To mark the United Nations (UN) International Equal Pay Day on 18 September, we have introduced a new optional gender equality unit for our International Primary Curriculum (IPC).
The unit forms part of its ‘SDG Challenge Series’, which gives primary school students the opportunity to develop global competence through learning linked to each of the UN’s 17 Sustainable Development Goals(SDGs).
Gender equality is the focus of SDG 5, and IPC learners at participating schools will learn how to improve the lives and treatment of women and girls around the world through its new multidisciplinary unit.
According to research conducted by the Fawcett Society, 45% of young people experience gender stereotyping that expects them to behave in a certain way. This highlights the importance of learning about gender equality from a young age.
Jacqueline Harmer, Head of the International Primary Curriculum, said: “The international education community has a responsibility to improve students’ capacities to positively impact the world, and I am absolutely delighted to announce the launch of our new IPC unit which focuses on gender equality. It is clear that experiences during childhood have a significant impact on people’s outlook with regards to gender equality, and we have a real opportunity to shift the dial on creating a more equal society through education.”
The new unit will explore gender equality primarily through Creative Arts and Drama. Students will use Drama and Art as tools for research and will be encouraged to explore female representation in both disciplines and how it has changed throughout history, as well as learning about historical figures who have campaigned for gender equality. Teachers will also be empowered to analyse whether there is equal gender representation within their own curriculum.
Jacqueline Harmer added: “By utilising our framework of research influenced and culturally responsive curriculum materials, educators are able to deliver learning experiences that not only improve learners’ opportunities to succeed in later life, but to positively influence the world in the present. I am pleased that IPC learners will now be able to benefit from a learning unit which has been designed to empower girls and women, develop empathy and, importantly, encourage children to use their skills and understanding to positively impact their communities.”
The IPC is delivered to students aged 5 – 11 years old and it supports their Academic, Personal, and International development.
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 Conference (ICC24) is proud to announce the first ICC24 Teacher Awards. A celebration of the exceptional educators who inspire and empower their students. These awards aim to recognise the positive impact teachers have on their communities and foster a culture of excellence in education.
Award Categories:
Best Newcomer Award: Honouring a promising new teacher who has made a significant impact in their initial years of teaching.
Community Engagement Award: Celebrating a teacher who fosters positive relationships and collaboration between their school and the wider community.
IEYC Teacher of the Year Award: Recognising an IEYC teacher who consistently demonstrates exceptional IEYC teaching skills and engagement with early learners.
IPC Teacher of the Year Award: Recognising an IPC teacher who consistently demonstrates exceptional IPC teaching skills and engagement with primary learners.
IMYC Teacher of the Year Award: Recognising an IMYC teacher who consistently demonstrates exceptional IMYC teaching skills and engagement with middle school learners.
Leader of the Year Award: Honouring an individual who has demonstrated outstanding leadership in their school, fostering a positive school culture and commitment to educational excellence.
Eligibility Criteria:
All educators employed at an ICA Subscribed School are eligible to nominate or be nominated for these awards.
Nomination Process:
Online Nomination Form: Nominations will be accepted through an online form available here.
Voting Period: Voting will be open to all ICA Subscribed Schools during the month of October.
Voting Method: Voting will be conducted via an online form. (Multiple submissions from the same person will not be counted. Submissions that are not from an ICA Subscribed school will not be counted).
Winner Selection: The category winner will be determined by the individual with the most votes received.
Recognition and Celebration:
Awardees will receive an award and a certificate (if they are present at our upcoming conference, they will receive the award here).
Schools with award-winning teachers will be celebrated with a case study.
We will promote the awardees and their accomplishments through the icaVoice winter edition, social media, and local media outlets.
Join us in celebrating the exceptional educators who make a difference in the lives of their students!
Author
International Curriculum Association
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.
We’re thrilled to present a spotlight episode of our International Curriculum Specialist Series guest-hosted by International Schools Network.
In this thought-provoking discussion, we delve into the unique experiences of educators working at international schools. Our esteemed guest, Martin Boother, Assistant Head at a prestigious international school in the UAE, offers valuable insights and practical advice for both seasoned educators and aspiring individuals considering a career abroad.
Unveiling the realities of International Education
The interview delves into a range of pertinent topics, including:
Leading in the UAE: Martin shares his journey and experiences as a senior leader at a renowned international school in the UAE.
Work-Life Balance and Wellbeing: Explore the unique challenges faced by international school staff and discover strategies for maintaining a healthy work-life balance while navigating cultural adjustments and living away from family.
Professional Development and Support: Learn about specialized resources and programs that international schools can offer to enhance staff wellbeing and support their professional growth.
Building a Strong Community: Discover how schools can foster a sense of belonging and combat isolation among educators.
Navigating Transitions: Get valuable tips and resources to assist educators during re-entry and transitions between international locations.
This episode is a must-listen for:
Educators currently working in international schools
Individuals considering a career move to an international school
School leaders seeking health and wellbeing strategies to support their international staff
Don’t forget to sign up to our new PD Hub, available to all educators worldwide! The International Curriculum Association Professional Development Hub has been developed with you in mind. We offer a comprehensive range of learning opportunities for teachers and leaders.
In this round-table discussion, the crucial role of social-emotional learning in schools is explored. International classrooms are where many students are first exposed to people who hail from a range of different backgrounds, belief systems and abilities.
Listen as the panel discusses:
Defining Social Emotional Learning: Why it’s important for schools to establish clear SEL in their curriculum offering.
Effective strategies for integrating social-emotional learning (SEL) into various subject areas within the curriculum.
Assessing and monitoring students’ social-emotional development effectively.
Ways in which educators can foster a supportive and inclusive classroom environment that promotes students’ social-emotional growth.
The role parents and caregivers play in supporting SEL initiatives, and how can educators collaborate with them to reinforce SEL skills outside of the classroom.
Landon Seigler, M.Ed – Middle School Principal | Designated Safeguarding Lead at East-West International School, Cambodia. Representative for the International Curriculum Association
Donovan Robus, Head of SEL & Student Support Service at Hsinchu International School
Jonno Melia – Deputy Principal Pastoral & Wellbeing and Designated Safeguarding Lead at Brighton College
Corneila Weiner, School Principal at Dubai Arabian American Private School
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.
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, you can join us for a live demonstration of the Curriculum Portal and the PD hub. The session will also include a live Q&A. The webinar will run twice, first at 9:30 AM BST and again at 17:30 PM BST UK time in the hope that we are supporting all time zones.
Session 1 📅 Date: 22 May, 2025 🕒 Time: 9:30 AM or 17:30 PM UK Time
Please join one (or as many as you wish) of our information sessions to learn a little bit more about the products and services that we offer at the ICA. From Curriculum to Professional Development & quality assurance. We will invite some of our community to support these sessions on occasion, so keep your eyes peeled for updates. We will always have time for live Q&A’s too. We look forward to meeting you and helping you learn more about what we do!
We look forward to meeting you and helping you learn more about what we do!
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.
As everyone gets ready to return to school, there is a sense of anticipation in the air. Families are preparing everything their children need, while teachers have been busy during the preparation week. They’ve been attending back-to-back meetings, preparing class displays, organising student lists, arranging classroom layouts, creating timetables, and more. Behind the scenes at the start of the new academic year are layers of preparation. Every word, action, and activity in the learning experiences are meaningful, as they all stem from the rich curriculum foundation that all teachers must understand well.
At the beginning of the school year, it’s important to recall the school’s vision, mission, aims, and philosophy. This serves as a reminder of the direction of education in the school. The International Early Years Curriculum (IEYC) and International Primary Curriculum (IPC) Learning Foundations have been instrumental in guiding teachers as they plan activities, especially during the first week of school when students are undergoing their orientation week.
Progressive pedagogy is a foundational approach to learning that enables teachers to create environments where students actively construct their own learning experiences rather than just receiving information. Teachers use four categories of pedagogy as part of their planning and preparation:
Brain Based: Promoting retention in the long-term memory
Younger learners benefit most from play and visualization. Teacher Images Puzzle is an excellent game for familiarizing children with the teaching staff. In this game, children work in groups to solve puzzles. Once they complete a puzzle, they have the opportunity to meet and get to know the teacher featured in it.
Constructivism: Connecting new learning to prior learning
The school tour is a great way for both current and new students to familiarize themselves with the school. This is especially important when there have been relocations, new buildings or areas, and renovations. It allows students to compare the current school environment with the previous academic year.
Experiential and Active: The learners are fully engaged in learning activities
During the upper graders’ first week of orientation, students have the chance to brainstorm and come up with ideas. They elect class crews, make classroom agreements, and campaign against bullying. These activities not only keep them engaged but are also meaningful for their learning throughout the year.
Metacognition: Learning is improved by learner reflection
It is important to set goals for the upcoming academic year by reflecting on past learning experiences. This will help students enhance their learning. The insights gained from this activity can also provide valuable data for teachers to plan and support the learning activities for the year.
To all teachers and education leaders: As we start a new year of shaping minds and inspiring futures, remember that our dedication plants the seeds of excellence in every student. Embrace the journey, ignite curiosity, and witness the classroom flourish with endless possibilities. Let’s kick off the new academic year with excitement and a commitment to enhancing education for children worldwide from Day One!
Principal for Early Years and Primary at Sekolah Cita Buana
Julie has dedicated over 28 years to working in education. She has extensive experience working with national and international schools in Indonesia and abroad. Julie has taught and developed curricula for young learners, teenagers, and professionals. Later in her career, she became actively involved in establishing and developing schools. Additionally, she has worked as a trainer and education consultant for various schools in Indonesia and Southeast Asia. Julie started her career as an English Teacher and later expanded her expertise as a Speech and Drama Teacher, Special Education Teacher, and School Manager.
The significant changes in the education sector motivated Julie to enhance her knowledge and skills in contributing to the decision-making processes and the establishment of bilingual schools, inclusive schools, and teacher development centers. Following the completion of her master’s degree in education management, Julie remains committed to promoting an inclusive education mindset, aiming to provide opportunities for all children with different abilities to learn at their own pace and according to their strengths. Julie aspires for educators and school leaders worldwide to collaborate in creating an environment that nurtures holistic growth in learners, where personal qualities are equally valued alongside academic achievement.
As I begin my second year teaching the “Young Entrepreneurs” unit to my Year 3 students, I’m excited by the journey we’ve embarked on together. I’ve witnessed my students discovering their passions and embracing creativity to craft distinctive business ideas. It’s been truly fulfilling to see them harness their enthusiasm and translate it into tangible impact, using our earnings to create a meaningful difference in our community. This experience has not only shaped them as budding entrepreneurs but has also highlighted the deep satisfaction that comes from applying their skills to help others.
Cultivating Interest and Engagement
Initially, I was pleasantly surprised by the enthusiasm and creativity my students brought to the unit. What stood out most was their eagerness to delve into the world of business, from understanding basic financial literacy to crafting intricate business plans. This unit has not only nurtured their entrepreneurial spirit but has also instilled invaluable life skills.
Tailoring the Curriculum
While following the recommended curriculum, I made deliberate adjustments to cater to the unique needs and interests of my students. I firmly believe that introducing concepts of financial literacy early in primary education is crucial yet often overlooked. By customising lessons and activities, we ensured that every student could actively participate and thrive.
From Ideas to Action: Practical Learning in Action
Throughout the unit, students engaged in a variety of hands-on activities that bridged theoretical knowledge with practical application. From designing business plans and creating marketing strategies to executing sales events, each step was meticulously planned to provide a comprehensive learning experience. One notable project involved students forming groups to produce items such as comic books, artwork, and handmade crafts. Another initiative included a recycled book drive, where books were sold at affordable prices, promoting both sustainability and entrepreneurship.
Integrating Learning Across Subjects
The unit was thoughtfully integrated with Geography, History, Mathematics, and English, enhancing students’ understanding across disciplines. Geography lessons explored global markets and currencies, while history sessions traced the evolution of commerce and currencies. In mathematics, students applied their skills to calculate profits and create statistical data, essential for business analysis. English activities involved writing a story then creating a storybook on Canva, detailing the entrepreneurial journey of a young entrepreneur, which was shared with parents. During the culminating Big Sales Day, Year 2 and Year 4 students participated as customers, offering feedback that enriched our learning experience and provided valuable insights for future iterations of the project. Here is a story written by a student – https://www.collab-education.com/wp-content/uploads/2024/07/Luken.pdf
Impact Beyond Profit: Fostering Compassion and Community
The highlight of our journey was not just the financial gains but the empathy and social responsibility demonstrated by my students. Inspired by their learning about refugees and their challenges for their class assembly presentation this term, The children decided to contribute their earnings to Fugee School, supporting refugee children. I’ve created a curriculum for the Fugee School to learn financial literacy and potentially start their own businesses, aiming to inspire them in entrepreneurship. This act of generosity underscored the broader lesson of using business as a force for positive change in the community.
Reflections and Future Prospects
Reflecting on their experiences, students shared profound insights about money management, making responsible choices, and the holistic role of businesses in society. Their newfound understanding extended beyond financial literacy to encompass values of empathy, sustainability, and community engagement. Looking ahead, I envision expanding these units to include all primary school grades, adjusting the difficulty level to suit the age of each group. Additionally, parents can also play a role in teaching these skills, making it an ideal activity during extended breaks such as approaching summer or winter holidays.
Year 3 Homeroom and IPC Coordinator at Straits International School Rawang
Ms. Pearline has been teaching in international schools for the past 11 years as a Primary Teacher. She holds Bach. Hons in Education from the University of Roehampton, UK and PGCEi from the University of Nottingham, UK. Previous to teaching in Straits International School, Rawang, Malaysia she worked in a British School in Cairo, Egypt. She is now responsible for leading the IPC at her current school in Malaysia as well as teaching a Year 3 class.
Early childhood development is heavily focused on play. Can you describe your philosophy on play-based learning and how you incorporate it into your daily classroom activities?
Play is integral to young children’s growth and learning about themselves, others and the world. Young children need an ample amount of play each day – play is an essential part of children’s growth and development to continue to flourish! Children learn best when they are playing and engaging in playful experiences as they make meaning of their relationships and experiences.
In our school, it is crucial for teachers to plan, design and implement play-based learning, providing children with playful and meaningful learning experiences from their classrooms to the outdoors. The learning environment is enabled by teachers to support children’s developmental needs and also considers children’s interests. Our school timetable supports children to meaningfully engage in uninterrupted play, providing them a third of their class period to explore and extend their interest and curiosity. It is also important that children are provided with diverse opportunities to play and engage in teacher-led, teacher-scaffolded or child-led learning experiences in our setting. In school, our young learners have a balance of structured and unstructured play, both indoors and outdoors. We also encourage and invite the children to explore and extend their play at the Outdoor Play area such as the garden, mud kitchen, etc. Our teachers are always available to guide, support and scaffold children’s learning, whenever appropriate.
The social-emotional well-being of young children is crucial. How do you create a nurturing and inclusive environment that fosters positive social interactions and emotional regulation in your classroom?
Providing a nurturing and inclusive environment is fundamental in our setting and classroom practices. Each learning environment needs to be warm and welcoming, providing a space where teachers support positive interactions with young children to make them feel safe, secure, and have a good sense of belonging. Our setting provides opportunities for children and adults to interact and play together in various learning areas, using different types of play materials, where adults are sensitive and responsive to the needs of each child. Every learning environment helps children feel included, acknowledging and validating their thoughts and feelings through numerous opportunities to practise and learn social skills.
It is vital that children are provided with lots of play and an enabled playful environment where they can be surrounded by an environment of positive relationships. If some children are feeling anxious or managing big emotions, we have a quiet ‘calming area’ in every classroom – a comfortable space with soft pillows and toys where children can regulate their emotions through different calming techniques that they learned in the IEYC Unit, ‘Healthy Habits’, such as humming, breathing exercises, guided by a teacher.
Every child learns and develops at their own pace. How do you assess and address the individual needs of each student in your early years classroom?
In school, we are guided by the IEYC Reflective Practices for Improving Learning through capturing, interpreting and responding. Teachers and learning assistants regularly observe children, capturing the information they need to plan for and extend their learning. Teachers observe children in different play contexts such as in teacher-led activities, child-led activities indoor and outdoor play environments, etc., where they capture and interpret data meaningfully and appropriately, helping them to extend their children’s learning and development. Likewise, it is essential to consider multiple perspectives about the child and their learning, hence, teachers engage in professional learning dialogues with different stakeholders such as teaching partners, parents and families. Through these dialogues, teachers are able to adapt or enable their learning environment to support children’s development and learning, consider appropriate learning experiences and activities in either Phase A or Phase B that are suitable to meet the needs of the child.
Collaboration with parents and caregivers is essential in early childhood education. How do you build strong relationships with families and keep them informed and involved in their child’s learning journey?
We forge strong partnerships through regular communication such as our weekly School Newsletters (whole school) and weekly Learning Update (class-based). These newsletters are learning-focused which outlines what learning has taken place in school and in class, providing information about the themes, learning blocks, celebrations of learning, personal learning goals, and many others. Every child has a digital Learning Journey that includes photos, videos and anecdotal observations of the three dimensions: academic, personal and international.
We encourage parents to be involved in children’s learning through the class newsletters learning-link segment that provides suggestions on how to continue learning from home, especially during weekends and holidays. We also invite parents to be involved in class as a resource person, mystery readers, parent volunteers, and many others. We encourage parents to be involved in various school events, supporting children in their learning such as field trips, gardening, etc. We invite parents to participate in parent education courses, IEYC workshops, parent-teacher conferences, learning celebrations, and other annual school events.
The transition to kindergarten can be a big step for young children. How do you prepare your students for the academic and social demands of kindergarten? What strategies do you use to ensure a smooth transition for each child?
Before the start of the school year, we usually invite parents and their children for a day of orientation in school through ‘Stay and Play’ sessions in school, introducing and familiarising the learners to their new teachers, new classmates, their classroom and the school. In class, the parents and learners will learn their new class routine for them to know what will be expected in every period, for example circle time, child-initiated play, snack time, music and movement, story time, etc. Various learning areas are prepared and clearly designated with lots of playful learning experiences and open-ended activities for children to build and construct, either on their own or with their peers. Each classroom has a home corner and meaningful play resources that allow children to engage in role play related to their home experiences. It provides a space for imaginative play, social interactions, emotional development, language and communication and many learning opportunities. We also stage their transition in school, providing differentiation to some young children who may need more time to settle in, for example, having a parent or caregiver in class to support their emotional needs, having a shorter time in school and increasing their hours incrementally, etc.
Initially a chemist by training, Tess was inspired to change career directions to the field of education when her daughter entered Small World in 1998. Having found her calling to teach and serve young children, Tess qualified as a Kindergarten teacher with Hong Kong Institute of Education. She has completed two Post Graduate Diplomas in Education, specialising in Special Education (2010) and Early Childhood Education (2014) and subsequently completed her Certificate Course for Kindergarten Principals at HKBU (2015). She received her Masters Degree in Education (Early Childhood Education) from the University of Hong Kong in 2019.
Attracted to Small World by its biblical foundations and Montessori philosophy, Tess joined the school as a teacher in August 2001. She led the kindergarten as Vice-Principal in 2010 and as Principal in 2011. Tess and her team successfully led the accreditation of Small World in the International Early Years Curriculum (IEYC) in May 2021. In the same year, Small World was voted and recognized as ‘Kindergarten of the Year’ by the Hong Kong Living during the height of COVID. Tess believes that all children deserve equal opportunities to access the education offered by the school and to reach their true potential.
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