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MIDDLE SCHOOL
LAUNCH
SCHOOL GUIDE
SECONDARY
2026 - 2027
Amstelland International School - May 2026
WELCOME TO THE AMSTELLAND INTERNATIONAL SCHOOL
Our school aims to further develop internationally minded, curious and empathetic
young people who are intrinsically motivated to positively impact their local and global
community, creating sustainable change.
The school philosophy is founded on a deep understanding of compassion for one another,
community-based learning, relationship building, valuing our unique identity whilst learning
the importance of celebrating diversity.
This school guide takes you on a journey of what it means to be part of the AIS learning
community and how our educational approach is structured. This school year we will
further professionalise our organisation, with a focus on improving education, organisation
and communication. Our school development plan 2026-2029 will embrace the need for
creativity, social and emotional safety, and future development of our school.
AIS is steadily growing to meet the demand for international education within Amstelveen,
Ouderkerk, Aalsmeer and Uithoorn. In order to maintain a balance between growth,
stability and educational quality, our team has developed a school plan which will be closely
monitored by our quality care committee (QCC) throughout the school year. AIS will be
transitioning from IPC & IMYC curriculum to PYP & MYP IB curriculum. AIS will be launching
our Dutch Extension Program and Middle years program in August 2026.
AIS aims to continue developing a deeper understanding of what it means to be
internationally minded, fostering a curiosity about one another, AIS values building
trusting relationships with all twelve Dutch schools in our dynamic organisation. Our
parent community play a fundamental role in developing and maintaining these important
relationships.
While fostering our global citizenship values at AIS, we embrace the local Dutch community
and seek out invitations to participate and experience the Dutch culture celebrating the
values of our host country.
Our team looks forward to welcoming you at the AIS family
School Guide 2026-2027
CONTENTS
1.
THE PHILOSOPHY OF THE AIS
2.
MISSION, VISION, VALUES
3.
PARTNERS
4.
SAFETY AT SCHOOL
5.
OUR TEAM
11
6.
TRANSITIONING FROM IMYC TO THE IB MIDDLE YEARS PROGRAMME (MYP)
12
7.
CURRICULUM
15
8.
ASSESSMENTS & REPORTING
24
9.
EDUCATIONAL LEARNING TIME & SCHOOL SCHEDULE
25
10. EXTRACURRICULAR ACTIVITIES & CULTURAL PROGRAMS
27
11. STUDENT SUPPORT SCHOOL CHILD PROTECTION PRACTICALITIES
29
12. FACILITIES
30
13. ADMISSIONS
31
14. WITHDRAWALS, REFUNDS AND OUTSTANDING PAYMENTS
35
15. SCHOOL FEES
36
16. LEAVE OF ABSENCES
39
17. COMMUNICATION
42
18. CODE OF CONDUCT
45
19. COMPLAINTS COMMISSION
46
20. SCHOOL HOLIDAYS & EVENTS
48
CONTACT US
51
CONTACT
Address
Amstelland International School
Asserring 93
1187 SM Amstelveen
020 8209091
J.dasilva@ogamstelland.nl
www.amstelland-international-school.nl
Telephone: +31 20 820 90 91
E-mail: info.ais@ogamstelland.nl
Author(s): Jacquelene Da Silva
Date:
September 2026
LOCATION
Amstelland International School - International Secondary School Department
Hermann Wesselink College Campus
Startbaan 3
1185 XP Amstelveen
020 645 97 51
School Guide 2026-2027
1. THE PHILOSOPHY OF THE AIS
The AIS philosophy is built upon the understanding of
the importance for community. The fundamental role
quality relationships play in fostering a healthy thriving
learning community. We are curious about one other and
unanswered questions which invite for exploration. Our
curriculum is designed to challenge every learner to seek
understanding which excites them to develop a love for
learning to the world around them.
We believe that every member of our community is
valuable. Each member of our community has unique
talents and skills which require refining and creative
expressional freedom. Our action-based research
projects inspire children and the adults in our community
to take ownership of their learning and empower student
voice. At AIS we do not only hear what our children have
to say, more importantly; we actively listen.
We practise the understanding of “It takes a village to
raise a child” on a daily basis.
All adults in the school building make an effort to learn
the names of student community. No member of our
community is unnoticed or undervalued. We strive for
collaboration and we all take ownership of our collective
responsibility to provide a safe and exciting learning
environment for all stakeholders.
Identity and diversity are celebrated whilst learning
how to respectfully disagree and bravely express our
vulnerabilities. At AIS we understand the importance
of developing a global awareness, inviting multiple
perspectives despite our difference, developing a growth
mindset. We aim to create critical thinkers who play an
intricate role in improving the world we live in as global
citizens and ambassadors of their own cultures.
The AIS is a Dutch subsidised international school. This
enables us to deliver high quality international education
at competitive school fees rates.
The AIS is accountable for high standards to the
Inspectorate of the Dutch Ministry of Education,
International School Recognition and The International
Primary Curriculum (IPC) accreditation standards.
2. MISSION, VISION, VALUES
MISSION STATEMENT
Amstelland International School is
dedicated to establishing a learning
community which empowers
student voice, invests in nurturing
relationships, fosters compassion
for humanity and inspires a shared
responsibility of our planet.
SCHOOL VALUES:
Curiosity Community
Agency
Relationships
Responsibility
VISION STATEMENT
International education which
inspires creative thinking, provoking
children to become curious and take
ownership of their learning.
School Guide 2026-2027
3. PARTNERS
HWC has a long-standing working relationship with
Amstelland International School (AIS). Together, we
established the International Crossover Class and have
worked closely in a complementary partnership to
support and construct the launch of AIS’s international
Secondary school department. AIS Secondary school
department will be located on the HWC campus until our
new purpose-built building is completed. Once finished,
AIS primary and secondary will be combined on one
campus, centrally located in Amstelveen.
HERMANN WESSELINK
COLLEGE (HWC)
The Hermann Wesselink College (HWC) is a Christian
secondary school community offering VWO (Gymnasium
and Atheneum), HAVO, and VMBO-T. All programmes are
also available in a bilingual (English/Dutch) variant.
Governance
The school is part of the Cedergroep. Within this
foundation, HWC works together with five other
Protestant-Christian secondary schools:
▶Christelijke Scholengemeenschap Buitenveldert
▶Hervormd Lyceum Zuid
▶Hervormd Lyceum West (all three in Amsterdam)
▶Veenlanden College (with locations in Mijdrecht and
Vinkeveen)
▶Scholengemeenschap Futuris (in Amstelveen)
The Chair of the Executive Board (College van Bestuur) of
the Cedergroep Foundation is Mr D.B. Adema.
The Supervisory Board (Raad van Toezicht) consists of:
▶Mr drs. F.A.M. van Pinxteren – Chair
▶Ms drs. M. Meulman MBA Bre – Vice-Chair
▶Mr F. El Kanfaoui – Member
▶Mr C.L.G. Sluis – Member
▶Ms I. Eddini – Member
HISTORY
The history of HWC began in 1961. At that time, the
school was still a satellite location of the former
Christelijk Lyceum Buitenveldert. Two years later, the
school at Kastanjelaan became independent and was
renamed Christelijk Lyceum Amstelveen. Hermann
Wesselink was the first rector, and after his unexpected
passing in 1971, the school was named after him.
In 1977, the school moved into a new building at
Startbaan. One year later, HWC merged with Keulemans
Mavo, thereby adding a mavo department. In 1979,
Veenlanden College in Mijdrecht split off as a daughter
school of HWC.
In 2002, the school launched bilingual VWO; in 2014,
bilingual VMBO-T followed; and in 2018, bilingual HAVO
was introduced. Since 2022, HWC has also been a
CultuurProfielSchool.
HWC IDENTITY
School Motto
Hermann Wesselink College is a school where everyone
is equal, but no one is the same.
Mission
Hermann Wesselink College is an ambitious school
where every student, within a well-organised, safe, and
creative environment, is given the space to develop into
a global citizen who is ready for the future.
Vision
We work together to provide the best education
possible. Staff, students, and parents are all involved
in fulfilling our pedagogical mission. We always start
from dialogue and listen to one another. We see our
differences as a strength. We set high expectations and
take responsibility, but we also dare to ask for help,
because we need each other.
HWC School Values
Our core values give meaning to our mission. They
summarise what lies at the heart of our school, and by
working from these values, we model global citizenship.
Our core values are partly derived from the Christian
tradition.
Together / Connecting: We make contact and dialogue
possible. We listen and are curious about one another.
Expertise: We take our work and each other’s work
seriously, strive to bring out the best in ourselves and
others, and continue to develop professionally.
Equality: We are equals and respect one another.
Space: We give and take space to discover our talents
and develop ourselves.
Sustainable / Environmentally aware: We are aware
of our environment and our impact. In our actions, we
strive to make a positive contribution.
Hermann Wesselink College is deliberately a broad
secondary school community with an inclusive culture.
We always strive to ensure that everyone feels at home.
The school has strong traditions, where meeting and
connection play a central role. We aim to preserve what
makes the school unique while continuing to shape and
renew it.
The Protestant-Christian character of the school is
reflected in shared celebrations, and also in the way we
offer students many opportunities and always approach
one another through dialogue.
School Guide 2026-2027
4. SAFETY AT SCHOOL
AIS PHILOSOPHY ON SAFETY
WHILE LEARNING
At Amstelland International School (AIS), we prioritise
the physical, social, mental, and emotional safety of
our students, staff, and parents. We believe that when
these conditions are in place, meaningful learning can
take place. This applies to every individual in our school
community.
AIS believes that every adult and every student has a
responsibility to uphold the safety of others and to play
an active role in developing a positive, respectful, and
safe school culture. AIS upholds a firm stance on anti-
bullying and has a zero tolerance for such behaviors
from any members of the school community.
This approach aligns with Dutch educational
expectations: since August 2015, schools in the
Netherlands have a statutory duty of care to promote
social safety, actively address bullying, and monitor
students’ perceptions of safety annually. The revised
global citizenship requirement (effective 1 August 2021)
emphasises that schools must ensure a school culture
consistent with the core values of the democratic
constitutional state and an environment in which
students and staff feel safe and accepted. Educational
Inspectorate The Inspectorate also highlights the
importance of ongoing attention to student wellbeing
and mental health in the broader context of educational
quality. Rijksoverheid
AIS & HWC ARE COMBINING
BEST PRACTICE
As AIS and HWC continue to build the international
secondary pathway together, we will combine the
strongest elements of both schools’ safety policies
to optimise best practice and ensure we uphold the
highest standards of social safety at school. This includes
clear behavioural expectations, consistent routines,
safeguarding structures, transparent incident reporting,
and strong partnership working (school–home–
community).
Where appropriate, AIS and HWC will align procedures
and language (e.g., behaviour expectations, anti-bullying
approaches, reporting routes, emergency response
protocols) so that students and families experience
continuity, clarity, and trust across both learning
environments, while meeting the international school
standards and Dutch legal duty of care for social safety
and monitoring requirements. Rijksoverheid
A SAFE SCHOOL
The social and physical safety of students and staff
at school is a precondition for good education and
good work. AIS and HWC have a school safety plan
that focuses on the safety, health, and wellbeing of all
students, parents and employees.
Like the other schools in Amstelveen, HWC has signed
the “Safe School” covenant (De Veilige School) together
with the police and the municipality. This covenant
includes a set of agreements aimed at safeguarding
the safety of everyone in the school. Where necessary,
information may be shared between the police, the
school, and third parties to promote safety in the school
environment. In this way, AIS and HWC aims to remain a
school where everyone feels safe and comfortable.
10
SMOKE - DRUGS - ALCOHOL AND
PHONE FREE SCHOOL
We create a safe school together with parents, students,
and colleagues. Therefore, we apply a number of rules
that contribute to a positive school climate:
1. Your phone stays at home or in your locker.
2. During breaks and free periods you are outside or
in the canteen on the ground floor/first floor, not
in the stairwells or near the classrooms behind
the orange folding doors.
3. You help keep the school clean, even if the mess
is not yours.
4. If a staff member addresses you, you do what is
asked.
5. You store your coat (and helmet if applicable) in
your locker.
6. Before the lesson, you have your materials (books
and homework) in order.
In addition, we work with a break-time supervision
system.
Smoke and Drug Free
School
HWC is a smoke and Drug
-free school.
Phone Free School
At HWC, a phone ban
applies: “At home or in the locker.” Phones must remain
at home or be placed in a locker upon arrival and may be
taken out again after the school day ends.
Our agreement
▶This policy applies to mobile phones,
smartwatches, and wireless earbuds.
▶The policy applies across the entire school site
and building, including corridors, the canteen, and
sports facilities. For school trips and residential
weeks, specific agreements are made in advance
that fit the activity.
What do we expect from students?
▶Students always carry their student ID card.
▶Upon arrival at school, all students must place their
mobile phone in their own locker and keep it there.
▶The phone may only be taken out after the final
lesson of the day, when students go home or leave
school for an activity.
▶Exceptions for medical reasons must be approved
in advance by school leadership or student
support. Students then receive a green facilities
card that they can show to staff.
What happens if a student still has a mobile phone in
their possession?
▶If the agreement is broken, the phone is
confiscated. Under supervision, the student places
the phone in their own locker and hands in their
student ID card to the supervising staff member. A
note is added in Magister.
▶Between 16:15 and 16:30, the student ID card can
be collected from the front office.
▶If the student refuses to hand over the phone or
responds rudely, the year coordinator and/or team
leader is involved.
▶In cases of repeated offences, the student ID
card may only be collected by a parent/carer.
Whether this is required is determined by the
year coordinator and/or team leader. A meeting
will also follow between the student and the year
coordinator.
What can be expected from the school?
▶All staff members are responsible for supervising
and enforcing these agreements.
▶We use alternative channels to ensure students
still have access to practical information they need
(screens for timetable changes, clocks, etc.).
▶The school is not liable for loss, theft, or damage to
mobile phones stored in lockers or confiscated.
11
School Guide 2026-2027
5. OUR TEAM
JACQUELENE DA SILVA
FOUNDING PRINCIPAL
OUR PROFESSIONAL PARTNERS AND TEAM
Bert Kozijn, Hermann Wesselink
College Principal. Complementaory
partner in the governing of our AIS
Secondary school program process.
Pauline de Die, Hermann Wesselink
College Lower school & Dual
Language school Team Leader.
Pauline is a valued partner sharing
her expertise throughout the
creation of our secondary school
department.
John Frick, Middle School
Coordinator and Team Leader.
Classroom teacher and Curriculum
coordinator
Nick Morris, Secondary school
teacher and Primary school Group 7
mentor.
Student council coordinator
Sarah Stone, Middle School Teaching
Assistant
On behalf of our dedicated team, I invite you to discover
what makes AIS such a special place.
Our school development plan 2025-2029 embraces the
need for creativity, The consolidation of quality teaching
& learning, and preparing our school for our transition
to IB.
Expanding our school into a primary and secondary
international school is exciting. It is an invitation to
welcome new talented professionals to our team, fresh
ideas and the creative process of designing our very own
purpose-built school building right here in Amstelveen.
At AIS we believe that when we approach others with
curiosity and care, we often discover how much we share
in common. Empathy is the undercurrent that connects
us. It draws us closer together and forms the foundation
upon which we build every relationship within our
community.
As the Founding Principal of Amstelland International
School, I embarked on a transformative journey in 2019
to establish a school built on creativity, compassion, and
international-mindedness.
At AIS we advocacy for children’s rights, inspired
by UNICEF’s Convention on the Rights of the Child,
resonates through my keynote speeches and my
“I Know My Rights” book series, written to empower
young learners with awareness, empathy, and
confidence in their own voice.
12
6. TRANSITIONING FROM IMYC TO THE IB
MIDDLE YEARS PROGRAMME (MYP)
A parent guide for Group 1 families: why we are
transitioning, what will feel familiar, and how this
benefits our children and community
At a glance
From Group 1 onwards at Amstelland International
School (AIS), we are transitioning from the
International Primary Curriculum (IPC) to the IB
Primary Years Programme (PYP) to create a clearer,
more connected learning journey across the school,
deepen inquiry and student agency, and strengthen
international-mindedness with a shared language
used by many international schools worldwide.
WHY WE ARE TRANSITIONING
FROM IMYC TO MYP
At Amstelland International School (AIS), this transition
is about growth, not replacement, building on IMYC
strengths while adopting a framework that supports
continuity, inquiry, and international-mindedness.
▶A clearer learning pathway: Shared approaches to
concepts, skills, and well-being across the school,
supporting smooth transitions as children grow.
▶A shared language for learning: Common terms for
reflection, learning behaviours, and student agency,
used consistently across year groups.
▶Deeper, more explicit inquiry: Questions, evidence,
and thinking are made visible so children learn how
to inquire (not only through inquiry).
13
School Guide 2026-2027
WHAT WILL FEEL FAMILIAR: IMYC AND MYP SIMILARITIES
A whole-child focus, meaningful themes, and active learning remain. The MYP strengthens this with concept-based
learning, a clear inquiry structure, and shared learner language.
What stays the same
What becomes clearer in the PYP
Learning through engaging themes and real contexts
Units of Inquiry built around big ideas (concepts)
Children explore, collaborate, and learn actively
Questions, evidence, and reflection are made visible
Strong focus on personal development and well-being
Learner Profile language supports goals and reflection
Subjects connect in meaningful ways
Transdisciplinary planning is intentional
IMYC Personal Goals and the MYP Learner Profile (shared learner dispositions)
IMYC Personal Goals (examples)
MYP Learner Profile connections (examples)
Enquiry; Thoughtfulness
Inquirers; Thinkers; Reflective
Communication; Cooperation
Communicators; Caring
Respect; Morality
Principled; Caring
Adaptability; Resilience
Open-minded; Balanced; Risk-takers
Note: These are not one-to-one matches—both frameworks describe similar learner qualities using different labels.
HOW INQUIRY WORKS (AND WHY IT MATTERS)
In the MYP, inquiry becomes a clear, repeatable process that helps children build understanding, practise key skills,
and take meaningful action.
Diagram B: A simple inquiry cycle used across the MYP
Question
Investigate
Make meaning
Share
Act & reflect
What do we
wonder?
What do we find
out?
What ideas
emerge?
How do we explain
our thinking?
How can we apply
learning responsibly?
14
BENEFITS FOR STUDENTS, TEACHERS, AND OUR COMMUNITY
As the MYP becomes our shared framework, you can expect the following benefits:
For students
For teachers
For families & community
•
More voice and choice
•
Reflection and goal-setting
•
Real-life learning
connections
•
Shared planning and language
•
Clear inquiry design and
assessment
•
Collaboration for impact
•
Clearer view of what/why children
learn
•
Shared language for learning
behaviours
•
Belonging and global connection
What you will notice in classrooms
▶Children using Learner Profile language to describe
themselves as learners.
▶More visible questioning, evidence, and reflection
(students explain how they know, not just what
they know).
▶Opportunities for age-appropriate action based on
learning (small steps that matter).
“This transition is about growth, not replacement.”
We will continue to nurture curious, confident
children who feel a sense of belonging and purpose.
The PYP helps make that journey more connected,
more visible, and more globally minded together.
15
School Guide 2026-2027
7. CURRICULUM
The vision of the International Curriculum is to inspire
learners to be active and reflective thinkers who lead
their own learning now and in the future. Aim The
International Middle Years Curriculum (IMYC) aims to
improve learning in schools by supporting teachers
and leaders through the provision of contemporary,
internationally researched curriculum materials and
engaging, age-appropriate units of learning. Philosophy
Central to the IMYC is the belief in, and commitment to,
the holistic development of learners through enjoyable
and rigorous Subject, Personal and International
Learning that prepares them for opportunities and
challenges now and in the future.
Vision for learners Through the IMYC, which supports
teachers and leaders, learners are encouraged to be
informed, globally competent, future-ready, socially
conscious and motivated to positively contribute within
a local and/or global context. Vision for schools Schools
create their own shared vision for who they are aiming
to develop in their schools. This is informed by the
philosophy and foundations of the IMYC and should be
clearly articulated by each school.
INTERNATIONAL MIDDLE YEARS
CURRIULUM (IMYC)
The International Middle Years Curriculum is a
curriculum that is being used in over 1000 schools in
90 countries around the world. It was launched in 2000
having been created by a team of leading experts in
children’s learning from around the world. The goal
of the IPC is for children to focus upon a combination
of academic, personal and international learning and
through the IPC develop all the skills children will need in
order to confidently face the world of tomorrow.
Children learn through a series of IPC units of work.
Each unit of work has a theme that today’s children find
interesting and relevant. Children learn many of their
subjects through this one common theme so that their
learning has meaning to them. Linking subjects means
that children can make lots of connections with their
learning. The more connections the brain can make, the
better a child can learn.
The development of skills is a very big part of the IMYC.
Learning activities at AIS have been designed so that our
children can develop these skills. The IMYC is not just
‘topic’ learning. Although the learning is based around
a theme, the learning that the children do within that
theme has very distinct outcomes to ensure that children
are learning exactly what they need to.
The IMYC focuses on a skills-based approach to prepare
our children for the fast-changing world they will be
living in. The IMYC has been designed for children of all
abilities and all learning styles. It encourages learning in
groups as well as individual learning.
16
IMYC UNITS OF INQUIRY
2026-2027
These IMYC phrases are described below.
The IMYC Unit: A collection of learning tasks based
around a theme which children carry out to meet their
learning goals.
IMYC Unit Letter: An informative letter sent home at the
beginning of each IMYC unit. The letter is written by class
teachers to inform parents about the learning involved
within the next IMYC unit and how to help at home.
Entry Point: An activity at the beginning of each IMYC
unit which provides an exciting introduction to the work
that is to follow.
Knowledge Harvest: A specific activity which takes place
in the early stages of each unit. This activity provides
an opportunity for children to reveal what they already
know about the theme they are studying and for their
teacher to build on that knowledge.
Subject Learning Goals: These are the goals of
achievement for the children’s learning within the IMYC
subjects. Each Milepost’s subject goals are appropriately
levelled for the children’s ages.
Personal Learning Goals: These are the goals which
promote and develop the children’s personal qualities
of; Adaptable,Collaborator,Communicator,Empathetic
Ethical, Resilient Respectful, Thinker. By their nature, the
personal goals are not age specific.
International Goals: These are the goals for
children’s learning, development and understanding
on Internationalism. For example, knowledge and
understanding beyond that related to their own
nationality, culture and home country; the ability to
develop both a national and an international perspective
and the ability to adapt to other education systems.
Learning Tasks: The children’s learning tasks which are
delivered with a variety of learning styles in mind; these
will include enquiry-based research tasks, recording
tasks and international tasks.
Exit Point: A Student-Led Conference carried out
at the end of each unit to provide an exciting and
stimulating exit to the learning which the children have
done. This is a celebratory conference opportunity.
Students take parents on a learning journey walk
through their achievements and progress in the IPC
unit, literacy and numeracy. The classrooms are set up
in diverse curriculum areas with provocations, student
portfolios and teacher guided questions to support the
conversations about the learning achievements.
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School Guide 2026-2027
IMYC INTERNATIONAL
LEARNING GOALS
The International is a specific area of learning that is
also a component of being internationally minded and
demonstrating global competence. The International
Learning Goals support learners in developing a
curiosity and interest in the world through exploring and
developing an understanding of multiple perspectives.
Learners will gain knowledge of global issues and how
identities affect perspectives. They will also know about
the Sustainable Development Goals (SDGs) and the
organisations involved in global affairs.
The International Learning Goals directly contribute to
developing a person who is globally competent, future-
ready, socially conscious and motivated to positively
contribute locally and globally. Learners will develop
an understanding of the complexity of global and local
challenges through making personal connections and
developing empathy for individuals affected by a range
of situations. They will aim to understand the changing
nature of issues, evaluating potential responses for
effectiveness and impact.
The broader area of international learning coupled with
these goals should inspire positive action and critical and
creative engagement with local and global issues. As well
as meeting the learning goals, to be successful, learners
must:
1. Use appropriate vocabulary and subject specific
terminology
2. Connect learning within and between subjects
3. Engage with current affairs on a local and global
level, including ethical, social, political and
sustainability issues
4. Make use of available, fitting technology
5. Demonstrate academic honesty
6. Apply all the Personal Learning Goals.
7. Although International is not a subject in the
IMYC, the International Learning Goals are
included in the Route Planner to ensure they are
covered.
18
IMYC PROCESS OF LEARNING
Learning should be at the core of what every good
school does, and the overarching question the IMYC
asks is ‘How does this improve learning?’ The IMYC
Learning Goals are so central to the IMYC that it’s
important to think about the language used when talking
to the children, with colleagues and with parents. An
IMYC teacher talks about what children have learned
before they talk about what children have done. The
clear, precise Learning Goals give schools, teachers
and leaders the chance to do that much more easily.
The Learning Goals are organized into 3 distinct but
connected sections.
Subject learning goals
The clearly defined Learning Goals of the International
Curriculum were developed with teachers from our
member schools and beyond, with reference to over
twenty different national and regional curricula.
The Subject Learning Goals cover the Knowledge, Skills
and Understanding that children should learn in:
Art
Design, Technology and Innovation
Geography
Health and Well-Being
History
ICT and Computing
Language Arts
Mathematics
Music
PE
Science
Personal Learning Goals
World Language
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School Guide 2026-2027
IMYC - Personal Learning Goals
Personal Learning Goals cultivate within us, a set of ways
of approaching challenges, and they strongly shape our
attitudes and capabilities as thinkers and learners. For
this reason, if learners are to flourish and overcome
challenges, their dispositional qualities must be a key
area of focus for teachers and school leaders. It has
been argued that there is a need for increased focus on
soft skills as we enter the fourth industrial revolution;
with increasing levels of artificial intelligence, equipping
learners with skills that artificial intelligence cannot
emulate is more important than ever before.
The aim of the Personal Learning Goals are
to develop the character of our students
and their attitudes towards learning.
The 8 Personal Learning Goals are all things we can be:
Adaptable
Communicator
Collaborator
Empathetic
Ethical
Resilient
Respectful
Thinker
Each Personal Learning Goal has a number of indicators
with progression through the mileposts. These are
included in the International Curriculum Learning Goals
document alongside the Subject and International
Learning Goals. Opportunities to experience and practice
these specific goals will be built into the learning tasks
found within each unit of learning.
The IPC and IMYC Personal Learning Goals underpin
the individual qualities and learning dispositions that
the responsible citizens of the future will need to thrive
in a demanding global society. The development of
these goals will lead to the motivation and inclination
to positively contribute to their local and global
communities. As well as opportunities for learners to be
these kinds of people, the International Curriculum units
provide tasks to promote learning about the Personal
Learning Goals e.g. through the study of significant
people in History. Each of the Personal Learning Goals
will manifest itself differently across the academic
subjects. Learners should take the opportunity to
self-reflect, celebrate and set aims to improve their
demonstration of the Personal Learning Goals.
The Personal Learning Goals aim to develop character
and attitudes, rather than Knowledge, Skills and
Understanding; it is the responsibility of all teachers
and members of the community to support the
development of these goals. Each Personal Learning
Goal is constructed as follows: ‘To be (insert goal here)
I aim to…’. In the IPC, the Extension Tasks do not have
Personal Learning Goals to allow for school foci and for
learners to pursue individual Personal Learning Goals.
In the IMYC, the Personal Learning Goals are embedded
into subject tasks and we encourage schools to articulate
the use of the Personal Learning Goals beyond the IMYC,
considering their role in the school community.
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INTERNATIONAL GOALS
The International Curriculum is unique in defining
International Learning Goals that help learners begin
the move towards increasingly sophisticated national,
international, global and intercultural perspectives on
the world around them, whilst developing the capacity to
take action and make a difference.
The development of an inquisitive mind and a sense
of curiosity about the world and its people is essential
for international learning. It facilitates the acquisition
of investigative skills which helps learners to overcome
feelings of bewilderment or uneasiness that they might
experience when faced with unfamiliarity. Furthermore,
it raises their awareness of the differences between
cultures and societies as well as the commonalities that
bind humanity together. An understanding of diversity
is essential to fostering mutually beneficial collaboration
among different nations and peoples, creating a platform
for the sharing of learning around the world.
The expectation that learners will take action as a
result of their learning is a particularly crucial part of
the International Learning. The International Learning
Goals encourage thoughtful engagement with local and
global issues and combined with the Process to Facilitate
Learning, provide opportunity for direct intervention
so that children feel empowered to enact meaningful
change. Moreover, the goals help to bridge the gap
between school and the wider world so that learners
can immediately begin applying their newly acquired
international Knowledge, Skills and Understanding
outside of the classroom.
MATHEMATICS
The study of Mathematics provides one basis for
understanding the world. Learners will develop skills in
solving problems in a variety of ways related to number,
algebra, shape, space, measurement, statistics, data
handling, proportion, ratio and probability. As these
may be presented as word, physical or visual problems,
learners will need to be able to convert problems not
described in mathematical language into mathematical
terminology in preparation for finding the solution.
Learners will develop an understanding of the
application of mathematics in their everyday lives and
potential future lives and careers. They will recognise,
understand and use relationships, rules, patterns
and structures. International learning includes the
exploration of different procedures/methods for
calculations. Learners will be aware of the different units
used for measurement and how language influences
Mathematics, such as telling the time.
As well as meeting the Learning Goals, to be successful
learners must:
1. Use appropriate vocabulary and subject specific
terminology
2. Connect learning within and between subjects,
using maths as a tool for learning in all other
areas (particularly science)
3. Engage with current affairs on a local and
global level, including ethical issues of data
representation
4. Make use of available, fitting technology including
calculators
5. Demonstrate academic honesty
6. Apply all the Personal Learning Goals.
The Mathematics Units of Inquiry will cover the study of:
▶Algebra
▶Geometry
▶Number
▶Measurement
▶Money & Finance
▶Statistics