One framework.
Three stages.
A lifetime of thinking.
The IB Continuum is not just a curriculum. It is a way of learning that evolves with the student - from age 3 through the Diploma and beyond.
PYP
Inquiry-led, play-informed, built on questions rather than answers.
MYP
Where students learn to think across disciplines and take intellectual ownership.
DP
Rigorous, research-driven, globally recognised. The culmination of the continuum.
Where learning begins with a question, not an answer.
The PYP is not a syllabus. It is a framework for inquiry - one that treats children as researchers from the age they can first ask "why." The PYP runs from Early Years through Grade 5, and every unit of inquiry begins with a central idea worth investigating, not a topic to be memorised.
The campus is built to match how PYP learning actually works. Early Years students move between indoor and outdoor spaces throughout the day. The courtyards, the library, the playgrounds - none of these are recess. They are curriculum.
PYP students at Raya culminate with an Exhibition - a genuine, student-owned research inquiry presented publicly. It is the first proof point of what the IB Continuum produces: a child who can identify a question that matters to them, investigate it rigorously, and defend what they found.
Units of inquiry per year
Age range
Student–teacher ratio
The age where students stop being told what to think and start deciding for themselves.
The MYP is built for the years - Grade 6 to Grade 10 (ages eleven to sixteen), when students are most capable of genuine intellectual independence. The MYP is built to demand it. It is interdisciplinary by design: students study eight subject groups simultaneously, and the connections between them are not accidental. Making those connections is the curriculum.
The Atelier - the school's fabrication and design studio, and a Sports and Arts programme that is fully timetabled, not extracurricular, give students multiple modes of inquiry running at the same time. Service as Action runs alongside: inquiry that has to hold up outside the classroom, not just inside it.
Assessment is criterion-referenced. Grades reflect evidence of understanding, not rank in a cohort. A student who masters the material demonstrates it, regardless of what anyone else did.
The MYP ends with the Personal Project. In the final year, each student picks something they genuinely care about, sets their own goal, and produces something real - alongside an honest account of how they got there. For most, it's the first thing they build that is entirely their own.
Subject groups simultaneously
Age range
ATL skill categories
Two years. Six subjects. One extended essay. The work that opens doors.
The IB Diploma is recognised in over 110 countries - but the reason to choose it is not where it gets you. It is what it develops: the capacity to sustain a rigorous argument, manage original research independently, and examine knowledge itself rather than simply accumulate it.
Three elements make the DP distinct. The Extended Essay is 4,000 words of original research on a topic the student chooses - not guided, genuinely scholarly. Theory of Knowledge is where students learn to question the frameworks behind everything they study. CAS is not community service purely for a university application - it is the practice of agency: students taking responsibility for something that matters beyond the classroom.
Raya's first DP cohort began July 2025. When they finish, they'll leave having written like scholars, questioned like philosophers, and built something that outlasted the assignment.
Countries recognise the IB Diploma
Age range
Word independent research essay
The IB Continuum
PYP
Every question is the curriculum.
MYP
Every connection across subjects is a lesson.
DP
Every idea defended is theirs.
Sixteen years. One school. One philosophy. One continuum.
A university should fit the student. Not the other way around.
Guidance here starts with a different question. The question isn't where you want to get in. It's what makes you lose track of time. A student's flow - what they're good at and can't put down - is where the work starts. We build outward from it, one-to-one from early on, using the Diploma's core to make real interests legible to admissions officers worldwide. We don't collect logos. A counsellor who points every student at the same brand-name campuses is building the school's brochure, not the student's life. The university is only the springboard.
Begins in MYP
Built around the DP core
One-to-one from early on
See it for .yourself
The programmes make sense on paper. They make more sense on campus.
