The IPC Middle Years – Introducing IMYC

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1. Before we said ‘Yes’!

2. The Challenges

3. The Solutions

4. Looking at an IMYC Mind Map

5. Summary of Curriculum

6. Comments and Reflection

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Here’s the Session Outline

The Birth of the IMYC

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1. Before we said ‘Yes’!

2. The Challenges

3. The Solutions

4. Looking at an IMYC Mind Map

5. Summary of Curriculum

6. Comments and Reflection

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Here’s the Session Outline

The 3 Challenges

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 do interesting stuff, please?Can you help us keep learning interesting for our middle school students?

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?

Challenge 1

Can you help us provide our middle school students with the kinds of learning children have when their schools use the IPC?

Clearly articulated learning goals Learning-focused Subjects/Themes International Mindedness Rigorous Comprehensive Inclusive Assessment for Learning

Challenge 1:What is IPC Learning?

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Challenge 2

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 do interesting stuff, please?Can you help us keep learning interesting for our middle school students?

Hormonal, puberty, growth spurts

Focused on relationships with peers

Concrete to abstract thinking

Want to know how things are connected

Want to find the relevance to their own lives

Expressing independence Prefrontal Cortex in a

dynamic state Developing brain for

improve executive function

Challenge 2: What are 11-14 year olds experiencing?

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3 Challenges

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?

Challenge 3: What are the issues for secondary schools?

Emphasis on subject specialists

Greater number of teachers who must buy in

More fragmented timetable

Teachers who are specialists rather than generalists

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1. Before we said ‘Yes’!

2. The Challenges

3. The Solutions

4. Looking at an IMYC Mind Map

5. Summary of Curriculum

6. Comments and Reflection

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Here’s the Session Outline

The 3 Solutions

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Learning- focused curriculum

Meets needs of 11-14 year-olds

Responds to secondary

structure of schools

Knowledge, Skills and Understanding

Personal Skills

International Mindset

Subjects and Themes

Units based on most recent brain research

Solution 1: IMYC is a learning-focused curriculum

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Emphasis on students being actively involved in their own learning

Makes learning relevant to their lives

Units in which subjects contribute independently giving students a more coherent experience (look at next slide)

Journaling which making learning purposeful and personal

Organisational pattern to each unit to provide consistent and supportive learning experience

End of unit media presentations based on serious reflections

Solution 2: Responds to needs of 11-14 year-olds

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Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year7 BALANCE CREATIVITY RISK STRUCTURES RESOLUTION DISCOVERY

The Big Idea Things are more stable when different elements are in the best possible proportion

New developments can happen when existing ideas are brought together in innovative ways

Progress involves exposing ourselves to and considering the impact of forms of danger, harm, uncertainty or opportunity

Formal arrangements and relationships underpin or give organisation to complex issues

Most problems, disputes and contentious issues can be satisfactorily solved or resolved

Finding out new things is a human driver and affects things for better or worse

Themes and Big Ideas

Solution 3: Supports Secondary Structures

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Solution 3: StructuresHere’s the deal

WHAT STAYS THE SAME:

Subject-based organisational nature

Opportunity to choose specific content

Time-table stays mostly the same

WHERE WE’D LIKE YOU TO BEND:

Significant part of teaching relates to theme and Big Idea

Use mindmaps be aware of what other teachers are doing and make reference to it in your own class

Come together to support students for a period of time for the reflective thinking

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Help us with your thoughts and comments so far

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1. Before we said ‘Yes’!

2. The Challenges

3. The Solutions

4. Looking at an IMYC Mind Map

5. Summary of Curriculum

6. Comments and Reflection

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Here’s the Session Outline

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Big Ideas, Learning Goals and Activities

The Structure of an IMYC units

30 units of work

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1. Before we said ‘Yes’!

2. The Challenges

3. The Solutions

4. Looking at an IMYC Mind Map

5. Summary of Curriculum

6. Comments and Reflection

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Here’s the Session Outline

Summary of Curriculum

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Explicit learning targets for each subject area , internationalism; personal development

Big ideas that link the work in different subjects

Explicit articulation of the links between the big ideas, the classroom activities and the learning goals

A wealth of practical activities for work in the classroom

A choice of thematic units based on Big Ideas which encourage higher ordered thinking and multiple perspectival learning throughout subjects and international mindset

Opportunities for students to reflect and develop greater understanding

A significant amount of flexibility of content

Freedom to facilitate learning in appropriate and enjoyable ways

An Assessment for Learning programme that allows the assessment and improvement of key skills and the recording of student improvement through an on-line secure database

A Teacher’s File filled with supportive information and explanations

Online Route Planner to ensure that learning goals are covered as the school makes its choice of units

A Membership Programme that links schools to other IMYC schools and teachers and provides professional development and web-based support

The Full Curriculum Offers:

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