Join us for the 3rd in our series of Accreditation and Recognition information sessions designed to support you through our Recognition & Accreditation process. Learn about the products and services we offer to help your school’s journey with the ICA!
Upcoming Information Sessions
Session 3: How to Engage All Stakeholders in Effective Self-Review – A live panel discussion! Date: June 3, 2025 @ 11:00 AM UK Time
Session 4: The Role of the ICA in Supporting Effective Self-Review Date: August 19, 2025 @ TBA UK Time
These information sessions are a great place to:
Learn more about Coaching for Implementation
Explore Mentoring for Recognition & Accreditation
Find out about Micro-Credential pathways
Learn more about our Recognition and Accreditation process
These ICA Recognition & Accreditation Information Sessions are led by our Head of School Services, Sharon West and supported by School Services Associate Manager, Sim Galsinh.
These hour-long sessions are an opportunity for you connect directly with the ICA and learn more how Recognition & Accreditation can positively impact your school.
Support Improving Learning
Attending an ICA Information Session can help you to reflect on the impacts on learning in your school or context and determine your next steps along the pathway towards Recognition and Accreditation.
These sessions provide an introduction to our range of services available that support schools in developing their capacity for self-evaluation in readiness for a formal evaluation by the ICA.
These information sessions are brought to you by the ICA School Services Team. Their aim is to support schools around the world through the Recognition & Accreditation process with the aim of improving learning.
We are pleased to share that we have partnered with Monster Phonics!
Monster Phonics is an award-winning programme with a multisensory approach that dramatically enhances learning and engagement. From Nursery to Year 6, a comprehensive phonics and spelling scheme that guides children on an exciting learning journey. The partnership enables international schools to access innovative phonics resources that cater to diverse learning needs and enhance English language acquisition.
Join us on Tuesday 27 May to hear from Monster Phonics and the ICA. Learn more about integrating Monster Phonics into your curriculum and which resources will be available. There will also be a Q&A at the end of the session.
The International Curriculum Association (ICA) brings together the three age ranges of the International Curriculum: the International Early Years Curriculum (IEYC) for learners aged 2-5+ years old; the International Primary Curriculum (IPC) for learners aged 5-11 years old; and the International Middle Years Curriculum (IMYC) for learners aged 11-14 years old, with Professional Development for teachers and leaders and a two-stage Recognition and Accreditation process for schools, to ensure that with teachers, leaders and schools, we are improving learning, together.
Register for our Information Session with the ICA Outreach and Development Team
In an increasingly globalised world, do you want to improve students’ learning with an evidence-based international curriculum that can be tailored to your location? Are you looking for professional development that enables you to build effective practices that unlock learning potential?
Whether you’re already familiar with the International Curriculum Association or are curious to learn more, join us on Thursday 15 August at 09:30 and 17:30 BST to learn more about how you can improve learning at your school with our suite of products and services.
The session will include a live Q&A. We look forward to meeting you and helping you learn more about what we do!
To access the free Information Session, sign in to your PD Hub account or sign up if you don’t have one yet. Its free and you will gain access to our range of exclusive, free professional development opportunities. A member of our PD Team will approve your sign up request as quickly as possible within 1 to 3 business days.
What will the session cover?
ICA’s suite of dynamic and rigorous curriculum materials which foster exceptional learning experiences
Our impactful professional development resources
The supportive and empowering Accreditation pathway on offer for schools
The International Curriculum Association (ICA) brings together the three age ranges of the International Curriculum: the International Early Years Curriculum (IEYC) for learners aged 2-5+ years old; the International Primary Curriculum (IPC) for learners aged 5-11 years old; and the International Middle Years Curriculum (IMYC) for learners aged 11-14 years old, with Professional Development for teachers and leaders and a two-stage Recognition and Accreditation process for schools, to ensure that with teachers, leaders and schools, we are improving learning, together.
The International Early Years Curriculum (IEYC) is designed with flexibility at its core, empowering schools to create tailored curricula that align with their unique contexts and specific learning experiences. Building on this foundation, the Early Years team at RA International School came together to collaboratively develop a unit that enriches children’s sense of identity and cultural awareness.
Embracing culture: The rationale behind our new IEYC unit
In today’s rapidly changing world, children are increasingly at risk of losing touch with their cultural roots. This disconnection can lead to a diminished sense of identity and belonging, particularly for young learners. Recognising this challenge, we have developed a new unit for the IEYC that focuses on the rich tapestry of Nigerian culture. This initiative aims to achieve several key objectives: to embed or positively inculcate Nigerian culture in children, to raise awareness among those who may not call Nigeria home, and to promote a sense of identity and self-concept among the children.
Entrenching Nigerian culture in children
One of the primary motivations for creating this new unit is to instil a deep appreciation and understanding of Nigerian culture in our young learners. By integrating cultural elements—such as traditional stories, music, art, and festivals—into the curriculum, we provide children with a vibrant context for their learning. This approach not only enriches their educational experience but also fosters a sense of pride in their heritage. As children engage with their culture, they develop a stronger identity, which is crucial for their emotional and social development.
Creating awareness for non-Nigerian children
In a multicultural classroom, it is essential to create an inclusive environment where all children can learn about and appreciate diverse cultures. For children who may not be from Nigeria, this unit serves as an introduction to the country’s rich traditions and values. By exploring Nigerian culture, these children gain insights into the lives and experiences of their peers, promoting empathy and understanding. This awareness helps to build a cohesive community where differences are celebrated, and every child feels valued.
Promoting a sense of identity and self-concept
A core objective of this unit is to promote a strong sense of identity and self-concept among children. Understanding who they are and where they come from is crucial for their overall development. By exploring their cultural backgrounds, children can better appreciate their unique identities and the values that shape them. This exploration helps them build confidence and self-esteem, which are essential for navigating social interactions and forming relationships with others. When children see their cultures reflected in the classroom, it fosters a positive self-image and belonging (1). To form positive self-concepts, children must honour and respect their own families and cultures and have others honour and respect these key facets of their identities too. A learning environment that validates every child’s family and culture ensures that everyone feels visible and proud (2).Click here to view the unit at a glance.
References
1. T. Roisleen, Creating a Culturally Responsive Early Childhood Classroom. Edutopia, 2021
2. B. Kaiser, Opening the Culture Door: Valuing Diversity. Continued, 2021
Three years ago, when I took over the role of Head of Primary, I was given the task of ‘rebooting’ the International Primary Curriculum (IPC) after the pandemic. My priority was to make sure that we embedded the IPC Personal Learning Goals to see how they best aligned with our school values and how they would function within our context.
After meeting with the Primary Management Team, we decided to stick with the dispositions the IPC recommended: Adaptable, Communicator, Collaborator, Empathetic, Ethical, Resilient, Respectful, and Thinker. We then took these values to the staff to develop definitions that we thought would best fit our school and ensured that the definitions were child friendly. As most of our students have Spanish as their first language we made sure that we had clarity in both English and Spanish. Next, with the involvement of our Student Council, the students chose Venezuelan animals that they thought would best represent these qualities:
Adaptable – a capybara (as it has to adapt to its environment and avoid predators such as crocodiles and anacondas!)
Communicator – a macaw (these fly freely around our school and communicate regularly at great volume!)
Collaborator – a howler monkey (seen to work together as a team)
Empathetic – an anteater (because they’re empathetic to their environment)
Ethical – a jaguar (the animal has great cultural importance for our indigenous communities)
Respectful – a dolphin (reminds us to be respectful of the oceans)
Resilient – a treefrog (being so small and living in a rainforest can’t be easy!)
Thinker – a sloth (they take their time to think things through!)
Afterwards, we introduced the animals to all students in Primary and had a competition to name them, and so they became: Chichi (capybara), Guaco (macaw), Arequipa (howler monkey), Anata (anteater), Yaya (jaguar), Coral (dolphin), Cricki (treefrog) and Pedro (sloth).
We then used the talents of a local illustrator to create the essence of the characters, and these designs have featured in all of the material that we use. Such as for the IPC PLG posters which are displayed in the classrooms so that teachers can refer to them throughout the lesson. We also had cards made for each of the PLGs which are placed on the class teacher’s whiteboard whilst they focus on that specific value and again helps the teacher to refer to the PLG. Through staff meetings, we have discussed the importance of staff and parents modelling the PLGs and teachers looks for examples across the curriculum and highlight them in their planning. To help us embed the PLGs and make them a true part of our school, we redesigned our student exercise books, have the mascots displayed around the school and we redesigned the entrance to Primary by displaying the mascots against a backdrop of Caracas.
To reinforce the PLGs further, we produced stickers which the students are given when a teacher sees them demonstrating a value. We also have had badges made which are awarded in Milepost assemblies for those students who have gone above and beyond demonstrating a value. All of these rewards are integrated within our Behaviour Policy. We also purchased stuffed animals for each of the mascots and they feature in weekly assemblies and spend the week in the classroom of the class that participated best in assembly.
Recently, we contacted a local animator and have had each of the characters animated and voiced by students from Year 6. Using the animator, we had a competition for students to write a script which incorporated all of the mascots which we turned into an animated story, and this has been shared with the school community. But what evidence do we have that all of our efforts are paying off? Thanks to the mascots the values are now ingrained in the Primary school to the point that parents reported to me that their children have told them, “You need to be more like Chichi – you need to be more adaptable!”
From our BSO inspection in February, the report states: The TBSC values and personal learning goals are evident throughout the school. Students are warm, friendly and kind. They treat each other and adults with respect and are fully aware of their privileged place in society. The atmosphere of the school is one of respect, kindness and calm, where behaviour is a strength, and students look forward to learning. The spiritual, moral, social and cultural development of the students is outstanding and is clearly a strength of the school.
We are excited to invite you to Mexico for our Global.Learn.Connect Conference, a dynamic two-day event designed for school leaders and educators.
This conference brings together a global and regional community of educators for inspiring keynote presentations and interactive, teacher-led workshops. Gain valuable insights into innovative practices, exchange ideas, and engage in meaningful discussions to enhance your professional growth.
📅 5 – 6 June 2025 📍 Hosted by Greengates School, Mexico
What to expect
THE LEARNING EFFECT: Play – Paradox – Passion
How Structure and Framework Empower Innovation and Spontaneity
In an era of rapid change, adaptability and creativity in education are more important than ever. This conference explores the fascinating intersection where structure meets spontaneity, frameworks enable freedom, and intentional design fuels creativity. Through keynote presentations, workshops, and hands-on experiences, we’ll examine how integrating play, paradox, and passion can create transformative learning experiences.
Registration Details
Early Bird (before 30 April): £340pp
Full Price (after 30 April): from £380pp
Day ticket option available – For the most enriching experience, we encourage you to attend both days, but a one-day option is available if needed.
We hope to see you in Mexico for this exciting opportunity to connect, collaborate, and learn together!
The International Curriculum Association (ICA) brings together the three age ranges of the International Curriculum: the International Early Years Curriculum (IEYC) for learners aged 2-5+ years old; the International Primary Curriculum (IPC) for learners aged 5-11 years old; and the International Middle Years Curriculum (IMYC) for learners aged 11-14 years old, with Professional Development for teachers and leaders and a two-stage Recognition and Accreditation process for schools, to ensure that with teachers, leaders and schools, we are improving learning, together.
Thursday 03 April 2025 – 9:30, 16:00 and 20:00 UK time
Strategies for Supporting Multilingual Learners
Panelists will share how they have been embracing all languages and cultures as they design learning opportunities for their Multilingual Learners at their schools. We know that Multilinguals need to be challenged, have choice and agency as they access grade level appropriate curriculum that affirms, celebrates and validates who they are.
The International Curriculum Association (ICA) brings together the three age ranges of the International Curriculum: the International Early Years Curriculum (IEYC) for learners aged 2-5+ years old; the International Primary Curriculum (IPC) for learners aged 5-11 years old; and the International Middle Years Curriculum (IMYC) for learners aged 11-14 years old, with Professional Development for teachers and leaders and a two-stage Recognition and Accreditation process for schools, to ensure that with teachers, leaders and schools, we are improving learning, together.
The International Curriculum Association (ICA) brings together the three age ranges of the International Curriculum: the International Early Years Curriculum (IEYC) for learners aged 2-5+ years old; the International Primary Curriculum (IPC) for learners aged 5-11 years old; and the International Middle Years Curriculum (IMYC) for learners aged 11-14 years old, with Professional Development for teachers and leaders and a two-stage Recognition and Accreditation process for schools, to ensure that with teachers, leaders and schools, we are improving learning, together.
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