By Jacqueline Harmer, Head of International Curriculum at the International Curriculum Association
In an increasingly volatile, uncertain, complex, and ambiguous world, learners will face challenging circumstances on a local and global scale. If learners are to flourish, contribute positively to society and solve problems, they need the attitude and motivation to do so, not just the academic know-how. Their dispositional qualities must be a key focus for teachers and school leaders. Whether consciously or not, Personal Learning cultivates within us a mindset for approaching challenges, and also strongly shapes our attitudes and capabilities as thinkers and learners.
The International Curriculum is used in over 90 countries, developing a common understanding of what valuable Personal Learning Goals are and what they might look like, sound like and feel like is crucial. The IEYC, IPC and IMYC each have a matrix of indicators which describe each of the 8 Personal Learning Goals in relation to increasing maturity and breadth of experience. These provide learners and teachers with detailed illustrations of what is hoped for of each Personal Goal at each phase of learning.
Personal learning cannot be confined to curriculum-specific activities or moments on the timetable. To be successful, this learning needs to pervade across all aspects of the curriculum and the school community. Opportunities for learning about these attitudes and the behaviours that result from them should be capitalised on, as they provide models and exemplars that help children to develop their understanding of what is expected of them when they are learning to be thinkers, respectful, empathetic, etc.
Learning about these qualities should be embedded in planned experiences, such as when learning about figures from the past or considering local current affairs. Students can explore which ideals the people from the past and present demonstrated as they faced challenges or overcame adversity.
Opportunities to learn about and apply these dispositions will occur regularly and organically. These could be at school, home or when out and about. In ICA schools, it is essential that parents and the school community know about and aim to embody the Personal Goals as a model and inspiration for those around them. Children may raise questions about who is and is not demonstrating the Personal Goals in the world beyond the classroom. As they engage with more mature themes and become increasingly politically aware, there may be some difficult conversations as students make sense of the choices people make.
‘Learning to be’ focuses on children practising and taking ownership of the Personal Learning Goals by aiming to be a communicator, resilient, ethical, etc. Personal learning is not confined to school, a specific time, place or subject. All 8 (Adaptable, Collaborator, Communicator, Empathetic, Ethical, Resilient, Respectful and Thinker) are applicable within all aspects of the curriculum, school, and life experience.
Children need to understand that humans are not perfect and that for most of us, constantly exhibiting these high standards takes a conscious effort, and we sometimes slip up. We all have bad days! Learning from our shortcomings through reflecting on what prevented us from making the best choice is essential for the ‘learning to be’ aspect and will contribute to our self-awareness and understanding of our strengths and weaknesses within personal development. Personal Learning is one of three focus areas in the ICA. Find out more about how Personal, International and Academic Learning intersect in the IEYC, IPC and IMYC here.
Author
Jacqueline Harmer
Head of International Curriculum, International Curriculum Association
By Jolinda Groothedde, IEYC and IPC Curriculum Coordinator
At Holland International School (HIS) in Singapore, our approach to professional development has evolved significantly over the past year. Following our International Early Years Curriculum (IEYC) Recognition Report, we spent the first six months focusing on the recommended improvements within our Early Years provision. However, it quickly became clear that traditional all-staff meetings were not enough to create meaningful, lasting change.
Despite shared intentions, there was considerable variation between classrooms. Approaches to play differed, learning environments were inconsistent, and -perhaps most importantly- teachers did not have a clear understanding of each other’s practice. There was also a noticeable gap between Phase A and Phase B, even though learning in the Early Years should follow a continuous developmental journey.
We needed a different approach, one that would make practice visible, strengthen collaboration, and anchor professional development in what matters most: children’s learning.
Creating a shared understanding of quality
Our starting point was to build a shared definition of high-quality Early Years practice. As a team, we developed a “quality map” centred around play, identifying our collective understanding of the why, how, and what of learning in our school.This process was crucial. By making our thinking explicit, we created a common language and a clear reference point for all staff. It allowed us to move beyond abstract ideas and begin aligning our practice. With this foundation in place, we were ready to take the next step: bringing these ideas to life in the classroom.
Making practice visible
Rather than discussing teaching in theory, we invited teachers into each other’s classrooms. During a dedicated session, every teacher presented their learning environment and shared their vision of effective Early Years education.
The impact was immediate. What could have been a routine meeting became an energising and inspiring experience. Teachers spoke with pride about their classrooms, their choices, and their belief in the importance of play. Colleagues asked questions, challenged thinking, and made connections across phases.
Time passed quickly, an indication of genuine engagement. More importantly, it sparked curiosity. Teachers wanted to learn more from each other. We captured these classroom visits on video, allowing staff to revisit them afterwards with a clear focus: which classroom inspires you most? Where would you like to learn more?
Building collaboration across phases
We subsequently formed pairs of teachers across Phase A and Phase B. This was a deliberate decision to address the gap between phases and strengthen continuity in learning. These pairs began observing each other’s play-based learning sessions. Each teacher brought their own inquiry question -something specific they wanted to explore- while also focusing on a shared goal: identifying where and how learning was taking place. This shifted the purpose of observation. It was no longer about evaluating teaching, but about understanding learning.
Follow-up discussions became a key part of the process. Teachers reflected together on what they had seen, shared insights, and discussed how practice could be strengthened. Because these conversations were grounded in real classroom experiences, they were both practical and meaningful.
Deepening professional dialogue
To support this work, we restructured our meetings. Rather than using them for general updates, we focused on key themes, such as planning, observation, and the learning environment. Teachers shared what they had observed in their partner’s classroom, what had inspired them, and what they were beginning to apply in their own practice. These discussions led to deeper professional dialogue across the whole team.
In addition, teachers worked in pairs to review each other’s planning. They explored how play-based learning was designed, how learning intentions were embedded, and how experiences were adapted to meet children’s needs. This introduced a level of constructive challenge that had previously been missing.
Recognising and using strengths
An unexpected but valuable outcome of this approach was the increased awareness of individual strengths within the team. By observing each other in practice, teachers began to recognise the expertise around them.
Some were particularly strong in designing engaging learning environments, while others were strong in facilitating high-quality interactions or observing children’s learning. This created a culture where teachers knew who to approach for specific support, making collaboration more purposeful and effective.
In a context where Early Years teaching requires significant time and preparation, this has been essential. By working more strategically together and drawing on each other’s strengths, we have been able to improve both efficiency and quality.
Strengthening consistency and continuity
Through ongoing observation, reflection, and dialogue, we are developing a clearer picture of how our shared why, how, and what should look like in practice.
This is beginning to strengthen the continuity across the school. Teachers now have a better understanding of what happens before and after their phase, allowing them to build more effectively on children’s prior learning.
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.
At our school, we believe that meaningful learning happens when young children feel connected to their teachers, their families, and the world around them. Through the International Early Years Curriculum framework, I have strived to make community engagement not an add-on to learning, but the very foundation of it.
In my classroom, children learn through shared experiences where families and community members play an active role. Storytelling sessions led by parents, field visits, and interactions with local helpers make learning joyful, relevant, and rooted in real life.
Weather Wonders: Learning from Everyday Moments
The IEYC unit “Weather Wonders” beautifully captured the essence of experiential learning. The unit aligned naturally with the seasonal changes around us—sunny, rainy, and stormy days—offering children firsthand experiences with weather.
Families became partners in this journey through simple weather observation prompts sent home. Parents shared photos on Tapestry, the online learning journal. These exchanges transformed everyday scenes into meaningful, personalised learning moments while also giving me rich insights into each child’s understanding.
To extend the experience, I invited a weather forecaster to the classroom. Children were captivated as he demonstrated forecasting tools and explained how to read weather maps. They began to use vocabulary like “stormy,” “cloudy,” and “sunny” in their imaginative play.
The unit concluded with a puppet show by older primary students for the Nursery class, followed by a simple weather story told through handmade puppets. The younger children’s excitement and eagerness to create their own puppets highlighted the beauty of peer learning and community connections across age groups.
Voices of the Community
To help children understand real-world roles, I invited our school gardener, nurse, and bus driver to share their experiences. Children explored tools, tried on uniforms, and interacted with them in ways that made learning both tangible and meaningful.
In one instance, when a child pointed to a stethoscope and said, “Aunty! It is a stethos,” another child described the nurse’s stethoscope as “Doctor sunita ki heart ki awaaz,” meaning “the doctor listens to the heart’s sound.” These spontaneous interactions showed how naturally children bridge language, identity, and understanding when learning feels real.
Going Places: Learning in Motion
In the “Going Places” unit, our focus on transportation and travel experiences came alive through experiential exploration. The school bus driver explained different vehicle parts, encouraging children to ask questions such as: “Why do cars have mirrors?” and “What happens if we press the brakes?”
The class also visited the National Bal Bhavan in New Delhi, a creative hub for children’s imagination, play, and self-expression. A traffic policeman taught them about road safety and traffic signals. The unit culminated in a family trip to the Rapid Rail station, where children explored ticket counters, vending machines, and train operations with curiosity and joy. Each stop became an opportunity to connect observation with understanding.
A Classroom Rooted in Connection
Through these experiences, I have witnessed how powerful learning becomes when school, family, and community unite. Children do not just learn about their world; they learn from it. Every conversation, story, and shared moment helps them build confidence, curiosity, and compassion.
Community engagement, I believe, is where learning truly comes to life.
This article was taken from the latest issue of icaVoice, our seasonal magazine newsletter sharing best practices from ICA Subscribed Schools around the world. Want to read more stories like this? Become an ICA Subscriber School to access the full edition.
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 ICA is excited to announce the launch of our new play-based learning development programme, the Play Hub.
All the evidence points towards play as an essential tool for learners of all ages, but implementation often fizzles out after the early years. The Play Hub courses are a series of workshops designed to guide educators and school leaders in finding ways to bring play into the classroom and beyond.
With workshops covering everything from EdTech to play as an approach to leadership, the Play Hub will help beginners and experienced play-based educators to cultivate a playful mindset and break down dichotomies between work and play in education.
Laura James, who will be leading the Play Hub workshops, said: “Play is so often left behind in childhood, but it’s something that can help us throughout our lives. The Play Hub workshops have been designed to help educators view play, not as a trivial pastime, but as an approach to life.
“Teachers are often expected to lead from the top, but play can help us turn our students into self-led learners for life. Likewise, government-imposed curriculums and standards can drown out local voices, but a playful approach can help us to use these structures as a launchpad from which we can address our students’ specific needs. The Play Hub embraces paradox and celebrates contradiction to foster a dynamic approach to education and leadership.”
Highlights from the Play Hub workshops include:
• ‘Play is the Language’, a dive into the challenges posed by multi-lingual classrooms and how play can bridge barriers to language learning.
• ‘Play is Child-led’, which will explore how play can encourage child-led learning
• ‘Play is Reflective’, which will consider how play can be used to rethink assessment and capture learning authentically.
• ‘Play is for Change’, which has been created in collaboration with the Center for Theater of the Oppressed (CTO) in Rio, Brazil, focuses on the ways play is used by educators and activists to challenge injustice and build community.
We are proud that schools in 90+ countries across the world follow our International Curriculum, and our global reach is constantly expanding. Grace Christian Montessori School is the latest school preparing to implement our International Early Years Curriculum (IEYC) from this September, which will excitingly make it the first school in Canada to offer the International Curriculum! We spoke with Head of School, Dr. Ivy Fung, about why she chose the IEYC and what the change will mean for her school.
Tell us about your journey as an ICA educator.
I first started implementing the IEYC in Hong Kong back in 2018. I’d established a kindergarten to cater for international families, so we needed a globally-focused curriculum to suit everybody’s needs. I was also passionate about encouraging curiosity in education, which wasn’t often a priority in Hong Kong at that time. The fact that the IEYC includes play-based learning means it really encourages curiosity as it gives children the opportunity to explore within a structured environment. I was surprised there wasn’t already an ICA school here in Canada, and I’m excited to be implementing it here as well!
How did your staff respond to the change?
There was a bit of apprehension because some of our staff have limited knowledge of the IEYC. But, they’re good teachers, and they came around to it once they’d read some of the materials and knew more about what it was. Some teachers were worried that the move to the IEYC would mean abandoning the Montessori method – the foundation of our school and what our teachers are trained in – but I told them we can implement an IEYC curriculum with the Montessori method.
What are the key benefits of the IEYC?
I think the biggest benefits are that it has a global focus while enabling learners to remain connected to their roots, and that it’s play-based. At Grace Christian Montessori School, we’re planning to offer the curriculum in multiple languages, which really taps into that global element. I also found in Hong Kong that it was great preparation for primary school; entry into primary school can be very competitive there, and the IEYC curriculum links up very nicely with what children learn once they start school. I think parents here in Canada will also appreciate the boost it gives their children in those first stages of learning.
How have you been working with your staff to make sure that they’re ready for the September launch?
Our teachers are undergoing the ICA Getting Started and Level 1 course to get to know the curriculum and how best to implement it. We’ve been given plenty of materials to work with – our staff were amazed by how thorough and robust the materials are! This means that we can pick and choose which activities will work the best for our students. The most important thing is that we work together and see what we can help the children to achieve. We really can’t wait to welcome our first IEYC learners to the school in September!
In today’s complex yet still interconnected world, educators across the Middle East are working within a powerful paradox: how do we prepare students for a global future without disconnecting them from where they come from?
At the International Curriculum Association (ICA), we’ve come to understand that this is not a problem to solve, but a tension to embrace. When we approach it not with rigidity, but with curiosity, with play and passion, we discover that national identity and international mindedness are not opposites, but partners.
Across the region, we work with schools that are navigating this balance every day – meeting international benchmarks while also delivering national subjects like Arabic and Islamic Studies in the Middle East. The challenge is real, but here’s what we see time and again: it’s not only possible to do both – it’s essential.
Holding the Paradox: Identity and internationalism
It affirms language, culture, values and belonging. It gives students a stable footing from which to step into the wider world. But when taught in isolation – outside of real-world context or connections – it risks becoming static, disconnected from a student’s lived experience.
That’s where the power of integration – and the playful lens of possibility – comes in.
At ICA, our approach to curriculum is built around themes, concepts and connections. Through the International Early Years Curriculum (IEC), International Primary Curriculum (IPC) and International Middle Years Curriculum (IMYC), we help schools embed national identity within global learning journeys. Not as an add-on, but as a central thread that strengthens the whole. For example,
A unit on migration becomes more meaningful when paired with Arabic oral histories.
A global study of governance deepens when it includes local civic traditions.
A conversation about culture becomes alive when students see themselves in it.
When students engage with heritage in context—not as a standalone subject but as part of an integrated journey—it becomes relevant. It becomes respected. It becomes real.
Passion in Practice: What this looks like in Schools
This isn’t just theory – it’s happening.
At Brighton College Dubai, the leadership team recognised that certain UK Curriculum topics didn’t resonate with their students’ lived realities. Through the IPC they chose units like Moving People, highly relevant in a region shaped by migration. What started as a curriculum choice became something more: a spark for deep discussion, connection, and a student-led action project. This is what happens when curriculum becomes a space for play, not just performance.
At Al Basma British School in Abu Dhabi, IPC Exit Points became a transformative tool. These celebratory moments allow students to show what they’ve learned in their own way – through storytelling, performance and cultural presentation. Teachers report a visible shift: more engagement, more pride, more passion. When students see their identity not as something outside the curriculum, but inside it, they connect with the learning with a greater sense of purpose and voice.
The Golden Thread: Paradox, Play and Passion
These stories show us what’s possible when we stop choosing between the global and the local—and instead, weave them together.
Paradox invites us to hold complexity with confidence.
Play helps us reframe it, explore it, and move creatively within it.
Passion keeps us anchored to purpose.
Together, they form a golden thread—one that runs through the most vibrant, inclusive, and transformative learning environments.
The Future We’re Building
International education should never mean losing identity. In fact, the best global citizens are often the ones most deeply rooted in who they are. Our work at ICA is to help schools build bridges, not binaries. To lead with nuance. To learn with curiosity. To teach with heart.
We believe every child deserves to see their identity reflected in the classroom—and to see their world expanded by it.
Because when we flip the paradox, when we let play in, and when we lead with passion, education doesn’t just prepare students for the future. It helps them shape it.
To explore how your school can integrate national identity education into its international curriculum, please get in touch with us directly by emailinginfo@internationalcurriculum.comor booking a meeting with Alex Johnson.
Author
Sarah Blackmore
Director, International Curriculum Association (ICA)
In our discussions with international schools around the world, we often hear something like this:
“We do phonics. We do a bit of this approach and a little bit of something else.”
But fidelity to a phonics scheme requires a serious, long-term commitment—much like a marriage or lifelong partnership!
The Science of Reading emphasises the importance of sticking with a single, consistent approach, stating that “fidelity to a programme is critical for success.” By following a programme faithfully, schools can avoid the confusion that arises from mixing methods, enabling students to develop a clear, consistent foundation in phonics. This consistency allows children to “practise, apply, and embed their skills without distraction or contradiction.”
Think about a strong, lasting relationship. It’s built on trust, consistency, and a genuine investment in growth, and phonics is no different. When schools flit from one approach to another, it’s like speed-dating in the educational world, and it rarely leads to the happy ending we all want for our young learners.
The Keys to Phonics Fidelity
Invest in TrainingJust as you wouldn’t expect to run a marathon without preparation, effective phonics requires time, expertise, and dedication. Regular CPD ensures that all staff, including new team members, are confident and consistent in their practice. As the Reading Framework notes, “high-quality training, consistent across all staff, is essential for success.”
Show You CareWe all know relationships take work, and it’s no different in phonics. Supporting those who struggle means acting early, tracking progress, and never letting a learner slip through the net. Nurture, adapt, and respond.
Stay AlignedFidelity refers to the alignment of teaching, resources, assessment, and language. It’s not just about starting strong—it’s about maintaining a shared commitment over time. The Reading Framework recommends schools “avoid mixing different programmes” to ensure every child gets a coherent, joined-up experience.
Get the Family on BoardNo relationship thrives in isolation. Engaging parents builds a powerful home-school connection that boosts progress and reinforces phonics practice beyond the classroom.
ICA Schools: You’ve Already Said “Yes”
ICA schools don’t need to worry about finding the right phonics partner—they already have the free love of Monster Phonics!
The International Curriculum Association looked at every programme on the market and chose to partner with us for a reason: our enhanced, inclusive, and research-based approach stood out. As part of this partnership, every ICA member school now has full access to the complete Monster Phonics programme, along with substantial training and support. To find out how to access these resources, head over to the ICA Portal!
It’s a wonderful addition to the ICA offer—and a true example of what phonics fidelity looks like in action. With our shared commitment, we’re not just delivering a phonics programme—we’re giving children the joyful, confident reading start they deserve.
Founder & Chief Executive Officer at Monster Phonics
As a phonics expert, founder, and educationalist, Ingrid’s mission is to enhance children’s reading skills worldwide, accelerate their progress in literacy and promote equitable access to education.
We are delighted to bring back the ICA Teacher Awards for a second year! This year, we have introduced 2 new categories and changed the nomination process. Please ensure you have read through the submission guidelines, key dates and FAQs before you submit your nomination.
About the Awards
The ICA Teacher Awards are dedicated to recognising and celebrating excellence, innovation, and transformative impact across the educational landscape. With 8 categories, these awards shine a spotlight on the groundbreaking work being done by individuals and institutions that are truly making a difference in the lives of learners. Our judging process ensures that outstanding contributions are honoured.
Who can apply?
The ICA Teacher Awards are open to our ICA Subscribers! The person making the nomination and the nominee must be part of an ICA Subscribed School to enter.
Award Categories
We are delighted to add 2 new award categories for the ICA Teacher Awards 2025! Please see the 8 categories below and what they highlight.
Best Newcomer Award: Recognises an exceptional teacher in their first two years of teaching.
Community Engagement Award: Celebrates an educator who fosters strong school-community ties.
IEYC Teacher of the Year: Recognises excellence in Early Years.
IPC Teacher of the Year: Celebrates exceptional practice in Primary.
IMYC Teacher of the Year: Acknowledges excellence in Middle Years.
Leader of the Year: Celebrates transformational leadership.
Team of the Year: Celebrates an exceptional team within a school.
People’s Choice: Most Inspiring Teacher: Voted by the global community.
Submission Guidelines
We are thrilled to invite you to submit nominations for the ICA Teacher Awards 2025, celebrating excellence and innovation in education! Please read the following guidelines carefully before submitting your entry.
Key Dates:
Submissions Open – Monday 9 June 2025
Submission deadline – Thursday 31 July 2025
Judging period begins – Friday 1 August 2025
Public voting open (People’s Choice: Most Inspiring Teacher category only) – Friday 1 August 2025
Finalist announcement – Monday 22 September 2025
Award ceremony date – Friday 17 October 2025
How to Submit
All entries must be submitted exclusively via the Awards Platform (click to view the main Awards platform). The platform will be live for submissions from Monday 9 June 2025 for all categories (except People’s Choice: Most Inspiring Teacher) submissions must be a third-party nomination (e.g. by a colleague or school leader).
For the People’s Choice: Most Inspiring Teacher category, self-nominations are permitted. Please click the button below to find out how to enter this category. Keep reading to find out the requirements for the other categories.
The awards are open to all teachers and leaders working in an ICA Subscribed School. Educators from any country, regardless of school size or setting, can apply.
Multiple Entries: Schools may submit multiple entries, but a maximum of one entry is allowed per individual award category, including the Public Vote category. Note: To ensure fair representation, the Public Vote category will be limited to 100 entries.
Entry Format (standard Requirements for all categories, unless specified):
Nominee Information: Provide the nominee’s full name, school, location, role, and contact information.
Category Selection: Select one award category for the entry. If eligible for multiple categories, a separate entry must be submitted for each.
Round 1
Written Submission (750 words maximum): A structured narrative about your nominee using the following prompts as your outline:
*Entries can be submitted in the submitter’s native language. However, please be aware that a digital tool will be used for translation, this may cause some loss in clarity and readability.
Supporting Evidence
Provide relevant and compelling evidence to support your nomination. This may include:
Photos of classroom work or displays
Video snippets (ensure permissions are obtained)
Lesson plans or planning documentation
Testimonials from students, parents, or colleagues
Letters of support (with necessary permissions)
Round 2
Video Introduction (Maximum one minute): A short video where the nominee answers the question: “What does it mean to be an ICA educator?”. You will be scored on the below:
Relevance to the question “What does it mean to be an ICA Educator?”
Clarity and cohesion of the message
Impact and inspiration
Specific Requirements for People’s Choice: Most Inspiring Teacher Category
The entry must be a one-minute video explaining why you should win this category that is suitable for publication on ICA platforms (e.g., Awards platform and social media). For this entry, think about ‘inspirational impact and relatability’. We will ask the public to consider your ability to genuinely inspire and connect with the audience, as well as how effectively you articulate your passion for education and what it truly means to be an inspiring educator. This video will be used for public voting. Submit for this category here.
Judging and Vetting Process Overview
Each category (excluding Public Vote) will have a dedicated judging panel of 3-5 members, including ICA Steering Committee representatives, ICA Ambassadors, 2024 ICA Teacher Award winners, and ICA team members. The shortlisting stage will be blind judged (names and schools redacted). Finalists will undergo vetting for eligibility, conduct, and adherence to ICA values. Background references will be requested from school leaders.
Who can apply for the ICA Teacher Awards? The ICA Teacher Awards are open to our ICA Subscribers! The person making the nomination and the nominee must be part of an ICA Subscribed School to enter.
How many categories are there, and how do I choose the right one? There are 8 award categories, each designed to recognise excellence in specific areas of education. We recommend carefully reviewing each of the categories to determine which best aligns with the nominee’s achievements and the focus of your submission. You may submit multiple entries for multiple nominees, but please note that only one entry is permitted per individual award category, including the Public Vote category.
Is there a fee to submit an entry? No, there is no fee to submit an entry for the ICA Teacher Awards.
What is the submission process? All entries must be submitted online through the awards portal. You will be required to complete an application form, provide a detailed narrative addressing the award criteria, and upload supporting evidence. Please ensure that all required fields are completed and that the supporting documents meet the specified format and size requirements.
What kind of supporting evidence should I provide? We encourage you to provide rich, diverse, and relevant supporting evidence that demonstrates the nominee’s impact and innovation. This can include, but is not limited to, student work samples, testimonials (from students, parents, colleagues), data on learner outcomes, photos, videos, lesson plans, project documentation, or relevant research. Ensure all evidence directly supports the claims made in your narrative.
If I’m nominated, will I have to do anything? Yes! If your submission advances to Round 2, you will be contacted to provide a one-minute video introduction answering the question: “What does it mean to be an ICA educator?”. Please have your video ready, as you will have only two weeks to submit it. Submissions received after this deadline cannot be accepted.
How are entries judged? Entries undergo a rigorous 3-round judging process. In the first round, a panel of judges evaluates submissions based on criteria such as impact on learners, innovation in practice, alignment with ICA values, evidence and documentation, professional growth, and student voice and agency. We will then request a Video introduction (max one minute): Answering “What does it mean to be an ICA educator?” from the nominated candidate. Shortlisted entries then proceed to a final round where the supporting evidence provided helps determine the winners.
Who will be on the judging panel? Once confirmed, the judging panel will be published. This panel will consist of your educational peers, members of the ICA Team, ICA Ambassadors, and the 2024 ICA Teacher Award winners.
Can I be nominated if I am on the judging panel? To ensure impartiality, you are eligible for nomination in any category where you are not a member of the judging panel, given that each category has its own distinct panel.
When will the finalists and winners be announced? Please refer to the key dates outlined above. Finalists will be announced in September 2025.
What do finalists and winners receive? Finalists and winners will receive significant international recognition, including features on our website and social media channels, as well as an award certificate and trophy. Winners may also be invited to present their work at future ICA events or webinars, further amplifying their impact.
Can I get feedback on my submission? Due to the high volume of entries, we are unable to provide individual feedback on submissions. However, we encourage all applicants to carefully review the judging criteria before submitting to ensure their entry is as strong as possible.
Who should I contact if I have further questions? If you have any questions not covered in this FAQ, please do not hesitate to contact us by emailing jade.driver@internationalcurriculum.com or clare.sutton@internationalcurriculum.com for ICA Teacher Awards queries. For any technical queries, please email info@zealous.co.
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.
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