The International School of Bergamo is an authorised IB World School for the Primary and Middle Years Programme®
IB Schools share a common philosophy,
a dedication to high quality, challenging, international education
that this school believes is important for our students.
In September 2019, the school opened it's first year of High School with a commitment to becoming an IB Continuum School.
The Early Years includes a Pre-K for children from 24 months which follows the EYFS programme and a Kindergarten and Transition class based on the IB® PYP for three-year-olds and four-year-olds.
The Elementary school, which starts at five years of age with the first class (Grade 1) and ends with the sixth class (Grade 6) follows the IB® Primary Years Programme (PYP) curriculum.
The Middle school, which starts at eleven years of age with Grade 7 follows the International Baccalaureate® Middle Years Programme (MYP) curriculum.
The International Baccalaureate ® offers a continuum of education, consisting of 3 programmes (PYP, MYP, DP) for students aged 3 to 18. More on IB
The IB learner profile is at the heart of this common framework as a clear and concise statement of the aims and values of the IB and an embodiment of what the IB means by "international-mindedness"
The Diploma Programme® for students aged 16 to 18 is a demanding two-year curriculum that meets the needs of highly motivated students, and leads to a qualification that is recognized by leading universities around the world.
For over 40 years, IB programmes have gained a reputation for their high academic standards, for preparing students for life in a globalised 21st century, and for helping to develop the citizens who will create a better, more peaceful world. Founded in 1968, currently there are over 1 million IB students at 4,162 schools in 144 countries across the world.
How is the IB different?
- ask challenging questions
- think critically
- develop research skills proven to help them in higher education.
Learn More The 10 attributes reflect the holistic nature of an IB education. They highlight the importance of nurturing dispositions such as curiosity and compassion as well as developing knowledge and skills. They also highlight that along with cognitive development, IB programmes are concerned with students’ social, emotional and physical well-being, and with ensuring that students learn to respect themselves, others, and the world around them. Each of the four IB programmes provides a detailed and developmentally appropriate curriculum or curriculum framework that is broad, balanced, conceptual and connected.
The programmes emphasize the importance of making connections, exploring the relationships between academic disciplines, and learning about the world in ways that reach beyond the scope of individual subjects.
The five categories of interrelated skills aim to empower IB students of all ages to become self-regulated learners who know how to ask good questions, set effective goals, pursue their aspirations and have the determination to achieve them. These skills also help to support students’ sense of agency, encouraging them to see their learning as an active and dynamic process.
The same five categories of skills span all IB programmes, with the skills then emphasized in developmentally appropriate ways within each programme.
The five categories are: