How Myanmar Vision International School delivers personalised learning for IGCSE

Myanmar Vision International School is a small international school in Yangon, Myanmar. When it launched its first IGCSE programme, for just 14 students, it couldn’t justify employing a specialist teacher for every subject. So the school made CENTURY the main way it teaches maths and science, with learning guides giving students one-to-one support as they need it. Eight of the ten students taking IGCSE Higher Maths are now working at grade 7/A or above. Andrew Rogers, IGCSE Coordinator, explains how the model works.

What challenges or priorities was your school facing before introducing CENTURY?

We are offering an IGCSE programme for the first time at our school but for just 14 students. We could not justify the expense of employing staff for every subject that we wanted to offer so needed another way of delivering the content. CENTURY has filled that role admirably. Students work through the content at their own pace and our learning guides provide assistance, motivation and guidance when needed.

What made you choose CENTURY over other solutions?

CENTURY provided the best subject coverage at a price that we can afford. The quality of the content is great and the interface works well.

What was your experience of implementing CENTURY, and how did you manage the rollout with staff and students?

We first trialled CENTURY with a year 9 maths class before committing to using it for our year 10s. For 6 months of year 9, CENTURY formed the primary way in which we delivered the maths curriculum. Implementation was relatively easy since we had just one class and one teacher (myself). 

How is CENTURY integrated into your day-to-day teaching and learning?

CENTURY is the primary content delivery method for maths and science. Our teaching guides will review students’ progress and support students on a one-on-one basis as required. Most of our students have been happy to learn this way.  

How do you use the data and insights from CENTURY to inform teaching

The data allows us to support students individually and focus our time on students who need the help the most. Some students don’t need any additional support from our guides. CENTURY allows these students to progress at their own pace and are not slowed down by teachers or other students. So the majority of our time is spent with the students who are struggling or on setting and reviewing assessment. 

What impact has CENTURY had on teaching practices and student outcomes? Have there been any measurable improvements?

Almost all of the instruction students have received in maths and science has come from CENTURY, so their most recent test scores are a reflection of how well that content delivery and frequent assessment has worked. Of the 10 students doing IGCSE Higher Maths, 8 got a 7/A or above (my estimate based on past paper grade level breakdowns) and the other 2 got Bs. Those students were also averaging As in the science subjects as well.

Can you share specific examples of student progress over time using CENTURY?

Our programme requires students to take more responsibility for their own learning. They choose what subjects they want to study in their morning self-study periods and are responsible to keep the percent progress up to speed. We had one student who was a ‘do the bare minimum’ student in Year 9. However Year 10 has seen a transformation in their attitude and resulted in them taking the highest academic award amongst our students. This is in part due to them being able to choose what they study and how fast they can progress. CENTURY makes it possible to deliver on both those criteria. 

What advice would you give to schools looking to maximise student engagement and sustain momentum with CENTURY?

You need teachers who are genuinely motivated to use it. 

Not all students enjoy learning in this format and some students can’t learn in this format – they need to be spoon fed until they realise they can feed themselves. 

Scores in CENTURY reflect a student’s understanding of individual concepts. To perform well in exams, students need to practise putting multiple concepts together in unexpected contexts and it’s important to provide additional activities to develop these skills. The data in CENTURY lets teachers know when students are ready for these more complex activities.

New Customers: Book a demo today to see how CENTURY can help you offer a broader curriculum, with students working at their own pace and teachers focusing their time where it’s needed most.

Existing Customers: Contact your Account Manager or email support@century.tech to explore how CENTURY can support independent study at your school.