FAQ

The IB continuum of international education is designed for students aged 3 to 19 years through four different programmes: The Primary Years Programme, the Middle Years Programme, the Diploma Programme and the Career-related Programme. The IB aspires to help schools develop well-rounded students with character: students who can respond to challenges with an open-mind; students confident in their own identities; who can make ethical decisions; students who are prepared to apply what they learn in the real world, complex and unpredictable situations.

The IB offers high-quality programmes of international education. IB World Schools are subject to a strict accreditation process monitored by IB, ensuring that schools provide a high quality education. Teaching methods and curriculums are research-based and draw from the best educational practices around the world. An IB education:

• Centres on learning – the IB’s student-centred programmes promote ethical responsibility and personal challenge
• Develops effective approaches to teaching and learning – IB programmes help students to develop the skills and attitudes they need for both academic and personal success
• Works within global contexts – IB programmes increase understanding of languages and cultures, and explore globally significant ideas and issues
• Explores significant content – IB programmes offer a curriculum that is broad and balanced, conceptual and connected.

• Actually, we are implementing the Primary Years Programme (PYP)  which is for students aged 3 to 11. The PYP prepares students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them. It is a framework guided by six transdisciplinary themes of global significance, explored using knowledge and skills derived from six subject areas, with a powerful emphasis on inquiry.
• By the start of the new academic year, we will work on The Middle Years Programme (MYP) which is for students aged 11 to 16. It provides a framework of learning which encourages students to become creative, critical and reflective thinkers. The curriculum comprises eight subject groups, referred to as concepts. It fosters the development of skills for communication, intercultural understanding and global engagement.

The Primary Years Program (PYP) adopts a student centred and a trans-disciplinary teaching philosophy that helps the students to develop a set of values based on international mindedness. The students demonstrate a set of attributes that are shown through the IB learner profile. In fact, the beliefs and values of PYP are embodied in the IB learner profile (in action). The IB tends to develop internationally minded citizens who promote peace all over the world.

The aim of all IB programmes is to develop internationally minded people who help to create a better and more peaceful world. The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become more responsible members of local, national and global communities.

IB learners strive to be: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, Reflective

As a school community (students, teachers and administrators), we believe that we are long life learners who co

nstantly seek knowledge and so are the parents.

MySchool adopts the PYP curriculum framework which essential elements are knowledge, concept, skills,attitudes and action and which are reflected in the learner profile.

Moreover, a set of attitudes has to be promoted among the school community. These attitudes are appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance; noting that these attitudes are also related to the learner profile.

Finally, students are encouraged to raise a sense of awareness towards the human condition through their personal experiences and those of the others in their national and international community.

MySchool accepts students regardless of their nationality, religion, colour, or race. The school is committed to provide equal opportunity of education to students with special needs in the field of education.

Students applying to the school may be required to sit an assessment to gauge their level of English, Arabic and additional learning needs, or to help decide which year level will be most appropriate.

For information pertaining to children entering Kindergarten, see the Kindergarten Preview section.

Trained and licensed personnel operate and maintain MySchool fleet of vehicles that transport students to and from schools and field trips. Call Mrs Azza for any transportation related questions. 

We go beyond the classic approaches of Education. We offer the most innovative and the latest International Curriculums. We are deep-rooted in our values. We develop critical thinkers and responsible citizens in a peaceful world.

We provide healthy meals; children do not need to bring their lunches from home.

Yes. We take security very seriously. Our entrances are locked at all times, and parents have to get permission to enter.

At MySchool, we hire only the most experienced, qualified, and well-educated teachers. Our hiring requirements surpass those set by the state—all of our teachers have bachelor’s degrees or higher, as well as an in-depth understanding of early childhood development and experience in the field. After they are hired, teachers participate in a variety of trainings and receive continuous professional development and weekly clinical training sessions.

Yes. We offer a unique kindergarten program that offers a comprehensive approach to learning within a full academic curriculum of language arts, writing, math, science, and creative arts, and in addition integrates physical education, and field trips.

Our IB teachers use a range of assessment strategies including formative assessments that provide on-going feedback that can be used by instructors to develop their teaching and by students to identify their strengths and weaknesses, and target areas that need improvement. Teachers also use summative assessments which are internationally benchmarked for older students. This means students are measured against a set of agreed upon learning outcomes rather than graded on a ‘bell curve’ as in norm-referenced assessments.

Our IB teachers receive continuous training and professional development in the IB’s approaches to teaching and learning from certified IB workshop leaders, to continually promote their awareness of current educational practices and new thinking. This is a requirement of IB World Schools implementing the IB programmes. All teachers who teach in IB classrooms are required to participate in collaborative planning and reflection to make their teaching practices consistent and to foster a holistic approach to education.