Welcome to Nord Anglia International School Dublin. We provide a broad, balanced and holistic curriculum, through an inquiry approach within an inspiring learning environment. We value each student as an individual and work hard to nurture their personal strengths and interests as well as their social, emotional, spiritual and cultural awareness. At our school, students are encouraged to wonder at and question the world around them and to continuously make connections between their learning and their life experiences.
We cultivate a love of learning through the delivery of the International Baccalaureate curriculum and underpin this with a structured approach to teaching the core subjects of English, Mathematics and Science. We have outstanding specialist teaching which is supported by our colleagues at the Massachusetts Institute of Technology (MIT) and The Juilliard School to ensure that our STEAM and Arts programmes are world-class.
With a commitment to high academic standards, we lay the strongest foundations for the development of each individual through a nurturing approach where each person feels valued, confident and happy.
OUR VALUES
At NAIS Dublin, BELONG is more than a word – it is our guiding statement, and it reflects the values that unite us and drive our mission forward. The BELONG framework encapsulates our vision for the school and each student’s journey.
to a
G N E L B O
Engage with wellbeing to confidently prepare for the future.
Learn new perspectives through the IB programme.
Grow holistically by pushing at our edges.
THE IB PROGRAMME
Our Primary School curriculum follows the International Baccalaureate (IB) Primary Years Programme (PYP). This world-leading, future-focused approach to education nurtures and develops young students as caring, active participants in a lifelong journey of learning. Placing the child at the centre, all learning experiences, lessons, and programmes are designed to meet our students’ individual needs. By learning through inquiry and continuous reflection, students develop knowledge, skills and conceptual understandings to make a difference in their own lives, their communities and beyond. Focusing on intellectual, personal, emotional and social growth, international-mindedness is cultivated and students are encouraged to take meaningful action.
BENEFITS OF THE INTERNATIONAL BACCALAUREATE PROGRAMMES
The IB Programmes are recognised around the world and ensure an increased adaptability and mobility for IB students. The programmes are independent of governments and national systems and therefore able to incorporate best practices from a range of international frameworks. The curriculum and pedagogy focus on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language. The IB works closely with universities around the world and many students graduating from the Diploma Programme find that it enhances their opportunities at tertiary institutions. IB World Schools must undergo an exhaustive authorisation process in order to offer one or more of the programmes, which includes a study of the school’s resources and commitment to the IB mission and philosophy. It is compulsory that IB teachers participate in a wide variety of professional development opportunities to constantly update their knowledge and share their expertise with colleagues around the world.
We are fully accredited to deliver the Primary Years Programme (PYP), Middle Years Programme (MYP) and the Diploma Programme (DP), making NAIS Dublin the only IB Continuum school in Ireland.
THE PYP LEARNER
In Lower Primary, we offer our young students authentic and holistic learning experiences to focus on key developmental skills. Our learning community values the early years as a time in which play is the primary vehicle for inquiry and the foundation for future learning. Providing opportunities for students to inquire into important concepts and personal interests, play also involves choice, promotes agency and leads to exploration and discovery.
Our smaller class sizes facilitate personalised learning to address your child’s natural curiosity, foster a love of learning and to enable learners to flourish. Having access to a wide range of purpose-built facilities, both indoors and outdoors, students learn and play in stimulating classroom environments and in our communal free-flowing areas, which promote collaboration and interaction with peers.
Embedded within our inquiry-based learning, students will explore oral and written language and develop their knowledge and understanding of phonics to ensure early success in reading, writing and spelling. Students are also provided with opportunities and learning experiences to explore important mathematical concepts and develop an understanding of number, pattern and function, shape and space, measurement and data handling.
In Upper Primary, students build on these firm foundations and continue their journey in inquiry based learning. Every year, students learning is framed by six transdisciplinary themes, and these are explained further on the next page. Through fostering a love of learning and openness to take risks, students develop a skillset to prepare them for whatever path they choose in life.
STUDENT AGENCY AND VOICE
NAIS Dublin is an inclusive school which values input from our student body. We strive to ensure our students have voice, choice and ownership for their own learning. Our teachers create opportunities for agency in the classroom by involving students in establishing a respectful and welcoming culture, creating shared routines, setting up learning spaces, making decisions about learning and communicating expectations. Consequently, the relationship between our teachers and students is considered more of a partnership. Promoting student voice in our school, we recognise the values, opinions and beliefs of both individual students and groups of students and empower them to take positive action within our own school community.
VOICE
Students question, guide and direct learning
Students propose and initiate action
Students participate in decision making
CHOICE
Students co-construct learning goals
Students engage with multiple perspectives
OWNERSHIP
Students define own learning goals
Students reflect on own learning goals
Student ideas are supported throughout planning and taking action
PROGRAMME OF INQUIRY AND TRANSDISCIPLINARY THEMES
At NAIS Dublin we have collaboratively developed a coherent and balanced programme of inquiry that reflects the unique aspects of our school’s community. This is organised and framed by six Transdisciplinary Themes:
WHO WE ARE
• Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; and human relationships.
WHERE WE ARE IN PLACE AND TIME
• Inquiry into our orientation in place and time; personal histories; the discoveries and explorations of humankind; and the interconnectedness of individuals and civilisations.
HOW WE EXPRESS OURSELVES
• Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values.
HOW THE WORLD WORKS
• Inquiry into the natural world and its laws, the interaction between the natural world and human societies; the impact of scientific and technological advances on society and on the environment.
HOW WE ORGANISE OURSELVES
• Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; and their impact on humankind and the environment.
SHARING THE PLANET
• Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; access to equal opportunities; and peace and conflict resolution.
These themes, which are designed to have enduring value regardless of the geography or background of our students, mark the starting point for each unit of inquiry.
Within the context of each theme, students explore related central ideas and lines of inquiry and are provided with authentic learning experiences that are not confined by the boundaries of traditional subjects. Although subjects play an important role in learning, our students explore a range of real-world problems and are encouraged to make connections in their learning.
In KG3, KG4 & KG5, students will cover at least four transdisciplinary themes, while in Grades 1 to 5 they will explore all six transdisciplinary themes throughout the course of an academic year.
SUBJECT AREAS
At NAIS Dublin we emphasise the importance of making connections, exploring the relationships between academic disciplines and learning about the world in ways that reach beyond the scope of individual subjects. Subjects become an instrument, tool and resource to explore a theme, problem or concept in depth.
LANGUAGES
Language learning in Early Years and Primary School takes place within the context of the units of inquiry and has additional teaching and learning time dedicated to it. The overall expectations for language learning are described in five developmental phases with each phase building upon and complementing the previous one. There are four strands within the Language Framework:
• Oral language – listening and speaking
• Visual language – viewing and presenting
• Written language – reading
• Written language – writing MATHEMATICS
Mathematic learning in Early Years and Primary School is embedded within the context of the units of inquiry and has additional teaching and learning time dedicated to it. The overall expectations for mathematics learning are described in four developmental phases with each phase building upon and complementing the previous one. There are five knowledge strands within the Mathematics framework:
Data Handling: Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.
Data can be collected, organised, represented and summarised in a variety of ways to highlight similarities, differences and trends; the chosen format should illustrate the information without bias or distortion.
• Probability can be expressed qualitatively by using terms such as “unlikely”, “certain” or “impossible”. It can be expressed quantitatively on a numerical scale.
Measurement: To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.
Shape and Space: The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our twodimensional (2D) and three-dimensional (3D) world.
Pattern and Function: To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called “functions”. This builds a foundation for the later study of algebra.
Number: Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system. Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating depends on how the result will be used.
SCIENCE
Science learning in Early Years and Primary School is embedded within the context of the units of inquiry. The overall expectations for Science learning are described in four developmental phases with each phase building upon and complementing the previous one. In Science, knowledge and conceptual understandings are arranged into five strands:
Living Things: The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment
Earth and Space: The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet
Materials and Matter: The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.
Forces and Energy: The study of energy, its origins, storage and transfer, and the work it can do; the study of forces;
Resources and the Environment: The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.
SOCIAL STUDIES
Social Studies learning in Early Years and Primary School is embedded within the context of the units of inquiry. The overall expectations for Social Studies learning are described in four developmental phases with each phase building upon and complementing the previous one. The knowledge content and conceptual understanding of Social Studies is divided into five strands:
Human Systems and Economic Activities:
The study of how and why people construct organisations and systems; the ways in which people connect locally and globally; the distribution of power and authority.
Social Organisation and Culture: The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.
Continuity and Change Through Time: The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.
Human and Natural Environments: The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.
Resources and the Environment: The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.
To learn more about these subject areas and the developmental phases, please refer to the PYP Scope and Sequence documents.
SPECIALIST LESSONS
Our students also benefit from being taught by specialist teachers in several disciplines. The knowledge and skills our students acquire in these lessons further enhance their conceptual understanding of the central idea of a unit of inquiry. It is also within these lessons where we utilise our collaboration with The Juilliard School, a world-leader in performing arts education.
THE ARTS
Visual Arts
In these lessons. our students are exposed to a broad range of experiences that illustrate the field of visual arts, including architecture, bookmaking, ceramics, collage, costume design, drawing, graphic design, film, illustration, industrial design, installation, jewellery, land art, mask making, metalwork, painting, papermaking, performance art, photography, printmaking, sculpture, set design, textiles and woodwork. Our students will begin to appreciate the depth and breadth of the field by experiencing visual arts created by diverse artists—locally and globally, now and in the past, by women and men, and by people of different backgrounds.
Music
Music enables students to communicate in ways that go beyond their oral language abilities. Musical experiences and learning begin with the voice. At NAIS Dublin students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, song writing and recording. In creating, students use their imagination and musical experiences to organise sounds—natural and technological—into various forms that communicate specific ideas or moods. In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures. Individually and collaboratively, students are given the opportunity to create and respond to music ideas.
Dance and Drama
Dance explores how we express ourselves through movement. To understand and respond to dance, students need to understand how dance is used in cultural, ritual and social contexts. At NAIS Dublin, students are given opportunities to view a wide variety of dance from various sources, such as live performance, peer choreography, guest dance artists, and recordings. Exploring dance in a historical and cultural context, and in a variety of genres, enriches our student’s experience in creating and responding to dance.
Drama explores how we express ourselves physically and vocally. In creating, students explore the use of facial expressions, gestures, movement, posture and vocal techniques to convey emotional or cultural meaning to both characters and stories. At NAIS Dublin we expose our students to a variety of dramatic forms including creative movement, impersonation, improvisation, mask work, mime, musical, role play, pantomime, puppetry, re-enactment, scripted drama, and skit. In responding, students experience a wide variety of scripts and stories from different times, cultures and places. Our students have opportunities to present their creative work to an audience, to witness their peers in performance and through this become critically aware audience members.
PERSONAL, SOCIAL AND PHYSICAL EDUCATION (PSPE)
In addition to the transdisciplinary programme of inquiry that provides authentic learning contexts for the development of well-being, at NAIS Dublin we have developed an ongoing, balanced physical education programme. Our physical education teachers are encouraged to draw on conceptual understandings from three strands (Identity, Active Living, Interactions) in order to provide meaningful, connected learning experiences for students.
PRIMARY FOREIGN LANGUAGES
The development of language is fundamental to the need to communicate; it supports and enhances our thinking and understanding. At NAIS Dublin, the curriculum is predominantly taught in and through the English language. However, our students also have the opportunity to learn other languages through our Primary Foreign Languages acquisition programme.
These languages are French, Spanish and Mandarin. Every learner benefits from having access to different languages, and, through that access, to different cultures and perspectives. Acquisition of more than one language enriches personal development and helps facilitate international-mindedness.
Any student who accepts a place at NAIS Dublin may be required to study English during Primary Foreign Language lessons.
INTERNATIONAL MINDEDNESS
NAIS Dublin is committed to fostering a view of the world in which people see themselves connected to the global community and assume a sense of responsibility towards its members. We nurture the belief, values and skills that will allow our students to become interculturally literate global citizens who can positively impact the world. The IB Learner Profile represents international mindedness in action. As a school we are focused on the celebration of all cultures and societies. We pride ourselves on our openness and willingness to celebrate all cultural communities in our school.
GLOBAL CAMPUS
At NAIS Dublin students have access to the Global Campus, Nord Anglia’s exclusive online learning platform, where students from our schools around the world learn and develop their problemsolving and creative thinking skills. Your child will work with children their own age from our family of schools, and get a better understanding of what school life and childhood are like in different countries. Through Global Campus, your child has access to one-of-a-kind learning activities from our exclusive collaborations with MIT, UNICEF and Juilliard. The platform is continually developing new learning activities to inspire and engage young minds to discover more about the world around them – from global STEAM activities with MIT, the world’s number one university, to tackling UN Sustainable Development Goals. Global Campus draws on the best in educational technology to create a secure and engaging learning environment for students of all ages. Our teachers monitor students’ activities, so your child is safe whilst they connect with new friends on virtual projects.
MASSACHUSETTS INSTITUTE OF TECHNOLOGY (MIT)
The collaboration between Nord Anglia and MIT ensures that our science, technology, engineering, visual arts and mathematics (STEAM) program is leading edge. Core to the collaboration is the reflection of MIT’s philosophy of ‘Mens et Manus’, ‘mind and hand’, which calls for a hands-on approach to problem solving, reinforcing the values and mission of the IB. Through this approach, our students will develop key transferable skills which can be employed across all academic subjects, and in future careers.
The programme includes the development of yearly in-school challenges which focus on the juncture between the five STEAM disciplines. This recognises that many of today’s innovations arise from the intersection of these different subjects. Nord Anglia teachers are trained annually by MIT staff, hosted by the MIT Museum. Students at our school will also have the opportunity to travel to Massachusetts to participate in an exclusive programme each spring, learning directly from lecturers and students at one of the world’s leading STEAM institutions.
THE JUILLIARD SCHOOL
This multifaceted collaboration with a world-class organisation brings Juilliard’s philosophies of teaching dance, drama, and music to Nord Anglia classrooms around the world. The programme seeks to inspire and equip students with the creativity, curiosity, and cultural literacy to engage with the performing arts throughout their lives. In addition, the programme connects Juilliard’s worldwide network of performers, teaching artists, and curriculum specialists with the schools to provide them with workshops, master classes and performances throughout the school year.
Nord Anglia teachers benefit from training each summer at The Juilliard School in New York to enable them to deliver the programme effectively. Students also have the opportunity to visit annually: learning from artists of this calibre inspires young minds to achieve their dreams, creating an extra dimension to their education.
THE LEARNER PROFILE
The IB learner profile represents a broad range of human capacities and responsibilities that encompass intellectual, personal, emotional and social growth. Developing and demonstrating the attributes of the learner profile provides an important foundation for internationalmindedness and supports students in taking action for positive change.
INQUIRERS
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
KNOWLEDGEABLE
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
THINKERS
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
COMMUNICATORS
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
PRINCIPLED
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
OPEN-MINDED
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
CARING
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
RISK-TAKERS
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
BALANCED
We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.
REFLECTIVE
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
APPROACHES TO LEARNING
Approaches to learning (ATL) are an integral part of our curriculum and complement the learner profile, knowledge, conceptual understanding and inquiry. These skills are grounded in the belief that learning how to learn is fundamental to a student’s education. Five categories of interrelated skills aim to support students of all ages to become self-regulated learners who know how to ask good questions, set effective goals and pursue their aspirations with the determination to achieve them. At NAIS Dublin, our teachers foster and support the development of these skills by providing opportunities embedded in authentic learning experiences. Consequently, this helps our students to develop cognitive and metacognitive skills, which are transferable to different types of learning and school contexts. When combined with the learner profile, development of the approaches to learning will help our students learn how to learn and become self-regulated, active, and agentic learners.
KEY CONCEPTS
Challenging students to engage with significant ideas, concept-based learning is a powerful vehicle for inquiry that promotes meaning and understanding. As concepts are broad and abstract, they help to organise ideas and build understanding across, between and beyond subjects.
KEY CONCEPTS KEY QUESTIONS
Form What is it like?
Function How does it work?
Causation Why is it as it is?
Change
Connection
Perspective
Responsibility
How is it transforming?
How is it linked to other things?
What are the points of view?
What are our obligations?
Key concepts provide a lens for conceptual understandings within a transdisciplinary unit of inquiry. At NAIS Dublin we balance the key concepts across the programme of inquiry at each year level.
DEFINITION
The understanding that everything has a form with recognisable features that can be observed, identified, described and categorised.
The understanding that everything has a purpose, a role or a way of behaving that can be investigated.
The understanding that things do not just happen; there are causal relationships at work and that actions have consequences.
The understanding that change is the process of movement from one state to another. It is universal and inevitable.
The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
The understanding that knowledge is moderated by different points of view which lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or subject-specific.
The understanding that people make choices based on their understandings, beliefs and values, and the actions they take as a result do make a difference.
ASSESSMENT
In the PYP curriculum, teachers monitor, document, measure and provide feedback on student learning. Learning is viewed as a continuous journey, where teachers identify students’ needs and use ongoing assessment and feedback to plan the next stage of their learning. Teachers use a wide range of assessment strategies to collect information on each of the elements represented in the curriculum: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of the attributes of the learner profile and the ability to take responsible action. Please see the Assessment and Feedback policies for more detail.
REPORTING TO PARENTS
Reports provide a formal statement about a student’s performance and are sent home at the end of the Autumn and Summer terms. Each report explains to parents how their child is progressing in the learning process, their strengths and any areas where more focus is needed. Reports are clear, concise and include comments about the student’s development of the attributes listed in the IB Learner Profile. Reports are published to parents electronically via the Toddle Family app. In Early Years there is one report in the Summer. Regular written feedback is provided for parents through observations on Toddle.
PARENT-TEACHER CONFERENCES (PTC s)
In the PYP, formal Parent-Teacher Consultations are held twice a year. The first meeting is held between the parents and class teacher within the first half-term and has a pastoral focus. In term 2, parents have the opportunity to attend their child’s Student Led Conference. Your child will share with you, their work that they are proud of and update you on their progress.
ACTION
When exploring each unit of inquiry students are encouraged to take meaningful action to promote and foster international mindedness.
Action can be demonstrated through a variety of ways:
PARTICIPATION
Contributing as individual or group.
ADVOCACY
Action to support social, environmental, political change.
SOCIAL ENTREPRENEURSHIP
Innovative, resourceful and sustainable social change.
THE PYP EXHIBITION
LIFESTYLE CHOICES
SOCIAL JUSTICE
Relation to rights, equality and equity, social well-being and justice.
E.g. consumption, impact of choices.
In the final year of the PYP, students take part in a culminating and collaborative experience known as the PYP Exhibition. This involves students working together to conduct a student-led inquiry into real-life issues or problems that they are interested in and passionate about. This is both a demonstration of student agency and a reflection on students’ capacity to orchestrate their own learning. Students collectively synthesise all the essential elements of the PYP in ways that can be shared with the whole school community.
This powerful and authentic process for assessing student understanding, represents a unique and significant opportunity for students to demonstrate the attributes of the IB Learner Profile developed throughout their engagement with the PYP. It also provides our students an opportunity to showcase and celebrate their readiness for the next phase of their learning journey. As a continuum school, we ensure that there is comprehensive and thorough process to ensure a seamless and effective transition into the Middle Years Programme (MYP) and the Exhibition is a significant part of this.
GLOSSARY
Action: The act of engaging individually and/or collaboratively with local, national and global challenges and opportunities.
Agency: Agency is a philosophical, sociological and psychological idea that acknowledges humans as active participants in their own lives with the capacity to initiate intentional action.
Approaches to Learning: Approaches to learning refers to a range of skills that help students guide, support and structure learning.
Assessment: Assessment is the monitoring, documenting, measuring and reporting on learning. Assessment involves reflection and feedback that occur at all stages of learning and teaching.
Central Idea: A central idea is a conceptual understanding, written as a statement, that invites inquiry and reflects the transdisciplinary theme.
Concepts: Concepts are powerful, broad and abstract organizing ideas that may be transdisciplinary or subject-based in nature.
Early Years: The early years apply to ages 3–6. These years represent the foundational period for the development of positive social, emotional, cognitive and physical outcomes in future years as a result of the rapid rate of brain development occurring at this time.
Exhibition: The exhibition is a culminating and consolidating learning experience or inquiry project in which students, with the support of a mentor, demonstrate their understanding of an issue or opportunity that they have selected and investigated, both individually and with their peers.
Learner Profile: The IB learner profile represents a broad range of human capacities and responsibilities that encompass intellectual, personal, emotional and social growth.
Lines of Inquiry: Each unit of inquiry contains three or four lines of inquiry; these are written as statements or phrases.
Programme of Inquiry: The structure that articulates loosely what, when and how to explore the transdisciplinary themes from 3–12 years
Transdisciplinary: Transdisciplinary is an approach to learning and teaching that is integrated— going across, between and beyond subjects.
Unit of Inquiry: A unit of inquiry is a method of organizing the learning that takes place within a transdisciplinary theme.
The IB is taught in over 5,000 schools around the world and globally renowned for giving students a lifelong love of learning. The IB curriculum encourages independence and critical thinking in our students unlike any other programme. An education at Nord Anglia International School Dublin takes students beyond the course content – to a place where curiosity and learning become a way of life.
For further information on the IB programme, visit www.ibo.org
