Middle Years Programme
From ages 11-16, our students take the International Baccalaureate Middle Years Programme, or IB MYP, a challenging and balanced curriculum that creates creative, reflective thinkers.
Building a Broad Knowledge Base
Students cover the major disciplines, gaining a broad education with the option to specialise in later years. Subject groups include:
- Language and literature
- Individuals and societies
- Sciences
- Mathematics
- Arts
- Design
- Physical and health education
- Language acquisition
They undertake MYP eAssessments in Grade 10, resulting in an internationally-recognised certificate.
“I like my visual arts class because I find it quite relaxing and enjoyable. For our physical and health education class, I love the netball games unit because I like sports in general, and I find this unit fun to do.”
Grade 9, AKA Maputo
Adriana da Costa
Personal Project Journeys
Throughout the MYP, the students connect their classroom work to the wider world. They connect knowledge from different disciplines to solve problems collaboratively, bringing critical thinking to global issues. They consider the needs of their local communities or wider society, and initiate their own projects to bring about positive change. Each element contributes to students’ ethical leadership training, enabling them to emerge as transformative young leaders.
In the past, our students have worked on various personal projects that have positively impacted their local communities. For example, students have delivered English language classes, developed a safe water filtration system, spread awareness about the negative impacts of plastic pollution on the environment and much more.
Teaching English in the DRC
“My personal project focused on hosting English language classes for people in my hometown in the DRC. By the end, participants created a role play in English to show how they used the language in different areas of daily life.
To run my project, I planned each lesson plan carefully to help me track everyone’s progress. A lot of research was needed to make sure I was teaching with the right techniques, and I often communicated with school teachers for their feedback. I also encouraged participants to keep practising English at home
I was nervous when I began my project, but within two days, I received positive comments and feedback from the group. They felt comfortable with me, and I felt the same. The project taught me to manage my time, improve my organisation when planning lessons and use technology effectively during sessions.”
Amisha Lakhani, Grade 10, AKA Maputo
