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Academic Framework

Our academics will deeply resonate with our vision to make learning engaging, relevant, effective, integrated, holistic and of course enjoyable for students. We will be committed to a high quality and challenging international education that will encourage our students to think independently and drive their own learning. Our curriculum will address not only cognitive development but social, emotional and physical well-being that will prepare our students in an increasingly and rapidly changing globalized world.

Aarth Universal School

Aarth Universal School

Primary Years Programme

Aarth Universal School
Aarth Universal School
Aarth Universal School

Maths Programme

Inspired by the Maths Programme at University Child Development School, Seattle, USA, our Maths programme involves a multidisciplinary approach. Each student enters the Maths Booster task from an area of strength and then works through their areas of challenge. The open-ended real world problems based on the characters of the Read Aloud/unit/current events or situations, etc. and presented in a story form, have the students completely involved and engaged in the Maths task. There are multiple entry points to a Maths Booster story problem. It allows the teacher to understand the student’s thinking and enables them to guide students individually.

Maths is not only about calculations and it is not always a silent activity. It involves listening, talking, moving around, observing and discussing. The students approach a Maths Booster story problem differently based on their unique learning styles and the rate at which they can process and grasp the information. The Maths Booster stories are designed to enable every child to identify himself/herself as a mathematician and achieve success. It is very different from a traditional teacher-driven lesson. The initial thinking and processing is done by the students which is followed by the teacher guidance based on the steps taken by the students. Maths Booster involves Build, Record, Write an equation where the students demonstrate their thinking visually using Maths manipulatives like Pattern Blocks, Base Ten Blocks, Unifix Cubes, etc., represent their work artistically using representational colours, shapes, numbers and write an equation to explain their mathematical thinking.

Maths Skills is another element of our Maths programme. The children are divided into small groups based on their ability/skill/understanding of a particular Maths concept. Targeted skill development through games and other fun activities will be enforced in each of the groups. The groups are flexible and dynamic, based on the student abilities and the concept being explored.

Language Programme

We have an interesting and comprehensive Language programme at Aarth.

Our unique Reading and Writing programme begins right from the Early Years. We celebrate love for literature by encouraging reading throughout the day through different parts of our programme such as Rest and Read (Early Years), Read Aloud, Literature Circle and DEAR (Drop Everything and Read). The base for fiction and non-fiction writing begins from the Early Years through Express and Bulletin. The students go through the entire process of writing starting from the brainstorming stage to the final finished product while exploring various genres as part of the Writer’s Workshop in the Primary Years.

Our Language programme includes whole class and/or small group engagements, need-based flexible groups and also individual student-teacher conferencing. To build their reading and writing skills, the students across PYP also participate in targeted Language Labs. The Language Lab provides regular practice with a group of peers at a similar level. Groups are formed based on the grade-level expectations and the abilities of the children. These groups will be reevaluated throughout the year to ensure that each student continues to work at an appropriate level to stretch their skills. 

Phonics is an essential element of the language programme at Aarth, especially the Early Years. Phonics allows young readers to develop their reading comprehension and decode new words as they read. With practice, this action becomes so automatic that they are able to easily understand the overall meaning of words while they are reading. Understanding of the letter-sound relationship enhances their writing skills as well.

In addition to our Library which has a vast collection of books across various genres and grades, every class has their own Class Library. The Class Library includes a variety of books based on the reading level of the students and also takes into consideration the diverse interests of the students. The children are encouraged to pick a book of their interest, be it fiction, fantasy, adventure, non-fiction, etc. Various elements of our Language Programme and the events in school like the Literary Week, Bell to Read, etc. are designed to inspire students to develop a love for books.

Multi-age classrooms

Research shows that people learn at different rates and in different ways. At Aarth, we acknowledge that children of the same age can be at different stages of their learning. Inspite of being of the same age, they could be at different places physically, academically, emotionally and socially. 

Multiage classrooms provide multiple opportunities for students to collaborate with a wide range of peers who have diverse abilities and diverse approaches to problem solving. Students see their peers as a resource; they learn from each other. Multi-age classrooms also help in enhancing social skills. They build relationships with a wider variety of children – both in terms of age and ability. The children are more likely to be cooperative than competitive. They learn to collaborate and use multiple strategies for resolving conflicts. Multi-age learning provides a holistic socio-emotional development and a strong friend circle.

Our multi-age classrooms and differentiated curriculum are designed to meet the diverse, unique and changing learning needs of students. We believe that learning is a process and not a product. Accordingly, the teachers are able to meet the students where they are and stretch them further in their learning journey. The students are challenged based on their individual levels of understanding. They do not get labelled according to their ability as fast or slow learners. They learn at their own pace. The teachers design learning experiences and assessments keeping the diverse and unique needs of the students in mind. The dynamic and flexible nature of the curriculum keeps the problem solving fresh and exciting for students and teachers. 

Language programmes

At AARTH, we wil be recognizing the importance of developing and maintaining students’ literacy in their mother tongue, English, Hindi and a Foreign Language. The primary language of instruction will be English. Students whose English language competency does not meet grade level requirements, will be supported with an English as an Additional Language (EAL) programme.

Mathematics programme

At AARTH our Mathematics curriculum will aim to provide a sequential, activity-based programme that will enable students to learn through the provision of developmental experiences that relate to real-life situations. Teachers will provide Maths lessons in conjunction with national and international standards progression points. They will provide extra support through individual learning improvement plans where required.

Design and Technology

AARTH will be providing a new and dynamic educational landscape where our student’s learning will be raised in digital spaces. Students will get to use and appreciate different kinds of information, related skills and digital platforms. The school community will ensure that students gain a positive educational experience by understanding how to use the internet and web-based devices safely, responsibly and smartly.

Physical Education

We will be providing a curriculum to every student with the opportunity to develop into a physically-educated person; one who learns skills necessary to perform a variety of physical activities is physically fit and understands the benefits of involvement in physical activity and its contribution to a healthy lifestyle.

Visual and Performing Arts

Our Arts programme will provide a way for each student to understand their own cultural context and create art within that context to explain their country, their culture and their society to the worldwide community. The language of arts, such as musical notations, gestures, images and movement will give our students skills of creative processes that are likely to be essential for 21st-century citizens.

Assessment and Reporting

Assessment and reporting will be an integral part of the teaching and learning programme at AARTH. Assessment tasks will include tests, observations, peer discussions, work samples, presentations, performances and projects. Criterion-referenced assessment will be the basis of all formal assessments at AARTH. We will be reporting to parents and students both formally and informally.

Co-curricular Activities

AARTH will offer a mix of co-curricular activities that are age-appropriate, challenging and engaging. These programmes, be they performing arts, crafts or sports, will be open to all students so as to help them develop skills and an appreciation of life-long learning, having fun and learning to play as a member of a team.


As a core component for AARTH students, the action-oriented approach will encourage our students to be involved in activities as individuals and as part of a team that will take place in local, national and international contexts. Through experiential and service-based learning, there will be an enhancement in their personal, interpersonal, social and civic development.

Language Programmes

Students will be exposed to the English, Hindi and Gujarati languages throughout the Early Years. The context of learning would be imaginative and symbolic play with teacher-led activities. As the student will progress through the Early Years, there will be gradual acquisition of the literacy skills needed for primary school.

Mathematics Programme

Throughout the Early Years, Mathematics instruction will rely heavily on the use of manipulatives. The programme will be based on the understanding and application of basic foundational number concepts, measurement, money, logical thought, spatial sense and estimation. Students will be taught through activities and experiences which will incorporate investigation, problem solving, cooperative group work and practical application of Mathematics.

Information & Communication Technology (ICT)

Our school believes that digital learning plays an important role in the education of 21st century students. So, right from the Early Years onwards, we will be offering a comprehensive ICT programme . All classes will be equipped with a TV or a multimedia projector.

Physical Education

AARTH will take pride in its excellent PE facilities. The curriculum will be devised such that every student is provided with the opportunity to experience a range of sports. This will enhance a wide range of skills and attitudes, which will enable every student to follow an active and healthy lifestyle.

Visual and Performing Arts

We believe in integrating the arts by combining core content areas with Visual Art, Music, Drama and Movement to provide students with the opportunities to express themselves by way of a creative outlet.

Assessment Philosophy

Our assessments will support individual students in achieving progress in their learning. Ongoing assessments will be an integral part of the learning and development progress. Provision will be made for observation through experience and play-based learning. These will be recorded in a variety of ways – photographs, videos or anecdotes.

Co-curricular Activities

A quality co-curricular programme will inspire and extend the interests, talents and skills of students. We will be offering a range of co-curricular activities that will allow every student to pursue their passion through age-appropriate developmental stages.

Community Service

Students at AARTH will be participating in community service activities because we believe that a little sacrifice goes a long way. Our Early Years students will get an opportunity to learn the value of helping people in need and of caring for the environment.

A peep into a week of a PYP Aarthian

Meet and Greet
Quality Circle Time
Community Time
Class Meeting
Rest and Read
Literature Circles
Lunch and Recess
Express, Bulletin and Journal
Writer’s Workshop
Book Buddy
Read Aloud

Meet and Greet

The day for Aarthians begins with greeting each other with a ‘Namaste’ followed by play time in the lush green lawn at the campus. Amidst the fresh air and the warmth of the morning sun, the Primary students enjoy fun games with each other that energises their mind and body.

The end of Meet and Greet time is marked by the sound of ‘OM’ that guides learners to assemble in the common area where all members of the school participate in the chanting. With a nourished mind, body and soul, Aarthians are now ready for a day full of learning and exploration.


Gone are the days when mornings at school began with teachers calling out names for attendance. The Primary students at Aarth begin the day by signing in using a prompt question. An open-ended question that is related to the ongoing unit, local/global context, social emotional learning, or sometimes just fun. These thought-provoking questions set the tone for the day.


We feel that everything is possible when we explore. Exploration results in knowledge and insight, which means that as you explore, you improve. At Aarth, the Early Years’ students are encouraged to explore in order to improve their learning. They think more critically and approach problems from a multidisciplinary perspective. They are given a variety of tools, settings, and suggestions to explore and develop their creative abilities during Explore sessions. This is also a time to practise problem solving skills, communication skills and social skills.

Quality Circle Time

Everyday the students at Aarth enjoy a few minutes of excellent Circle Time with teachers and classmates. They get a chance to spend time together in a meaningful way. They are able to enjoy the activities more because they feel protected and secure. They interact with one another and know more about one another, which enables them to relate their own lives to those of others. Teachers and students talk about their feelings, the day, and their families. They also enjoy wiggles and rhymes during QCT.

Community Time

Once a week or more, based on the need, all students gather and participate in varied activities. In mixed-age groups, students enjoy playing, creating, inventing, exploring and much more. Such experiences support children in building healthy relationships with their peers and forming close-knit bonds. Based on the need, this community time is also utilised to identify solutions for concerns brought out by members of the school community. This practice provides an opportunity for learners to hone their problem-solving skills as they brainstorm probable solutions.

Class Meeting

Class Meeting is also an integral part of an Aarthian’s life. Students have the chance to discuss any concerns they are having in class or at school during this time. They improve their ability to interact with others and solve problems as a result. Meetings foster open, safe spaces for students to express their feelings, voice their issues, and find assistance.

Rest and Read

Rest and read is exactly what it says. Just rest and read. No teacher intervention. The children in the Early Years enjoy a relaxed and self-directed reading time. This is the time for them to pick a book of their choice, find a comfortable spot and have a calming and relaxing time with the book.

Literature Circles

This is an intense, thoughtful discussion around fictional/non-fictional books that are aligned with the learning of the unit. The students enhance their communication skills and social skills as they gather in small groups to discuss and appreciate ‘literature’ using the Literature Circle books as a medium. In the Early Years, the children share their thoughts about the characters, the illustrations, etc. They discuss their favourite page, make connections with the characters, situations and the on-going unit. Step into different roles as Character Sketcher, Sequel Person, Intent Investigator, Word Wizard, Summarizer, Discussion Director, etc. in the Primary Years, the students bring in their own perspectives for a book which leads to insightful, engaging conversations and further supports their inquiry journey


Self Organised Learning Environments (SOLE), popularised by Dr. Sugata Mitra, an education scientist, is an approach designed to promote inquiry and foster self-directed learning. During SOLE sessions, using the internet, the Primary students work in mixed groups to find answers to a Big Question that fires up their curiosity and imagination. Without an easy answer, Big Questions reach across many disciplines and subjects to provide a deep, meaningful context for exploration. Developing 21st-century skills such as digital literacy, collaboration, communication skills and critical thinking are key elements of SOLE.

Lunch and Recess

Following our culture students have their lunch sitting on the floor which helps the muscles in our abdomen to be activated which helps in increased secretion of stomach acids – making it easier to digest food. Sitting on the floor to eat is considered the best position to eat food. We provide a wide range of nutritious food and tasty food in our cafeteria, which includes Indian as well as international foods.

After the meal all students enjoy their recess time. They make themselves comfortable with the game which they want to play. They enhance their social skills by interacting with the buddies across grades. Recess time also provides opportunities for the students to problem solve.

Express, Bulletin and Journal

During Express sessions, the students imagine and share their thoughts by illustrating them and writing about them. Through this they enhance their imagination skills.

Students depict and write on real-world topics in the Bulletin programme. Because it is nonfiction, it helps children reflect on real events that have happened with and around them.

In their Journals, the students respond to a given prompt. The prompts could be related to the units of inquiry, events or about the likes, interests and feelings as well. The students respond using illustrations and words..

These are elements of the Language Programme in the Early Years. They are learner-centred and differentiated programmes to enhance their understanding about sound and letters. It gives them the opportunity to understand the difference between fiction and non-fiction and also enhance their creativity and art skills. Illustrations form a framework for the writing programme in the Early Years.

Writer’s Workshop

An extensive writing programme, our Writer’s Workshop has been designed to meet the holistic needs of improving overall writing skills. This programme allows for an in-depth exploration of various writing genres over the course of an entire unit. It includes fictional genres such as story writing and science fiction, as well as non-fictional genres such as formal and personal letter writing, persuasive writing, personal narrative, and so on. After brainstorming various topics to write about, students draft and redraft their work based on the feedback they receive until they are ready with the final draft. The rigorous process of self, peer and teacher assessment not only just helps the students improve in different areas of writing but also contributes to developing the mindset of accepting and providing specific, helpful feedback in order to grow. As writers, students frequently put themselves in the shoes of others to write from their point of view, be it personal narrative writing or biography, allowing them to be more open-minded and empathetic learners. Different assessment tools such as Rubrics, Checklist etc, often created in collaboration with students, help them envision their learning goals as students go through the process of writing.

Book Buddy

One of the highlights of the learning at Aarth is Book Buddy, which helps students improve their communication, reading, and listening abilities. Students have the chance to interact with peers from other grades by reading aloud to and listening to one another. Additionally, it improves social abilities, which lessens problems on the playground. Teachers carefully select class pals by considering an age difference of at least two years between the kids. Such multi-age interactions help children bond and build relationships with their peers across grades.

Read Aloud

The unit Read-Aloud is a meaningful and impactful book that aids to the student’s understanding of a unit’s learning throughout the inquiry journey. It also provides the opportunity for teachers to design open-ended Maths Booster problems picking events and characters from the book which makes it relevant and interesting for the students. As students empathise and live the experiences of the characters and see the world from the lens of different perspectives, it adds value to their social-emotional growth as well. An interactive session, the Read Aloud accommodates insightful discussions that enhance students’ communication and thinking skills as well as improve their listening and comprehension skills.


A focused reading time for all students that aims to promote independent reading and improve reading fluency as well as comprehension skills. It meets the varied needs and interests of all students as they can choose any just-right book from their Class Library. In the Primary classes, during DEAR Time, students have access to the dictionary, which helps them simultaneously develop their vocabulary and dictionary-use skills. During the DEAR time, the teacher observes and records data about students’ reading abilities. In the end, as part of reflection, the Primary students respond to any of the questions in their DEAR Log, expressing their thoughts and opinion about the book they have read.

Middle School

The AARTH Middle School curriculum will be relevant, challenging, integrative and exploratory. It will be based on challenging international standards and will include learning activities that create opportunities for students. The curriculum will provide direction for what young adolescents should know and be able to do. It will support them in developing the attitudes and behaviours needed for a full, productive and satisfying life.

The International Baccalaureate (IB) Middle Years Programme (MYP) is an international, advanced learning program designed especially for students between the ages of 11 and 16. The goal of the IB Middle Years Programme is to give students advanced learning opportunities through a curriculum that’s tailored to their developmental stage.

To help you get acquainted with the IB MYP, we’ll provide a full explanation of the following in this article:

  1. What is the IB Middle Years Programme?
  2. How do students benefit from doing the IB MYP?
  3. What is the IB MYP curriculum?
  4. How is IB MYP different from other curriculums?
  5. MYP curriculum is both advanced and demanding
  6. Where is the program available, and how to find schools that offer the IB MYP?

1. What is the International Baccalaureate Middle Years Programme (IB MYP)?

The International Baccalaureate Organization, or IBO, offers four advanced learning programs for students that can be implemented in schools around the world.

  • IB Primary Years Programme- 3-12 yrs
  • IB Middle years Programme- 11-16 yrs
  • IB Diploma Programme- 16-19 yrs
  • IB Career related Programme- 16-19 yrs


The Middle Years Programme (MYP) is one of the four IBO learning programs and is designed to educate students aged 11 to 16 for this mission. The Middle Years Programme is offered at authorized schools in almost 100 countries and can be seamlessly integrated with local educational requirements.

The MYP is a five-year program that participating students typically begin at the age of 11 and complete by 16. However, there are also abbreviated versions of the MYP, organized into two, three, and four year formats. Individual schools that are authorized to offer the IB MYP are responsible for selecting the version of the program that they’d like to offer their students. Consequently, you’ll need to check with your school to see which version of the IB MYP it offers to students.

Regardless of which version of the IB MYP is offered at your school, all versions of the MYP offer students a challenging series of courses that connect their studies with real-world issues and circumstances. You’ll get a great education regardless of whether you take the full-length or the abbreviated IB MYP!

While authorized IB middle schools and high schools have some freedom in how they choose to put the MYP into practice, the International Baccalaureate Organization encourages schools to implement the programme the way the IBO intended: to be inclusive of students with a wide array of interests and academic abilities. This means that, unless an authorized school chooses a different approach, any student attending the authorized school can participate in the IB MYP.

2. How do students benefit from the IB MYP Programme?

The MYP encourages students to build confidence in managing their own learning and develop a personal understanding of global challenges and responsibilities within their community, whilst building a sense of self and a greater awareness.


  • Promotes active learning, international-mindedness, and empathetic thinking:

The MYP is designed to help students grow to exhibit the IB “learner profile,” which includes the following traits:

Inquirers Knowledgeable Thinkers
Communicators Principled Open-minded
Caring Risk-takers Balanced


MYP students will use these skills to explore and interrogate a wide range of local, national, and global issues and ideas while taking MYP courses. The IBO’s goal is to equip MYP students to think creatively, critically, and reflectively so they can make the world a better place.

The IB Middle Years Programme offers many benefits for students that gives the opportunity to direct their own educational journey, prepare for careers in global relations, and successfully complete the IB Diploma Programme should they choose to continue on to complete the IB Diploma Programme.

  • Active role in shaping their education

The IB MYP allows its students to have a more active role in shaping their education, including what they learn, how they learn it, and what they research or study for projects and papers. MYP students will frequently collaborate with MYP teachers and their MYP peers to create unique learning experiences tailored to their specific interests and goals. Students who struggle to feel engaged or stimulated by typical classroom teaching techniques often thrive in the unconventional approach employed in IB middle school and high school courses.

  • Prepares students for their future careers

One of the foremost goals of the program is to enable students to inquire into real-world issues and ideas on a local and global scale. The curriculum is designed to give students a strong foundation in politics, diplomatic relations, or just doing work that involves pursuing peace in the world. This kind of critical thinking is a crucial skill for politicians, diplomats, and other professionals who are involved in international relations and global peace-making/keeping.

  • Able to hone crucial critical thinking skills

The programme is devised to help students develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. This implies a “living curriculum”, one which calls for more than “knowing”: it involves reflective thinking, both critical and creative, about ideas and behaviour. The MYP’s imperative to promote and encourage learning by doing in the real world. This knowledge will help students as they move into college and enter their future career fields. Finally, the IB MYP is the best preparation available for the IB Diploma Programme (DP), which allows students to complete college-level work and earn college credit. The MYP lays the groundwork for successful completion of the IB Diploma. In other words, students who complete the MYP won’t be surprised by the high expectations and advanced coursework that are part of the IB Diploma Programme.  



3. What is the Curriculum for the IB MYP?

The IB MYP designs its own curriculum that is simultaneously challenging, flexible, and compatible with an individual school’s mission and goals. Since global awareness and change is an important goal of the IB programmes, the curriculum for the IB MYP is built upon six concepts that are situated into global contexts:

  • Identities and relationships
  • Personal and cultural expression
  • Orientations in space and time
  • Scientific and technical innovation
  • Fairness and development
  • Globalization and sustainability

These six themes are incorporated into each of the program’s subject groups and inform the issues and questions that individual courses address.

The IB MYP curriculum offers courses that fall into eight subject groups:

  • Language acquisition
  • Language and literature
  • Individuals and societies
  • Sciences
  • Mathematics
  • Arts
  • Physical and health education and
  • Design

Authorized IB middle schools and high schools are required to provide at least 50 instructional hours in each subject area every year.

Each year, MYP students are also required to engage in at least one interdisciplinary unit, which combines topics from at least two of the courses listed above. The goal of the interdisciplinary unit is to help students recognize the connections between the questions asked by different disciplines in order to integrate those disciplines and create new understandings about the world.

The most important assignment involved in the MYP curriculum is a long-term project (called “the Personal Project”) that is required of each MYP student in Year 5 of MYP (Grade 10). In completing this long-term project, students are able to determine what they want to learn about, identify their existing knowledge on their chosen topic, discover what they will need to know to complete the project, and define the criteria for completing the project. The project is completed over an extended period of time so as to give students time to reflect and reshape their project’s outcomes.

Students who meet the success criteria for the IB MYP at the end of their time in the program will earn a formal, internationally-recognized certificate. MYP students’ work is assessed by both the MYP and their local school using ePortfolios of students’ coursework, including the Personal Project, and a two-hour, on-screen examination. You can learn more about the ways the IB ensures that assessments for the MYP are meaningful and fair on their website.

  1. How is IB MYP different from other curriculums?
Indian Curriculum IB Curriculum
The general tendency of local  boards is to push for the curricula-based system. While the assessment of students is made on their understanding of the subject, there is no assessment of such parameters like critical thinking, questioning skills, etc.


The IB curriculum has assessments based on many parameters like critical thinking, questioning skills, etc.

The IB, on the other hand, has a different set of values and core motive. Here is a short summary of four ways how IB is different. The IB curriculum is a well-researched curricula that encourages students to think critically and challenge the status quo. In other words, it encourages the students to question everything that they see around them.

Local boards have of late adopted some measures of assessing students not just on curricula but on other parameters too. But still, the emphasis is more on the curricula. This can be clearly gauged from the fact that local boards take the lead in conducting few competitive exams across India. The clear motive of these competitive exams is for getting into higher studies within India.


The IB does not take or support any country-specific education systems. They rather adopt a research-based approach.

The IB gives exposure to students for analysing an issue in local and global contexts. This gives them a 360 degree perspective on any issue.

The IB strives to produce students who are truly multilingual. It is a known fact that multilingual students have a better understanding of their exposure to different cultures.


International Curriculum IB Curriculum
International General Certificate of Secondary Education (IGCSE) is a UK based education program and is modeled after the British GCSE program. International Baccalaureate (IB) was founded in Geneva, Switzerland. The IB focuses on inquiry-based learning and provides a broad range of experiences to students.


Both IGCSE and IB grade 10 students take written examinations at the end of their courses before entering university. Grade 9 students are given the flexibility to choose subjects that best meet their abilities and interests. Both programs adopt a holistic approach towards education.
IGCSE is a broad and balanced curriculum designed for students of all abilities. They are given a choice between core and extended curriculum. In general, IGCSE is designed for the more academically inclined students. It tends to focus more on knowledge gathering and leaning towards examination-based assessments.


IB stresses on improving global mindset competencies. It is an intense curriculum for both teachers and students. The program can be quite demanding as students are required to develop in-depth knowledge of the general subjects taught in class.

All IB students must take part in humanitarian work. The grade 10 students will spend almost a year working on personal projects (PP). PP requires in-depth analysis  in research which can be quite challenging to some students.

IGCSE program has a more structured curriculum. The curriculum is pre-designed. Books and teaching instructions are provided clearly by Cambridge University.


IB teachers focus on conceptual learning and are heavily involved in designing courses based on the six global contexts.


IGCSE is often seen as a more affordable option. it is a more affordable programme.


IB is often being viewed as an “elite” education program. Pursuing the IB program can be costly as it is expensive to implement due to the use of modern technology to support student learning.
IGCSE has a letter-based grading system: A*, A, B, C, D, E, F, G, and U (ungraded). IB uses the scale of 1-7 to assess and report on a student’s performance.

Some universities required IB diploma students to score at least a 5 to be eligible to join their programs.


  1. MYP curriculum is both advanced and demanding

The IB MYP asks students to take some responsibility for their learning by encouraging them to develop their own academic interests. The coursework is designed to encourage students to explore their learning preferences, develop a sense of personal identity, and become responsible global citizens. This level of “freedom” could make some students uncomfortable, especially those who find the structure and predictability of regular classrooms comforting.

Students who have not had the opportunity to practice designing their own projects and deciding what they need to learn may experience some friction when the MYP Personal Projects are assigned as well. The Personal Project asks students to take almost total ownership of their learning.

Students who are accustomed to being told how and what to learn may struggle to get started and find a direction for their Personal Project. But the plus side is that the MYP is designed to teach students how to manage their own research…so even if you’re not confident about learning independently now, you will be by the time your Personal Project rolls around.

One final thing to keep in mind about how hard the IB MYP program is, is that the MYP incorporates some out-of-school requirements. A key component of the MYP is community service, and many schools that implement the MYP require MYP students to serve a set number of hours in the community each year. For students who already have a demanding extracurricular schedule, the community service hours requirement could prove difficult! This can also be particularly tough for students who don’t have access to reliable transportation since these opportunities usually take place off campus.

While the MYP curriculum is both advanced and demanding, the great thing about the IB MYP is that it aims to develop students who are able to ease into these new types of learning experiences. Students who may feel intimidated by the flexibility and freedom offered by the MYP will receive support and encouragement along the way so that they can succeed in the MYP’s learning environment!


  1. Where is the program available, and how to find schools that offer the IB MYP?

The IB Middle Years Programme is hosted by certain schools around the world that have completed an authorization process through the International Baccalaureate Organization.

Becoming an authorized IB middle school or high school involves professionalization training for the school’s faculty, securing adequate financial support, and passing a trial implementation of the MYP.  Schools that successfully receive authorization are called “IB World Schools.” Students who attend an IB World School will have the opportunity to participate in the IB MYP!

If you’re looking for a full list of schools that are authorized IB World Schools, check out the online IB World Schools Yearbook. This digital “yearbook” is the official guide to schools offering IB programmes. You can search specifically for your school, or browse a full list of the authorized IB MYP schools.


Senior School

AARTH will offer a balanced learning environment where students will explore several areas of study to find their strengths and reach their potential. Students will be accompanied in the learning process and strongly encouraged to become independent learners. Our career counselling programme will ensure the continuity of our student’s studies and help them enter universities in India as well as across the world.