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We are an approved MYP IB school and our classes and curriculum are well equipped to help students experience the challenges of the program. The IB aims to do more than the curricula by developing enquiring, knowledgeable and caring young individuals who are motivated to succeed.

Khalsa School Malton


The MYP principles are deeply rooted in intercultural awareness, holistic education and

communication. We at Khalsa School believe in the same and hence the students in grade 6-8 are

exposed to and immersed into curriculum that ensures that the students do not see knowledge as

compartments but view it as a whole, where each part is significant.

The students study eight subject groups and there is equal importance given to each subject

group as shown in the IB MYP curriculum model. The minds of adolescents is constantly

questioning and inquiring, this inherent ability of the students is explored by the areas of

Interaction, which are the context through which the students are guided to view the world

around them, and they provide the students with the initiative to inquire and explore, rather than

just accept knowledge.

The MYP provides a rigorous and challenging course work, where there is constant feedback

regarding the progress that the students is making, the ways the student can improve and the

areas where they should focus. The feedback given to the students take into account individual

learning style and learning rates.


The areas of interaction are put simply, the context through which the curriculum content

interacts with the real world.

In the programme model, the distinctive core of the five areas of interaction surrounds the

learner. They are common interactive themes embedded in the subjects groups, but they are not

subject disciplines in their own right. They are common to all discipline and require all teachers

to teach their subject content in a way that encourages students to become increasingly aware of

the connections between their learning and the real world. The areas of interaction can also be

described as five broad areas of student inquiry


The five areas of interaction are described briefly below :

  •  Approaches To Learning (ATL) Through ATL teachers provide students with the tools to enable them to take responsibility for their own learning, thereby developing an awareness of how they learn best, of thought processes and of learning strategies.

  •  Community And Service This component requires students to take an active part in the communities in which they live, thereby encouraging responsible citizenship.

  •  Human Ingenuity Students explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in themselves the human capacity to influence, transform, enjoy and improve the quality of life.

  •  Environments This area aims to develop students’ awareness of their interdependence with the environment so that they understand and accept their responsibilities.

  •  Health And Social Education This area deals with physical, social and emotional health and intelligence—key aspects of development leading to complete and healthy lives.


Through the contexts provided  by these areas of interaction, students should become more

aware of the relevance of their learning to real-world issues and should come  to see knowledge,

concepts, skill, and attitudes as an interrelated whole. In this way, students will appreciate that

the subject groups are not isolated but complement each other. Although this must not be done to

detriment learning within each subject group – each of which retains its own aims objectives and

methodology-teachers should make every effort to encourage students to see connections.

A part from providing a context for student’s inquiry in each subject group, the areas of

interaction also have an integrative function: they bring diverse subjects together under common

contexts. In this way, the subject groups are linked to each area of interaction, demonstrating the

interdisciplinary potential of the MYP.

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