English as the language of instruction
Creative environment
State-of-the-art learning technologies
English as the language of instruction
Creative environment
State-of-the-art learning technologies
The International Baccalaureate (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.
Each of the IB’s programmes is committed to the development of students according to the IB learner profile. The profile aims to develop learners into inquirers, knowledgeable people, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, reflective.
Each year, classes work through a cycle of six units of inquiry. The units may be focused on science, social studies, language, PSPE or arts. In addition, many subject areas of the curriculum intertwine units of inquiry and single subject teachers often work with homeroom teachers to create a transdisciplinary approach to learning. This means that different subject areas are used to promote the students’ understanding of the unit’s central idea. Every unit has a central idea which is a statement that encapsulates the desired learning, within the broad themes of Who We Are, How We Organise Ourselves, How We Express Ourselves, Sharing the Planet, Where We are Place and Time, and How the World Works.
The International Baccalaureate (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.
Each of the IB’s programmes is committed to the development of students according to the IB learner profile. The profile aims to develop learners into inquirers, knowledgeable people, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, reflective.
Each year, classes work through a cycle of six units of inquiry. The units may be focused on science, social studies, language, PSPE or arts. In addition, many subject areas of the curriculum intertwine units of inquiry and single subject teachers often work with homeroom teachers to create a transdisciplinary approach to learning. This means that different subject areas are used to promote the students’ understanding of the unit’s central idea. Every unit has a central idea which is a statement that encapsulates the desired learning, within the broad themes of Who We Are, How We Organise Ourselves, How We Express Ourselves, Sharing the Planet, Where We are Place and Time, and How the World Works.