The wait is nearly over! With just one month to go until our vibrant global community joins us in sunny Bali for the International Curriculum Conference 2025, we are beyond excited to announce our partnership with The Association of National and Private Schools (ANPS) and introduce our second keynote speaker, Wayan Sutrisna.
Welcoming visionary leader, Wayan Sutrisna, as our second keynote speaker
We are thrilled to introduce our second keynote speaker, Wayan Sutrisna, who is one of Bali’s leading practitioners in Maharishi Transcendental Meditation and Director of Education for World Peace.
Wayan Sutrisna’s career in education spans over 20 years, focusing on the use of Transcendental Meditation techniques to empower his student to become better learners through promoting clearer thinking, better focus, and increased self-confidence. Sutrisna’s innovative approach to learning highlights that by helping to shape peaceful brains, we create peaceful students, and in turn actively contribute to creating a peaceful world. Sutrisna’s dedication to the practice of Transcendental Meditation has shaped the lives of thousands of students in becoming the open-minded and empathetic leaders who are equipped to respond to the challenges of the modern world. We can’t wait to hear his insights!
Forging new paths with ANPS
This year, we are delighted to announce that we have partnered with ANPS for the final day of the Conference. We are excited to be enhancing our Conference further through partnering with a vibrant community of educators committed to best practices in teaching and learning in Indonesia.
As part of our ongoing commitment to inclusive and sustainable education development, we will be hosting a parallel Early Years Education Convention on day three, designed specifically for Indonesian early years educators. This special programme will be delivered in collaboration with the ANPS and will feature its own keynote, focused workshops and access to network opportunities.
The Convention runs in parallel with the main Conference programme and will provide a meaningful platform for local educators to engage with best practices, practical innovations, and peers across the sector.
Learn from our global community
Alongside our guest keynote speaker, we are also hosting a variety of thought-provoking and inspiring workshops facilitated by our dedicated educators across the ICA community.
Across the weekend, ICA educators will be leading a wide range of interactive, hands-on workshops to enhance your communication skills, pedagogy styles, and approaches to the curriculum to create thriving, dynamic, and inclusive learning environments in your schools. From Mathematics in everyday contexts, embedding cultural responsiveness in the classroom, to utilising your professional voice as teachers in the 21st century, there will be a variety of sessions to spark meaningful dialogue and develop your skills to adapt, thrive, and transform with the ICA.
There are a limited number of tickets available for those wanting to secure a spot to this year’s Conference, which focuses on the theme: ‘Education Evolution 25: Adapting, Thriving, and Transforming’. This celebrates 25 years of the International Primary Curriculum and champions our collective commitment to the ICA in the past, present, and future. To secure a last-minute place at the International Curriculum Conference before the price increase on 30 September, click here.
We can’t wait to see you in Bali on the 16 to 18 of October! Sampai jumpa di sana!
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.
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)
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.
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.
Thursday 03 April 2025 – 9:30, 16:00 and 20:00 UK time
Strategies for Supporting Multilingual Learners
Panelists will share how they have been embracing all languages and cultures as they design learning opportunities for their Multilingual Learners at their schools. We know that Multilinguals need to be challenged, have choice and agency as they access grade level appropriate curriculum that affirms, celebrates and validates who they are.
The International Curriculum Association (ICA) brings together the three age ranges of the International Curriculum: the International Early Years Curriculum (IEYC) for learners aged 2-5+ years old; the International Primary Curriculum (IPC) for learners aged 5-11 years old; and the International Middle Years Curriculum (IMYC) for learners aged 11-14 years old, with Professional Development for teachers and leaders and a two-stage Recognition and Accreditation process for schools, to ensure that with teachers, leaders and schools, we are improving learning, together.
We (students from Futuraskolan International School of Stockholm) had to write a proposal for an action plan as part of our Exit Point for the International Middle Years Curriculum (IMYC) unit Responsibility. This was a challenging task because we wanted to come up with a really good plan that nobody else had thought of. We wanted our presentation to be impactful and educational. After a lot of planning and discussion, we decided to focus on feminine hygiene because we found this topic not to be spoken about enough. We wanted people in our school to talk about the topic more freely and comfortably, which can be complicated when a school is international.
Our proposed plan took a lot of discussion and research. We wanted our slides to include informative and reliable research. When we gave the presentation the first time, to just our classmates, we received some uncomfortable reactions that included laughing. However, the second time we presented, we received much more positive and respectful feedback. This is what we wanted to achieve, and we did it!
Our experience when presenting to the entire middle school was overall positive. However, we all felt nervous and apprehensive of the possible negative judgments and comments but were pleasantly surprised with the positive reactions from students. We also found that presenting makes us feel more confident in our communication skills, it enables us to be our own agents in making decisions and understanding the benefits of those decisions.
As part of our project, we also created an informational video, which was shown in each mentor class. The purpose was to educate our fellow students and spread awareness about women’s hygiene and menstruation. The process had two steps: first, the students were given a questionnaire, asking questions that were later explained in the video; then, we interviewed two nurses in order to get reliable responses. The video shows the importance of learning about menstruation and also shows appreciation for the subject.
Our final project was creating a period product box and a bag. These consisted of pads, tampons and sanitary napkins. In other words, they included everything a girl would need if she got her period unexpectedly. This will be very beneficial for most girls because then they don’t have to go around and ask other students or teachers for menstruation products when they are in need of them. We placed the box and bag in easily accessible places around the school.
In conclusion, taking action like we did in our feminine hygiene project, which included presenting it in an assembly, makes students feel empowered in their communication skills and boosts one’s confidence, especially when presenting to a big crowd. We felt empowered by what we had accomplished, and that allowed us to present assertively and this presented us with new opportunities to grow the menstruation project.
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.
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