Lower Secondary

Our Lower Secondary Programme provides a broad, balanced, and academically rigorous learning experience designed to prepare students for Upper Secondary and beyond.

In Grades 7 and 8, students learn through the Cambridge Lower Secondary curriculum within the IB MYP framework. In Grade 9, students continue within the IB MYP framework while beginning their Cambridge IGCSE studies, creating a strong bridge towards their next stage of learning.

Students engage in a wide range of subject areas, including Languages, Mathematics, Sciences, Individuals and Societies, Design, Arts, and Physical and Health Education.

Cambridge provides a strong academic foundation and structured progression, while the IB MYP framework enhances learning through inquiry, conceptual understanding, global contexts, and international-mindedness.

Students are encouraged to move beyond memorising information by asking meaningful questions, investigating ideas, and making connections across subjects. Through learning in meaningful personal, local, and global contexts, they develop a deeper understanding of how their learning connects to the world around them.

Our curriculum also prepares students for a rapidly changing future shaped by technology, artificial intelligence, innovation, and global change. By applying their knowledge to real-world situations and unfamiliar challenges, students develop the adaptability, critical thinking, and problem-solving skills needed to thrive in an evolving world.

At this stage, students are not only developing subject knowledge, they are also learning how to become effective, independent learners.

Through the IB MYP Approaches to Learning (ATL), students develop essential skills that support them across subjects and help them apply their learning in new and unfamiliar contexts.

Students strengthen their abilities in:

• Communication: expressing ideas clearly and engaging effectively with others
• Collaboration: working productively and respectfully with different people
• Thinking: developing critical, creative, and reflective thinking
• Research: asking questions, investigating information, and making informed decisions
• Self-management: organising their learning, managing their time, and responding to challenges with resilience

These skills are developed both inside and beyond the classroom. Through projects, competitions, clubs, student leadership, service opportunities, and other meaningful experiences, students are encouraged to explore their interests, collaborate with others, and apply their learning in different contexts.

Through Service as Action, students also have opportunities to connect their learning with meaningful contributions to their communities and environment. By taking action, students develop empathy, responsibility, leadership, and an understanding of how they can make a positive impact.

This approach helps students take increasing ownership of their learning and develop the confidence, adaptability, and independence needed to navigate new challenges.

We believe that wellbeing and learning go hand in hand throughout the secondary years.

Every student is known, supported, and challenged to succeed. We recognise that each student has different strengths, needs, and aspirations, which is why our approach focuses on providing the right support at the right time.

Through our Multi-Tiered System of Support (MTSS), Student Wellbeing Centre, counselling, and academic support structures, support is designed to be proactive, responsive, and individualised. Students may receive intervention, enrichment, guidance, or additional challenge based on their individual needs.

Wellbeing is a shared responsibility. Students, families, and staff work together to create a supportive environment that helps young people grow into confident, resilient, and responsible individuals.