SHIV NADAR SCHOOL
IB MIDDLE YEARS PROGRAMME (MYP)
Designed to promote intellectual curiosity, critical thinking, and a love of learning, the Shiv Nadar IB Middle Years Programme (MYP) offers a transformative educational experience that emphasizes interdisciplinary learning, international-mindedness, and the development of the whole person. As an IB school for the MYP, Shiv Nadar School is dedicated to implementing a world-class curriculum that prepares students for the challenges of the future.
The Middle Years Programme (MYP) is designed for students aged 11 to 16. It empowers students to make practical connections between their studies in eight subject areas and the real world. This contextual and conceptual learning approach focuses on how to learn rather than what to learn. It enables students to communicate effectively, embrace diversity, and engage meaningfully as global citizens—preparing them to lead in an ever-changing world.
DISCOVER EXCELLENCE: IB MYP AT SHIV NADAR SCHOOL
As adolescents navigate an increasingly complex world, the International Baccalaureate Middle Years Programme (IB MYP) aims to instill values and provide opportunities to help learners make informed decisions. The Shiv Nadar School IB MYP has been built around three fundamental principles aligned with the IB mission statement:
HOLISTIC LEARNING
The IB MYP emphasises that all knowledge is interconnected and encourages students to understand the interrelationships between different subject areas. Holistic learning also contributes to the individual's all-round development, encompassing academic, artistic, physical, social, emotional, and ethical attributes - as described in the IB Learner Profile.
INTERCULTURAL AWARENESS
The Middle Years Programme promotes international mindedness and encourages students to explore and appreciate other cultures - an attribute reflected in the IB Learner Profile. By learning about other social, national, and ethnic cultures, students develop a greater understanding and respect for other cultures as well as their own.
COMMUNICATION
In the IB Middle Years Programme, communication—both verbal and non-verbal—is considered foundational for learning. Language is integral to personal development, cultural identity, and intercultural understanding. IB MYP students develop their language skills and learn an additional language.
MYP Curriculum Framework
In line with our school philosophy, the MYP curriculum places the learner at the center of their own learning journey, empowering them to take ownership and make meaningful connections between different aspects of their studies and the world around them. This learner-centric approach is facilitated through the following features of the programme.
In the International Baccalaureate (IB) Middle Years Programme (MYP), students are equipped with essential Approaches to Learning (ATL) skills that empower them to become effective learners and lifelong achievers.
ATL skills encompass a range of abilities that go beyond subject-specific knowledge. They include critical thinking, research, communication, self-management, and social skills. These skills are interwoven throughout the curriculum, enabling students to develop a strong foundation for academic and personal growth.

Shiv Nadar School Advantage

Seasoned and Trained
IB Faculty
Seasoned and Trained IB Faculty
Our team of experienced educators is committed to delivering exceptional learning experiences with care, knowledge and passion. All our IB educators have been trained in IB-recognised workshops and over 70% serve as IB examiners and workshop leaders. Each educator undergoes 200 hours of training annually and a significant number of international curriculum teachers are CENTA rank holders.
Dedicated Career
Guidance Centre
Dedicated Career Guidance Centre
A specialized team of seasoned experts assists students in choosing career paths that resonate best with their intellect and interest. Through their diverse initiatives and able guidance, our students have found themselves a home in acclaimed universities across 15 countries including Cambridge, Yale, Dartmouth New York University, UCL, University of Edinburgh, NUS, NTU, Parsons School of Design and Berklee College of Music amongst various others.
Deep focus on
the needs of the learners
Deep focus on the needs of the learners
Shiv Nadar School’s IB curriculum focuses on the development of the whole child, encompassing academic, social, emotional, and physical growth. It emphasises the importance of creating all-round students who are not just academically competent but also open-minded and principled.

Purpose-designed
Infrastructure
Purpose-designed Infrastructure
The infrastructure has been purpose-built to reflect Shiv Nadar School’s educational ideology. It follows global best practices and creates a learning environment to enable students to flourish. Our campuses across Noida, Gurgaon and Faridabad have 27 state-of-the-art labs and facilities. Our dedicated International Curriculum Wings ensure students receive the most superior learning experience throughout their course.
IB Learner Profile

Knowledgeable
They explore a broad range of local and global topics and develop a deep understanding of various disciplines.

Inquirers
Children develop their natural curiosity, acquire research skills, and enjoy learning, sustaining this love for life.

Thinkers
They use critical and creative thinking skills to approach complex problems and make ethical decisions.

Communicators
They confidently and creatively communicate ideas and information in multiple languages and modes, collaborating effectively.

Principled
Individuals act with honesty, integrity, and fairness, showing respect for individuals, groups, and communities. They take responsibility for their actions and their consequences.

Open-minded
Culturally competent individuals respect diverse perspectives, seek to evaluate them and value their own culture and history while being open to learning from others' beliefs and traditions.

Caring
Individuals show empathy, compassion, and respect for others and are committed to making a positive impact on people and the environment.

Risk-takers
They approach new situations with courage and explore new ideas independently.

Balanced
They prioritize intellectual, physical, and emotional balance for personal well-being and others.

Reflective
They consider their learning and assess strengths and limitations for personal development.
Subject Groups
Within the MYP framework, students explore eight subject groups: Language Acquisition, Language and Literature, Individuals and Societies, Sciences, Mathematics, Arts, Physical and Health Education, and Design.
Each group focuses on developing specific knowledge, skills, and values, and provides opportunities for students to engage in inquiry-based learning, critical thinking, and creativity.


Language Acquisition
The Language Acquisition subject group is designed to develop students’ language skills in a second language. The objective of this subject group is to promote communication, cultural understanding, and the development of lifelong learners.


Language and Literature
The Language and Literature subject group is designed to develop students’ communication skills in their first language.
The objective of this subject group is to improve language proficiency, develop critical thinking and analytical skills, and encourage an appreciation for a range of literary genres and texts.


Individuals and Societies
The Individuals and Societies subject group aims to deepen students' understanding of the world by exploring the social, political, and economic factors shaping society. It promotes critical thinking, research, and analysis of historical and contemporary events, fostering an appreciation of democracy, citizenship, and human rights principles.


Sciences
The Sciences subject group is designed to provide students with a solid foundation in scientific principles and skills. The objective of this subject group is to develop an understanding of scientific principles and concepts, critical thinking and problem-solving skills, and an appreciation of the role of science in addressing contemporary global challenges.


Mathematics
The mathematics subject group is designed to provide students with a solid foundation in mathematical principles and skills. The objective of this subject group is to develop problem-solving and critical thinking skills, practical skills in mathematical modeling, data analysis, and interpretation, and an appreciation for the role of mathematics in addressing contemporary global challenges.


Arts
The Arts subject group: Dance, Drama, Art and Music is designed to foster creativity, expression, and cultural appreciation. The objective of this subject group is to develop practical skills in creating and presenting art, critical thinking and problem-solving skills, and an understanding of the role of the arts in society.


Physical and Health Education
The Physical and Health Education subject group is designed to promote physical fitness, healthy lifestyles, and teamwork. The objective of this subject group is to promote physical fitness, practical skills in various sports and activities, teamwork, sportsmanship, and leadership skills. contemporary global challenges.


Design
The Design subject group is comprised of two separate subjects; digital and product design.
The objective of this subject group is to develop creativity, practical skills in various design areas, an understanding of design thinking, and an appreciation of the role of design in society and the environment.


Interdisciplinary Learning
In the MYP, interdisciplinary learning helps students connect ideas and knowledge from different subjects to create new understandings. Students use concepts and methods from multiple disciplines to solve problems, create projects, or explore new questions in ways that wouldn’t be possible using just one subject.
Each year, students participate in at least one interdisciplinary unit, where they work on projects that combine knowledge and skills from two or more subjects.
Our Alumni across the globe

- 30 Students Studying Abroad
- 38 Students in Top 100 Universities
by Overall Ranking - 43 Students in Top 100 Universities
by Subject Ranking
IB MYP Students’ Experience
IB MYP Parents’ Perspective
Our decision to enrol Nehmat in the IB MYP programme was based on a clear understanding of the excellent curriculum design and a solid trust in its execution by the school’s passionate teachers. My daughter was nervous about starting in a new curriculum, but she has come back excited daily, sharing how engaging and research-based the coursework is. Interdisciplinarity is the hallmark of the curriculum, which makes it most relevant for the interconnected world we live in. My daughter often poses many questions at the dinner table that she is enquiring about, making learning so hands-on and relatable. I would accredit all of this to the invaluable support of the teachers who have gone above and beyond in supporting us and the students. We are even more excited about the learning journey that lies ahead.
Mr’s & Mrs Singh
(Parents of Nehmat Kaur, MYP1)
It is said that education’s purpose is not merely to fill the students’ minds. It teaches them about different possibilities and inspires changes in their mindsets. This statement befits the change we have seen in our son, Keshav, since he embarked on his journey, not just in his new school, Shiv Nadar School Noida, but also in a new curriculum, MYP, IB board ( Year 6 ). Despite weeks of relentless research and conversations with several ex-students, the idea of shifting him into the MYP system was quite sceptical. However, all thoughts dissipated right from day 1 when we saw Keshav, having been from a different mode of pedagogy earlier, totally owning his day at school. The ability to ask questions is the greatest resource for learning the truth. This is exactly what is portrayed in the inquiry-based learning and the research-based projects of the MYP curriculum rendering a well-rounded overall development. There is a lot of emphasis on an interdisciplinary approach to any concept, which enables them to broaden their horizon of thoughts and understand the overlapping of disciplines in any field. We must admit that the torchbearers in this journey are the teachers who have generated a globalised mode of thinking on any subject and a holistic environment, truly the need of the hour. At a very sensitive day and age, we feel that our decision in terms of Keshav’s education has only paved the way for him to rediscover himself with the best.
Dr Anshul, Dr Nandini Singhal
(Parents of Keshav Singhal, MYP1)
Frequently Asked Questions
The IB MYP is an internationally recognised educational programme designed for students aged 11 to 16 (Grades 6 to 10). It is one of the four programmes offered by the prestigious International Baccalaureate (IB) organisation. The programme bridges the gap between theoretical concepts and their practical application. It aims to develop an understanding of how subjects are interconnected while nurturing critical thinking, problem-solving, and reflective learning, enabling students to become independent learners who are better prepared for advanced academic work.
The programme fosters a deeper understanding of the world, with its diverse cultures and communities. It also encourages students to apply their knowledge in new and unfamiliar situations, enhancing their adaptability and resourcefulness. Supported by continual research and improvement, the IB MYP programme remains up-to-date and relevant for today's learners.
The MYP follows a specific set of standards outlined by the International Baccalaureate (IB). These standards focus on subject-specific criteria across eight subject groups, which emphasise skills like critical thinking, inquiry, communication, and reflection. Each subject has its own assessment criteria, designed to evaluate students on aspects like knowledge, understanding, application, and analysis.
In addition to academic standards, the MYP also promotes personal development through the IB Learner Profile and incorporates interdisciplinary learning, service as action, and a focus on global contexts, ensuring a well-rounded and holistic education.
The Association of Indian Universities, the Council for the Indian School Certificate Examinations (CISCE), the Council of Boards of School Education in India (COBSE), the Maharashtra State Board of Secondary & Higher Secondary Education, and several other educational authorities have granted the Middle Years Programme (MYP) equivalence to Grade 10.
The IB MYP offers an inquiry-based approach, emphasising critical thinking, creativity, conceptual learning and global awareness. It fosters interdisciplinary learning and aims to develop students into well-rounded, responsible individuals. The substantial difference between the different curriculums/programs lies in their educational philosophies, teaching methodologies, and assessment approaches, catering to diverse learning needs and goals. IB MYP assesses students through coursework and personal projects focusing on skills development, connecting classroom learning to the real world, and encouraging students to apply their knowledge creatively.
The comparison through the example shared highlights significant differences in focus, teaching methods, and learning outcomes.
Example: In History, how do students study World War I?
National Curriculum:
Focus on Key Events and Facts: In the national curriculum, students are typically asked to memorise and explain the sequence of key events that led to World War I. For example, the assassination of Archduke Franz Ferdinand, the system of alliances, militarism, nationalism, and the July Crisis. Emphasis on Historical Figures and Battles: key historical figures like Kaiser Wilhelm II, Woodrow Wilson, and David Lloyd George are studied. Major battles such as the Battle of the Somme or the Battle of Verdun are highlighted to understand their impact on the war's outcome. Treaties like the Treaty of Versailles and how it ended the war are also covered in a straightforward, fact-based manner.
The teaching and learning approach is generally more focused on providing students with chronological knowledge. The emphasis is on writing clear, factual answers that show an understanding of what happened and why. For instance, a question like "Describe the main events that led to the outbreak of World War I" would expect students to list the key events and explain their significance in a structured format.
International Curriculum
Critical Thinking and Historical Analysis: The international curriculum encourages students to go beyond memorising facts. Instead of just listing the causes of World War I, students would engage in critical analysis of historical sources. They might be asked to examine primary sources like political cartoons, propaganda posters, speeches, or diplomatic documents to understand the war’s impact from various perspectives.
Historical Perspectives and OPVL (Origin, Purpose, Value, Limitation): The focus in international curricula is on developing students’ ability to evaluate historical resources. For example, students might analyse a World War I political cartoon, considering its Origin (Who created it and when?), Purpose (Why was it made and for what audience?), Value (What insight does it give us into the time or events?), and Limitation (What biases or limitations does it have?). This tool encourages students to question the reliability of sources, something that is crucial for developing a deeper understanding of historical narratives.
Interdisciplinary and Inquiry-Based Learning: The international curriculum promotes inquiry-based learning, where students engage with the material by asking questions, forming opinions, and defending their ideas based on evidence. In this case, the political cartoon would be analysed not just for what it shows, but also for its context, the biases it might reflect, and how it was used during the war.
Shiv Nadar School offers a diverse and enriching subject stream experience in the IB-MYP program, empowering students to explore their passions and develop a well-rounded skill set. The streams in the MYP cater to the unique interests and aptitudes of students, allowing them to delve deeper into specific areas of study while fostering interdisciplinary connections. From the sciences and humanities to the arts and languages, our streams provide a comprehensive educational journey that nurtures intellectual curiosity and holistic growth.
MYP students need to select a second language since IB offers only 2 languages. Other than this, in each year of MYP, students have to do one unit on Interdisciplinary learning.
There are 8 subject areas in MYP:
- Language and Literature
- Language Acquisition (French, Spanish, German, Hindi)
- Individuals and Societies
- Integrated Sciences
- Math
- Design
- Physical and Health Education
- Arts
In grade 9, students would have the following choices:
- One of the two levels of Mathematics (Standard and Extended)
- One, two or three sciences (Physics, Chemistry, Biology)
- One or two Humanities (History/Geography)
- All students will study two languages (English + One more)
- One portfolio subject from Art, PHE (Physical and Health Education) and Design
The choice of subjects will be a guided process in terms of academics and Career Guidance team.
Parents will learn along the way and will be partners in their child’s learning journey. The school will conduct multiple and flexible parent sessions and orientations in small and large groups and need-based one-on-one conversations throughout the year.
IB students are well-prepared to transition to universities both in India and abroad. The IB curriculum is recognised globally, allowing students to apply to and succeed in universities anywhere in the world, including top institutions in India.
MYP Assessments happen in the form of Formative assessments (FA) and summative assessments (SA). The FAs are ongoing and continuous. They will provide feedback and help students improve their understanding and skills in the respective subject areas. Teachers can take FAs in different formats (pen paper, performance, reflection, oral presentation, quiz) at any point as required in the flow of teaching in the regular subject slots. SAs span multiple subject criteria prescribed by MYP for different subjects. They are held at the end of the unit and assess students on multiple concepts and skills covered during the unit. Criteria-based FAs and SAs are a part of the reporting and contribute to students' semester-end grades. Parent orientations on assessments are held in school with real classroom assessments.
Learning is not confined to prescribed textbooks in the IB MYP because the program focuses on developing skills, conceptual understanding, and critical thinking rather than just memorising content. While textbooks can serve as resources, the MYP encourages teachers to draw on a variety of materials—such as academic articles, case studies, multimedia, real-world examples, and project-based learning—to make learning more engaging and relevant.
By using diverse resources, teachers tailor the learning experience to individual student needs and global contexts, encouraging students to inquire, explore, and apply knowledge across subjects. This approach promotes deeper understanding and helps students make connections between different disciplines, preparing them to think critically in a complex, ever-changing world. In this way, students aren't just absorbing facts but are actively involved in constructing their own learning, guided by the MYP's interdisciplinary and inquiry-based framework.
The IB MYP at Shiv Nadar School is designed to ensure that students are on par with their peers through its holistic, skills-based approach. The MYP provides a well-structured framework that promotes inquiry-based learning, where students engage with key and related concepts across subjects. This method encourages students to make connections across disciplines, enhancing their understanding and deepening knowledge without relying solely on rote learning.
MYP students develop essential skills like critical thinking, research, communication, self-management, and collaboration, which are transferable and support their overall development. These skills prepare them to adapt to a rapidly changing world, giving them the flexibility to excel in diverse academic and real-world contexts.
Moreover, the IB MYP emphasises experiential and real-world learning, ensuring students gain practical experience while reducing the pressure of exam-driven assessments. The focus on conceptual understanding allows students to explore ideas in depth, fostering both academic achievement and personal growth without the intense pressure associated with other curricula.
The Bridge Programme helps students familiarise themselves with the required skills in various subjects. Through interactive activities, students adapt to the IB way of learning. Some students adjust quickly, but most are comfortable by the end of the first term.
At Shiv Nadar School, we have designed a bridge course to provide foundational support, bridge the gap and ensure a smooth transition. The 6-week foundation course is more about relearning rather than unlearning. The program will prepare students for the academic and cognitive demands of the IB curriculum by familiarising them with IB terminology, assessment criteria, and expectations, introducing its inquiry-based, student-centered approach. This will commence in April; the new session will begin in July. This extended preparation period allows students to acclimate to the new learning environment, curriculum, and expectations, ensuring they are well-prepared and confident as they begin their academic journey with us.
PYP to MYP: The MYP builds on the inquiry-based learning approach of the Primary Years Programme (PYP). It helps students transition from exploring broad ideas in the PYP to focusing more deeply on specific subjects, preparing them for more structured learning.
MYP to DP: After completing the MYP, students are well-prepared for the rigorous demands of the Diploma Programme (DP). The MYP fosters critical thinking, research, and problem-solving skills that are essential for success in DP.
In today’s dynamic world, education must evolve to equip students with essential skills for future careers. The IB curriculum, renowned for its holistic and inquiry-based approach, fosters critical thinking, communication, collaboration, and creativity, shaping the next generation of professionals. In the current knowledge-based economy, employers prioritise adaptability, problem-solving, digital literacy, and emotional intelligence—skills the IB nurtures through interdisciplinary learning. By emphasising real-world problem-solving, group projects, and presentations, IB students develop the critical thinking and communication skills required for success in diverse workplaces.
With its international focus, the IB promotes cultural competence and global awareness, preparing students to thrive in multicultural environments. As industries evolve with automation and AI, employers seek candidates who demonstrate resilience, innovation, empathy, and a growth mindset—all actively developed by the IB. By fostering these 21st-century skills, the IB equips students to excel as global citizens and future workforce leaders.
Specifically, the MYP cultivates critical thinking, problem-solving, and communication, encouraging students to be knowledgeable, caring, and internationally minded. Through collaboration and inquiry, students are well-prepared for both academic and career success in a global context.
MYP students engage in long-term projects:
- Personal Project (Grade 10): A self-directed project where students explore personal interests and reflect on their learning.
- Community Project (Grades 8 or 9): A service-learning project that promotes social responsibility and teamwork.
Besides these projects, students are also engaged in MYP inquiry for various other subjects and create subject-specific projects too.
The IB Middle Years Programme (MYP) is interdisciplinary because it encourages students to make connections between different subject areas, helping them develop a holistic understanding of knowledge and its applications. Interdisciplinary learning in the MYP goes beyond individual subjects by integrating insights from multiple disciplines to solve complex problems, reflect on real-world issues, or explore broad themes.
Example:
Suppose students are studying a unit on climate change. In this interdisciplinary unit:
- In Science, students might study the greenhouse effect, the carbon cycle, and the impact of climate change on ecosystems.
- In Geography (Individuals and Societies), students could examine the socio-economic impact of climate change on different regions, such as rising sea levels affecting coastal cities.
- In Mathematics, students might analyse data related to temperature changes and CO₂ emissions and make statistical predictions about future climate trends.
- In English (Language and Literature), students might analyse texts about environmental activism, debate policies, or write persuasive essays on climate action.
By combining insights from these different subjects, students gain a more nuanced understanding of climate change. They learn to apply knowledge from various disciplines to tackle complex, real-world issues, which fosters critical thinking, collaboration, and problem-solving—key skills in an interdisciplinary approach. This holistic learning encourages students to see the interconnectedness of knowledge, better preparing them for challenges in both higher education and life.
In the IB Middle Years Programme (MYP), students are immersed in tasks that connect classroom learning to real-world issues, equipping them with practical skills. For example, in a science task, students might be challenged to design a floating structure for sustainable agriculture in flood-prone regions like Bangladesh. This project allows them to explore scientific principles such as buoyancy and material properties while considering sustainability and local resource availability. Through such hands-on experiences, students apply theoretical knowledge and develop critical thinking and problem-solving skills essential for tackling global challenges.
These real-life applications are a cornerstone of the MYP and ensure that students are well-prepared to apply their knowledge in diverse and dynamic environments.
The MYP allows differentiated instruction based on student needs, interests, and abilities. Inquiry-based learning enables students to explore topics of personal relevance, making the curriculum more engaging. The curriculum allows students to write their own answers and justify their choices.
At Shiv Nadar School, we understand the diverse needs of our students and create and curate experiences that accommodate these differences. The IB Middle Years Programme (MYP) personal projects exemplify our commitment to differentiated instruction and personalised learning. One of the main strengths of MYP personal projects is their flexibility, which allows students to structure their projects to their interests, strengths, and learning styles, thus ensuring that every student is engaged and challenged at their level, whether passionate about science, art, technology, or social issues.
The MYP promotes physical and emotional well-being through its comprehensive Physical and Health Education curriculum. This program encourages students to develop the knowledge, skills, and attitudes necessary for a balanced and healthy lifestyle. It emphasises the importance of physical activity, helping students understand its value while providing opportunities to engage in various contexts.
Beyond physical health, the curriculum fosters emotional well-being by promoting collaboration, communication, and the building of positive relationships. Through these activities, students also develop a sense of social responsibility, reflect on their experiences, and learn to manage stress and emotions, which are essential for their overall well-being. Counselling services, well-being programs, and a focus on emotional intelligence also support emotional well-being.
The IB Learner Profile is a set of attributes that the IB aims to develop in students, such as being open-minded, caring, and reflective. It encourages students to become well-rounded individuals who are not only knowledgeable but also compassionate and curious about the world. In the MYP, these qualities are woven into the teaching and learning, helping students grow both academically and personally.
Parents are encouraged to actively support their child's learning through discussions, attending school events, and fostering good study habits. Regular communication with teachers is also important.
At Shiv Nadar School, we believe that learning goes beyond traditional academic environments. The positive interactions between students and educators are an essential part of the MYP philosophy, which promotes a collaborative and supportive learning atmosphere. When students feel comfortable and engaged, they are more open to inquiry-based learning, critical thinking, and creative problem-solving.
Our approach ensures that while students are enjoying their learning experience, they are also developing key academic and personal skills in line with the rigorous standards of the IB MYP curriculum
Shiv Nadar School places a strong emphasis on the high quality of its teachers. Our educators are carefully chosen, with many having prior IB experience. We've also been diligently preparing for the IB curriculum for an extended period, offering professional development and training to ensure our teachers are well-acquainted with IB's distinctive requirements and pedagogical methods. Each of our IB teachers has participated in at least one subject-specific IB training and one IB Pedagogical training; some have done more. The school is committed to delivering an exceptional educational experience through these measures.
Students will have a choice between Hindi, French, German and Spanish for their second language. However, if they are keen on learning Hindi, we recommend retaining Hindi from grades 6 to 8 and then choose to continue with Hindi or change to a foreign language at grade 9.
The Career Guidance Team (CGC) works closely with all students to guide them in building their profiles. The CGC provides a range of exposure to university choices and career paths and has regular timetable sessions in grades 9 and 10 to prepare them for University applications and getting appropriate recommendation letters. The CGC also facilitates to ensure each child participates in a relevant internship program. Currently, this is done for grade 10 students.
MYP students can participate in inter-school and higher-level sports competitions, as the IB encourages well-rounded learning experiences.
In the MYP, homework is designed to support learning and reinforce what students cover in class. This can vary depending on the assignments and the time of year, such as during assessments or projects.
The goal of giving homework in the MYP is to ensure that the homework is meaningful, manageable, and balanced with other learning experiences.
*Shiv Nadar Schools Noida, Gurgaon, and Faridabad are IB world schools accredited for the International Baccalaureate Diploma Programme (IBDP).
Shiv Nadar Schools Noida, Faridabad, and Gurgaon are candidate schools* for the IB Middle Years Programme (MYP).
Shiv Nadar School Chennai is a candidate school* for the Primary Years Programme (PYP) and is pursuing authorisation as an IB World School.
These are schools that share a common philosophy—a commitment to high-quality, challenging, international education that Shiv Nadar School believes is important for our students.
*Only schools authorised by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), and the Diploma Programme. Candidate status gives no guarantee that authorisation will be granted. For further information about the IB and its programmes, visit www.ibo.org