Emergency/Info Notice

Sorry but this form will not work without cookies enabled. Please adjust your browser settings to enable cookies to continue. For more information on how to do this please see ourPrivacy Information Collection Statement.

  • A warm welcome

    Situated in the heart of a thriving expat community, our school welcomes families from all over the world

    Reception Area

  • Academic success

    Delivering outstanding results at every level in our school

    Northbridge Primary Classroom

  • Helping others thrive

    Inspiring academic success & developing social, intellectual and confident children

    Northbridge International School Cambodia - LEAP

  • Be Ambitious

    We believe passionately in learning, and our modern approach continues to help our students shine

    Be Ambitious

  • Support and guidance

    We look forward to seeing you at NISC and welcome you and your family to our special community

    Northbridge International School Cambodia - LEAP

  • Stay in touch

    Have a look at what is taking place in our school and our community

    Northbridge International School Cambodia - Football

  • Get in touch

    We realise how important it is to choose the right school for your child. No question is too small.

    Northbridge International School Cambodia - LEAP

MYP Course Offerings

There are eight subjects taught in the MYP (at a minimum of 50 hours per year) that all MYP students at NISC are required to take. They are:

  • Language and Literature
  • Language Acquisition
  • Individuals & Societies
  • Sciences
  • Mathematics
  • Design
  • Arts
  • Physical & Health Education

These subjects are taught through Global contexts:

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

Rationale for Global Contexts:

IB programmes aim to develop international mindedness in a global context.
Allow for relevance, engagement and a direct route for inquiry into next millennium perspectives. All effective learning is contextual. Helps answer the question: “Why are we learning this?” 
Global contexts make learning relevant and enable students to develop competencies and personal values necessary for global engagement. 
Students will do this through exploring personal, local, national and/or international issues and ideas of global significance.
In the final year of the MYP (Grade ten), students will be required to submit their personal project.
Through all three programmes (ie: the PYP, MYP and DP), the curricula are observant of the learner profile.

Language and Literature


MYP language A is academically rigorous, and equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. There are six skill areas: listening, speaking, reading, writing, viewing and presenting, which develop as both independent and interdependent skills. Students develop these skills through the study of both language and literature. The choice of texts also provides opportunities for and influences students in further developing the attributes of the IB learner profile. (International Baccalaureate Organisation, 2009)

Language Acquisition


The International Baccalaureate (IB) acknowledges that learning additional languages greatly contributes to the holistic development of students. Proficiency in a second language gives students access to a broader range of input, experiences and perspectives, and is believed to raise achievement in other subject areas, as well as giving the student the enjoyment of being able to communicate in multiple languages. The study of MYP language B aims to encourage in the student a respect for and understanding of other languages and cultures, and to provide a skills base to facilitate further language learning. (International Baccalaureate Organisation, 2006)

Individuals & Societies


The aim of humanities in the MYP is to encourage students to gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills, and communication skills, contributing to the development of the student as a whole. Humanities aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural. (International Baccalaureate Organisation, 2008)



MYP design challenges students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action. Inquiry and problem-solving are at the heart of the subject group. MYP design requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently. (International Baccalaureate Organisation, 2014)



Mathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Moreover, understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem solving and decision-making in everyday life. Therefore, mathematics should be accessible to and be studied by all students. (International Baccalaureate Organisation, 2009)



In the MYP, the arts should challenge students to consider authentic issues and develop their skills beyond superficiality and imitation. Students are provided with opportunities to function as artists, as well as learners of the arts. To be an artist one has to be curious, and by developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem solvers. In the MYP, students are guided to create, perform and present art in ways that engage and convey their own feelings, experiences and ideas. The IB learner profile should infuse teaching and learning in the arts. (International Baccalaureate Organisation, 2008)



In this rapidly changing world, education should prepare students for life in the twenty-first century. The MYP holistic approach to teaching and learning, along with the perspectives of the areas of interaction, provides a structure for the development of thinking skills, attitudes and dispositions characteristic of independent, lifelong learners. The sciences and their methods of investigation offer a way of learning through inquiry that can contribute to the development of an analytical and critical way of thinking. MYP sciences emphasises the role of inquiry and encourages the development of not only scientific inquiry skills but also transferable thinking skills. (International Baccalaureate Organisation, 2005)

Physical & Health Education


Physical education in the MYP is concerned with more than just participating in sports and games. Its primary aims are to encourage the development of "intelligent performers" and to encourage students to understand the importance of a balanced, healthy lifestyle. Throughout the five years of the MYP, students should develop knowledge, critical thinking and reflection skills, and a sense of responsibility, as well as interpersonal and self-motivational skills. This in turn should encourage choices that will contribute to long-term healthy living. (International Baccalaureate Organisation, 2005)