grade
levels it covers. That’s 30 units altogether (although from our experience with the International
Primary Curriculum (IPC), there are bound to be more to come). On the following pages, you will
find an outline of the ten units for the first year of the IMYC.
Adaptability is demonstrated
by the ability to cope, alter or
change with new circumstances
or environments.
Subject coverage:
• Art
• Geography
• History
• ICT
• Language Arts/Literacy
• Physical Education
• Science
• Technology
Balance
The Big Idea
Things are more stable when
different elements are in the correct
or best possible proportions.
Subject coverage:
• Art
• Geography
• History
• ICT
• Language Arts/Literacy
• Music
• Physical Education
• Science
10
The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education
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Celebration
Consequences
The Big Idea
The Big Idea
There is value in recognising and
observing special events through
ritual and with joy and happiness.
Very few actions are neutral. Most
actions create impact or change
that then has to be dealt with.
Subject coverage:
Subject coverage:
• Art
• Art
• History
• Geography
• ICT
• History
• Language Arts/Literacy
• ICT
• Music
• Language Arts/Literacy
• Physical Education
• Physical Education
• Science
• Science
• Technology
• Technology
Collaboration
Creativity
The Big Idea
The Big Idea
When people work together, they
can achieve a common goal.
Innovation happens when existing
ideas are brought together or
expressed in a new way.
Subject coverage:
• Art
Subject coverage:
• Geography
• Art
• History
• Geography
• ICT
• History
• Language Arts/Literacy
• ICT
• Music
• Language Arts/Literacy
• Physical Education
• Music
• Physical Education
12
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: [email protected]
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13
Discovery
Risk
The Big Idea
The Big Idea
Finding out new things is a
human driver and affects
things for better or worse.
Progress involves exposing
ourselves to and considering the
impact of forms of danger, harm,
uncertainty or opportunity.
Subject coverage:
• Art
Subject coverage:
• Geography
• Art
• History
• Geography
• ICT
• History
• Language Arts/Literacy
• ICT
• Music
• Music
• Science
• Physical Education
• Science
• Technology
Resolution
Structures
The Big Idea
The Big Idea
Problems, disputes and
contentious issues can
sometimes be satisfactorily
solved or resolved.
Formal arrangements and
relationships underpin or give
organisation to complex issues.
Subject coverage:
Subject coverage:
14
• Geography
• Art
• History
• Geography
• ICT
• History
• Language Arts/Literacy
• ICT
• Music
• Language Arts/Literacy
• Physical Education
• Music
• Science
• Physical Education
• Technology
The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education
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What’s in the IMYC
A curriculum has to be much more than a collection of activities or a broad framework of
approaches 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 and
supported throughout the school
• Most importantly, make sure that students learn rigorously and in ways that help them make
sense of their learning
Like our other curriculums, the IMYC is comprehensive enough to provide all the support
teachers, schools and students need and it’s flexible enough for each school to make it their own.
Learning
Goals
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The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education
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Assessment
for Learning
Full
Membership
Service
Subjects
Teachers’
Manual
Units
Professional
Development
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What is so different about the IMYC?
How do we join the IMYC?
Joining the IMYC is straightforward and you will be supported throughout by the expertise of the
IMYC sales and professional development teams.
“It is the first curriculum that really addresses what 11 to 14 age
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, Curriculum Coordinator at the American International School of Rotterdam
By this stage, you will most likely have had many of the discussions and carried out much of
the thinking around implementing curriculum change in your school. If you require further
assistance about the IMYC at this stage, we have a range of materials prepared to help you in
your decision and a simple and straightforward pricing structure with no hidden costs. This
will ensure that once a budget decision is taken, our transparent, simple and extremely costeffective pricing is understood by all before any financial commitment is made. We will prepare
a contract and agree a timescale to begin. After that you will receive printed copies of all
curriculum material and access to IMYC membership and all its associated benefits.
• A comprehensive Teachers’ Manual
Beyond that, we will work in close
partnership to agree upon a realistic
timescales and processes to implement the
IMYC across your school that will address:
• 3 years IMYC Membership providing
access to:
• Professional development delivery to
selected school staff
Purchasing the IMYC provides access to:
• 30 units of work
The IMYC addresses the needs of Middle Years students and helps them develop into 21
Century learners. It is based on clearly defined Learning Goals and standards which outline
knowledge, skills and understanding across all of its subjects. In addition to delivering this
essential foundation to learning across the breadth of subjects covered, Learning Goals are also
applied to international-mindedness and the personal development students need during their
Middle Years experience.
st
• Online versions of the units and any
subsequent unit updates
The explicit learning targets are derived from the Learning Goals by teachers so that the
learning takes advantage of the school’s local and particular contexts, therefore encouraging the
opportunity for precise locally-based content choice. The learning for students is therefore not
passive. They will know the precise nature of the learning they are expected to know, develop or
deepen, with learning and skills development contextualised to their life experiences to date and
kept relevant to their locality – no matter where in the world they might live.
• Online access to our drag and drop
curriculum Route Planner tool
The IMYC provides freedom and autonomy for teachers. It enables them to choose how to make
each learning goal into a specific learning target and use their knowledge of the students in
their classroom to promote and develop learning and skills. 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 practice properly.
• Discounts to professional development
and worldwide conference events
For schools, the IMYC provides a cohesive structure that links learning and develops skills and
knowledge across multiple subjects contained within a single, unifying theme delivered over a
single six week period. It has been developed with the understanding that schools should not
be forced to revise their structure. It complements and supports existing middle and secondary
school structures and planning processes. It provides the opportunity for subject teachers from
multiple disciplines to come together as they begin and conclude each unit. And it provides
a cohesive learning experience for all students promoting relevance, engagement, skills and
subject knowledge acquisition, personal and international development.
• Roll out planning and best practice
methodologies
• Route Planner, Assessment for Learning
database and Members Lounge training
• Online access to our Assessment for
Learning database
• Support, advice and guidance throughout
• Online access to a growing community
of IMYC schools across the world
We recognise that selecting and implementing a new curriculum should be a decision that is
considered 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 towards
joining the IMYC.
18
The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education
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19
The IMYC Project Team
Advisory Board
Adviser
Editor
Professor Jeff Thompson
Richard Mast
Sonia S T Cutler
Professor Emeritus of
Education, Bath University
Headmaster, Léman
International
School, Chengdu
Dr Mary Hayden
Senior Lecturer in
Education, Bath University
Henk van Hout
Emily Porter
Head of Education Services
Shell International B.V.
Director, International Middle Years Curriculum
Emily 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 Fieldwork
Education, she collaborates alongside colleagues who are developing the
successful International Primary Curriculum (IPC) and who manage and consult
with schools across the world.
Fluent in Spanish and English, Emily discovered her passion for learning while
working as a translator for Spanish-speaking migrants on the East Coast of
the United States. Through advocating for the educational and medical rights of
these families, she realised that helping children was her priority.
Emily earned a Master’s Degree at the University of Maryland in secondary
education and taught, advised and coached early secondary students for over
a decade. She became particularly interested in the development of 11-14 year
olds and wrote curriculums to foster both academic and personal growth. Emily’s
passion for international education inspired her to plan and lead yearly trips
abroad for her students to learn about themselves and others.
The IMYC Pilot Team
• Alison Lipp
• Oscar Nilsson
• Andrew Homden
• Peter Harding
• Bart Van Den Haak
• Richard Mast
• David Staffron
• Richard Parker
• Heather Jacob
• Rob Mockrish
• Jackie Treleaven, Paul Easton
• Sergio Pawel
• Jana Polansk
• Stephen Foxwell
American International School of Rotterdam
Dubai British School International School Ho Chi Minh City
British School of Washington
Verenigde Scholen/Alberdingk Thijm College
American International School Vienna
Leman International School St. Dominic’s International School
British School of Washington
Cairo American College
Academy 360 in Sunderland
International School of London
International School of Ostrava
British School of Houston
• Nigel Fossey
Martin Skelton
St. George’s International School
Director, Fieldwork Education
Martin Skelton is one of the two co-founders of Fieldwork Education following a
twenty 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 the
development of all elements of the curriculum.
Heartfelt thanks and debt of gratitude to the incredible hardworking, resilient and committed
teachers who are giving their time and experience in writing the units:
• Adam Renshaw
• Gareth Hall
• Rhys Franklin
• Adrienne Taylor
• Hayley Roberts
• Rob Taylor
Martin has since led the development of the Looking for Learning Toolkit:
a unique resource that helps schools identify and improve learning in the
classroom and guides them towards establishing a school culture that is
learning-focused.
• Andrew Earl
• Katie Stewart
• Sarah Brown
• Antoinette Duthie
• Kevin Bowskill
• Scott McCall
• Carl Newman
• Pam Harper
• Shannon Pepin
With the International Middle Years Curriculum (IMYC), Martin has worked
closely with Emily Porter to make sure that the curriculum is engaging and
meaningful to students, rigorous in its approach to learning and practical for
teachers in schools.
• Chris Horton
• Parvene Earl
• Steve Long
In addition to his curriculum work, Martin has led many learning-focused projects
with schools, authorities and national bodies. He is often invited to speak at
conferences and to groups of teachers and school leaders around the world.
Martin has written widely about learning in books, journals and magazines.
20
The IMYC Writing Team
The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education
There 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 and
disagreed with us. Your input has been invaluable.
Thank you to all of the teachers and administrators who have attended our ECIS sessions for the
past 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: [email protected]
www.internationalmiddleyearscurriculum.com
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About 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
65 countries where more than 250,000 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.
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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: [email protected]
www.internationalmiddleyearscurriculum.com
23
INTERNATIONAL MIDDLE YEARS CURRICULUM
25 Buckingham Gate, London SW1E 6LD
T: +44 (0)20 7531 9696 F: +44 (0)20 7531 1333
E: [email protected]
www.internationalmiddleyearscurriculum.com
From Fieldwork Education, a division of the World Class Learning Group
© WCL Group Limited. All rights reserved.
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The International Middle Years Curriculum A new curriculum for 11-14 year-olds from Fieldwork Education