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.
An engaging learning environment encourages children to explore, ask questions, and take ownership of their learning journey. Hands-on experiences create meaningful connections, allowing students to apply their understanding in real-world contexts. Indoor and outdoor spaces evolve with each thematic unit, showcasing student work, reflections, and explorations that reinforce learning.
Bringing Themes to Life: Engaging Entry and Exit Points
Thematic units spark curiosity, critical thinking, and active participation. During the Animal Rescuers unit, children engaged in role-play, exploring different learning zones such as examination, rescue, and care centres. Exit Points further strengthen learning by bridging classroom experiences with the real world. As part of Animal Rescuers, students visited the National Zoological Park to observe conservation efforts. In Going Places, they experienced public transport firsthand—purchasing tickets, identifying road signs, and exploring the Metro system, making their learning tangible and immersive.
Parental Involvement: Strengthening the Home-School Connection
Learning extends beyond the classroom, and parental involvement plays a crucial role in enriching students’ experiences. By participating in classroom activities, parents help create deeper engagement and strengthen the home-school partnership. During Weather Wonders, a parent who is a weather reporter shared real-world insights, making weather concepts more relatable. Similarly, a parent author engaged students in storytelling sessions, reinforcing thematic learning while fostering creativity and imagination.
Collaborative Learning Across Age Groups
Cross-age collaboration encourages teamwork, communication, and shared learning. In Weather Wonders, older students worked with younger peers to bring a shadow theatre performance to life. These meaningful interactions foster confidence, leadership, and a supportive learning environment where students learn from one another.
Holistic Development Through Hands-On Learning
Learning is an ongoing journey that nurtures every aspect of a child’s development—intellectual, emotional, and social. Students engage in creative play, practical activities, and outdoor explorations that spark curiosity and discovery. In Weather Wonders, students not only learned about weather forecasting but also built their own weather instruments. As part of Animal Rescuers, they explored pottery, using desert sand with guidance from a community helper. These hands-on experiences encourage deeper connections with the world while developing essential life skills.
Empowering Global Citizens: A Dynamic Learning Community
Beyond academics, learning fosters cultural awareness, global perspectives, and real-world connections. Activities such as cultural storytelling, community events, and peer collaborations nurture an appreciation for diversity and a sense of belonging to a global community.
Voices of Children in Action
As part of the Voices of Children project, an international research study led by University College London (UCL) and the Bright Start Foundation, children share their creative expressions through art, storytelling, and hands-on activities. This global platform showcases their work alongside peers from around the world. ★
Visualising the Journey: Learning in Action
The collection of images, available in the link below, captures the essence of learning in action. The photos highlight dynamic classroom experiences, hands-on activities, and meaningful interactions that showcase how children explore, reflect, and connect with their learning in impactful ways. Click here to view the full gallery.
★Our recognition as one of the Voices of Children Creativity Centres comes as a result of our engagement with the International Early Years Curriculum (IEYC). Through IEYC, children experience inquiry-based learning that fosters creativity, exploration, and self-expression, connecting with the essence of the Voices of Children project.
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.
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