An Overview of the IBMYP


Cambridge High School became an authorized IBMYP school in 2018.

Learners in grades 6 – 9 follow the IBMYP framework prescribed by the International Baccalaureate Organization in conjunction with the local Ministry of Education requirements.

Each academic discipline is taught and explored in great depth to equip students with the knowledge and skills necessary for their future development and well-being.


Subject groups covered in the IBMYP include:

* Language and Literature (Arabic and English languages)

* Arabic language acquisition

* Mathematics

* Sciences

* Individuals and Societies

* Design (Digital Design)

* Arts (Visual Arts, Music and Drama)

* Physical and Health Education

* Religions.

CHS places great importance on the role of the IB learner profile to nurture better future learners and leaders.

The school ensures that learners possess the necessary skills to excel both academically and socially.

The IBMYP adopts a conceptually based approach to teaching and learning, enabling students to apply their knowledge beyond the confines of individual subject groups and fostering their awareness of real-life issues.

The program incorporates sixteen key concepts, along with multiple related concepts for each discipline, in order to promote international mindedness.

Learning in different disciplines is contextualized within global explorations, facilitating engagement with local and global issues.

This approach encourages students to pose probing questions to deepen their understanding, surpassing the limitations of textbooks and other resources.

Approaches to Learning in the IBMYP

Approaches to learning (ATL) skills formulate the basis of learning how to learn, through which learners become equipped with the learning tools they need to gain knowledge and develop their characters.

By providing a range of teaching strategies, classrooms are designed to foster the acquisition of necessary skills and facilitate personal development.


Assessments in the IBMYP

Assessment in the IBMYP consists of both formative and summative evaluations.

* Formative assessments help students learn and benefit from their experience to allow them to excel in their summative assessment tasks.

Teachers use formative assessment results as tools to collect information about learners’ performance and reflect on the teaching and learning process, facilitating a rigorous curriculum design and modification for the benefit of the learners.




Cambridge High School fosters a comfortable and supportive classroom environment where students are encouraged to ask questions and pursue excellence. Teachers create a friendly atmosphere that promotes active student participation and the expression of individual needs and perspectives.

Inclusive learning environments that allow for differentiation are key to the school’s middle years programme. CHS believes in the rights of all individuals, with their diversity, to learn. Professional development training sessions are undergone for teachers to support differentiation and inclusion in the classroom.

Teachers and learners incorporate technology to establish a wide range of information sources that enhance teaching and learning. At CHS, learners are free to use the school library anytime and an IBMYP research lab is available for more extensive research based projects and tasks.

An essential component of the IBMYP is service as action, which emphasizes the importance of learning to serve oneself, one’s family, the local community, and ultimately the global community. Each year, IBMYP students engage in one service as action activity within the contexts of the disciplines thereby establishing connections between their learning and real-life situations. This engagement cultivates a genuine passion for learning, fosters a heightened awareness of the world, and nurtures empathy towards others.

Reflection and continuous monitoring of learning are crucial to the school’s quality control. The effectiveness of learning is communicated through students' reflective practices and the feedback provided by teachers. A variety of strategies for reflection and feedback are employed to ensure optimal learning outcomes.

Academic integrity lies at the heart of the IBMYP program. The school firmly upholds the policy of safeguarding the authenticity of students' work while strictly prohibiting any form of misconduct. Both teachers and learners acknowledge the imperative nature of maintaining academic honesty, as it contributes to the establishment of a healthier and more harmonious community. Additionally, it plays a significant role in shaping students' character, fostering selfdiscipline, self-awareness, and respect for others.