The MYP mathematics program has four objectives. Knowing and understanding, Investigating patterns, communicating and Applying mathematics in real-life contexts are the headings that are used throughout the five years. Knowing and Understanding has the objective that requires students to demonstrate knowledge and understanding of the concepts and skills in the areas of number, algebra, geometry and trigonometry, and statistics and probability. Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Communicating in mathematics provides a powerful and universal language. Students are expected to use appropriate mathematical language and different forms of representation. Applying mathematics in real-life contexts encourages students to see mathematics as a tool for solving problems in an authentic real-life context. 

Key concepts discovered are form, logic and relationships. Related concepts studied are change, justification, patterns, simplification, equivalence, measurement, quantity, space, generalization, models, representation and systems. Global contexts explored are identities and relationships, orientation in space and time, personal and cultural expression, scientific and technical innovation, globalization and sustainability and fairness and development. Thinking, social, communication, self-management and research skills are all developed.

Mathematics is a subject that is alive with the thrill of exploration and the rewards of discovery. MYP mathematics promotes both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and that are useful in the world outside school.

Students study their mother tongue or language they know best whilst being abroad at a thorough level. The chosen language can be English or French. Students read, analyse and compare various texts from informal to formal sources. These range from magazines, newspapers, essays and literature. They study grammar, visual communication in films, advertisements, and various periodicals. They learn how to write texts creatively in a variety of styles and learn to perform critical comparisons and synthesis of information. On an oral level, they deliver presentations and speeches with the use of various tools including electronic media.

Speaking a second language is a tool in discovering other cultures, learning about other people and thereby developing respect and enjoyment of diversity. Besides the study of English and French, Dutch, and German are on offer as second languages. This is taught in a dynamic and varied way, and is integrated in real life contexts. Students take at least one second language and depending on their background can take additional languages. At the foundational level the students learn to communicate orally and how to write in everyday situations. At the standard level they are exposed to extended speech in books, articles, news and films and expand vocabulary with non-familiar areas. The spoken language becomes fluent and they use all tenses. They become able to express their ideas and opinions.

At the advanced level, students can understand extended speech and texts, both factual and literary. They can express themselves fluently, using a broad vocabulary. And they are able to write clear, well-structured texts using an adapted style and vocabulary. They are able to translate a complex message into their own words and present it, adding their own points of view.

Based on hands-on inquiry, the focus is on scientific language and principles. Students spend more time focused on the details of the natural world as well as the processes and issues of science: the study of life, laws, and structure of the universe, and how humanity has struggled throughout history to put our understanding to practical use. Students explore science through lessons, demonstrations, experiences, experiments, and independent research.

The adolescent wants to contribute. Through participation in real work they create a sense of belonging and they add value to society. The theory demanded in order to do their work is brought to life in the different subjects, also in the sciences being biology, chemistry and physics.

Science is a discipline in which students are exposed to scientific knowledge and learn to apply it in order to construct scientific explanations of phenomena found around them. Experimental work and investigation are used to develop the logical and critical mind. There is emphasis on the awareness of the ethical, social, economic, political, cultural and environmental implications of the practice and use of science and technology as seen today in society.

History is shared through stories based on the contributions of all of humanity. Students receive lessons on the concept and passage of time, as well as how it relates to the earth and the different cultures living on it. The children start with how the world began and cooled, the formation of the atmosphere and oceans, and the emergence of life. Lessons satisfy the child’s need to understand relationships, cause/effect, associations, and morality while utilizing the imagination and sparking curiosity and interest. 

Students are in an intellectual period for reason; they are concerned with the role of society, morality, and social interaction. They are still sensitive to the use of the imagination, but maturity results in more advanced thinking, research, and interest. Geography is tied to both the history and science curricula and serves as a bridge to the development of the child’s understanding and appreciation of the story of humankind and nature.

Current society becomes a point of departure. Interdisciplinary project work includes human history, geography, philosophy and social sciences. The subjects are integrated thus forming a meaningful whole. Students practice critical and logical thinking based on important academic knowledge. Literature, essays, research documents, presentations and exposition of work are some forms of the visual outcome of the internal processes.

Students discover themselves and build up concentration and self-confidence through the use of different forms of art.

Adolescents need time and place to be expressive and creative. The environment includes dance, music, drama, art, craft, drawing, poetry and creative writing. Modes of self expression are exhibited through oral presentations, meetings, visual displays, video recording, theatre productions, journaling and interviewing others.

Art classes help develop students’ artistic creativity as well as an awareness of their talents. Visual art lessons give the students an opportunity to learn about the history of art as well as developing practical skills to express themselves and their ideas. They explore through a variety of themes and learn to interpret in an artistic manner.

All students play a musical instrument and can choose between violin, piano and guitar. Music specialists give individual or small groups lessons on a weekly basis. Students also form bands and choirs depending on and related to their drama performance and music initiatives.

In the MYP Design course, students develop critical thinking, problem-solving, and creative skills through the design cycle. At our school, we focus specifically on Digital Design and Robotics, where students explore how technology can solve real-world problems. They learn to code, design digital products, and build intelligent robotic systems. Through hands-on projects, students gain practical experience in innovation, collaboration, and iterative design preparing them for the tech-driven world. The Design Cycle: 

In order to help students think analytically, to solve problems and to succeed in the creation of ideas and solutions, they are encouraged to use the design cycle. The steps are outlined below;

• Inquiring and Analysing: identify the product or process that needs to be created or problem to be solved. This includes researching, interpreting, handling of data, and evaluating the importance of the problem for life, society, and the environment

• Developing Ideas: List the specific design requirements that must be met by the product/solution. Create several feasible designs that meet the specifications for the required result

• Creating the Solution: Construct a plan to create the idea that has a series of logical steps and that makes effective use of resources and time. Follow the plan and create, keeping in mind that appropriate quality is needed

• Evaluating: Evaluate the end result. This includes testing of the product/solution, reflection of the overall process and at every step of the design process, and suggestions for improving the fit, quality, and process of the created product/solution.

Design is not only valuable in reinforcing and integrating skills learned in other disciplines, it also fosters awareness of the social and ethical implications of technological development. This process is rarely a simple linear progression. It usually involves critical analysis and moving back and forth between the steps. Ultimately, it stimulates the students' ingenuity and encourages them to combine intellectual talents and practical skills.

Sports, gymnastics, circus activities and games allow for individual motor development, skill coordination and team participation. The most important aims are to encourage the development of “intelligent performers” and to stimulate students in understanding the importance of a balanced, healthy lifestyle. A sports committee, made up of MYP students and their sports teacher, plan special sports events, organise sport hall facilities, fields, equipment, transport and parent communication.

The objectives of teaching and learning physical and health education are;

• To encourage and enable students to work to their optimal level of physical fitness.

• To become aware of movement as a creative medium connected to communication and expression.

• To develop the motor skills necessary to participate successfully in a variety of physical activities.

• To experience enjoyment and satisfaction through physical activity

• To develop social skills that demonstrate the importance of teamwork and cooperation in group activities

• To learn to reflect upon physical activity in both a local and intercultural context.