• MS_IMYC_1_19
  • MS_IMYC_2_19

What is the IMYC?

At Verdala in grades 6-8 our middle school students follow the IMYC curriculum. The IMYC is a broad curriculum built on a sound research-based philosophy that makes meaning, connects learning and develops minds.

  • It develops minds by providing a comprehensive international curriculum, structured around subject disciplines, that prepares students for the next stage of learning
  • It helps students to make meaning of their own learning by giving students opportunities to develop and present their own ideas
  • It connects learning by linking all subjects together through the conceptual idea.

Why the IMYC?

The IMYC aims to bridge the divide between Elementary and Secondary education. One side of the bridge represents the needs of the adolescent brain and the other side represents the academic rigour required to ensure they are ready for the next stage of the secondary school.
The 5 key needs of the adolescent brain are:
#1: They need to make meaning of their learning
(Desire to find relevance to their own lives)
#2: They need to make connections
(Associating new learning with previous learning or knowledge)
#3: They need active involvement in their lives
(Risk, seeking sensation in an organised, safe and structured environment)
#4: They need their peers for so many things
(Tending to value peers’ option above others)
#5: They need a bridge from elementary to secondary
(Need support during this critical time to ensure they don’t become disengaged from their learning)

The IMYC Process of Learning 

Entry Point

Each new big idea begins with an entry point. This is an introductory activity for students in each unit of work to hook the students into learning, emotionally engage them with the big idea and to generate enthusiasm for the new unit. Entry points can consist of a number of activities and can be held both on and off campus.

Big Idea Learning

Once the entry point is completed, students will go to classes taught by subject specialists. The IMYC believes in inquiry-based learning, allowing students to find out things for themselves (but with clear direction from the teacher). Students will be:

  • Researching
  • Investigating
  • Inquiring
  • Thinking
  • Reporting

Big Ideas 2018-19

Exit Point (Media Project)

At the end of each big idea, students will be asked to reflect on their learning, create an individual or group project, and present it to peers, parents and teachers. As each student will experience their own learning in a unique way, this activity will be individual to the understanding of each learner and will demonstrate their understanding in different subjects, enabling them to connect subjects through the big idea and make personal meaning. Students are engaged in a variety of different projects including filmmaking, drama performances and photography.

IMYC Learning Goals and Areas


The IMYC’s backbone is formed by learning goals that are arranged around three areas of learning: Academic, Personal and International.

The IMYC subject learning goals were drafted after studying many different international curricula which means that the learning goals are very international and are designed to make learners ‘mobile’, enabling them to move country easily and learn through a broad curriculum. The IMYC has clearly articulated learning goals that are universal and focus on how we are both similar and different:

‘We live locally in a global world; local problems begin to be solved when we have an awareness of perspectives different from our own. National problems are almost always International as well.’

The IMYC also identifies 8 key personal dispositions that are key to developing both academic and personal growth.

Communication                                Adaptability
Resillience Enquiry
Morality Thoughtfulness
Responsibility Respect