This course is designed for fluent learners of the language and develops literary analysis, writing and critical thinking skills.

English A and Greek A both focus on both literary and non-literary texts, developing analytical skills, essay writing and media literacy. Students will explore novels, poetry, plays and contemporary texts to understand their historical and cultural significance.

• English A: Language and Literature
• Greek A: Language and Literature

Learning Focus:

• Years 1-3 (Grades 6-8): Emphasis on reading comprehension, literary analysis, writing across genres, and oral communication.
• Years 4-5 (Grades 9-10): Analytical writing, comparative literary studies, and exploration of global texts. Prepares students for Language A in the Diploma Programme.

Students explore language as a tool for thought and creativity, developing both critical and expressive capabilities.

Language Acquisition courses are designed for students who are learning an additional language, with an emphasis on communication, cultural understanding, and linguistic proficiency.

Lumio offers:

• German
• Spanish
• Greek

All language acquisition courses are offered at different levels or phases which their own distinct learning focus:

• Phases 1-2 (Emergent): Basic vocabulary, grammar, and survival communication skills.
• Phases 3-4 (Capable): Descriptive writing, opinion giving, and informal interactions.
• Phases 5-6 (Proficient): Debates, formal writing, and cultural comparison.

The goal is to develop fluency and intercultural understanding appropriate to each student’s experience.

Individuals and Societies focuses on human behaviour, societies, economies, and the environment, helping students understand how people interact with each other and the world.

• History and geography are taught as Integrated Humanities in the subjects I&S in the lower MYP, Grades 6 – 8.
• History and geography are studied as discrete subjects to prepare students for the Diploma Programme in the higher MYP, Grades 9 & 10.

The course encourages students to explore the complex interrelationships between individuals, societies, and the environment.

Science focuses on understanding the natural world through inquiry, investigation, and evidence-based reasoning. Students explore key concepts in biology, chemistry, and physics to develop their scientific knowledge and skills. The subject encourages curiosity, critical thinking, and problem-solving, helping students make connections between scientific principles and real-world applications.

Subjects include

• Integrated sciences (a combination of biology, chemistry and physics) are taught from Grades 6 – 9.
• Biology, Chemistry and Physics are studied as discrete subjects in Grade 10, to prepare students for the Diploma Programme.

Learning focus

• Integrated Sciences typically combines concepts and skills from:
• Biology – Cells, genetics, ecosystems, human body systems, microbiology, Earth & Environmental Science
• Chemistry – States of matter, chemical reactions, atomic structure, acids and bases, Earth & Environmental Science
• Physics – Forces, motion, energy, electricity, waves, Astronomy
• Earth & Environmental Science – Climate change, sustainability, geology, water cycles
• Astronomy – Solar systems, gravity, space exploration (often in interdisciplinary units)

Students develop inquiry skills and learn to apply science to solve problems.

MYP Mathematics Standard Mathematics (Grades 6 – 10) – for students who need a solid foundation in mathematical skills for most career and academic pathways.
Extended Mathematics (Grades 9 and 10 only) – for students who show strong mathematical ability and may pursue Mathematics: Analysis and Approaches in the IB Diploma Programme.

Content Areas

• The curriculum is organised into five branches of mathematics:
• Number – integers, fractions, percentages, decimals, standard form, ratio and proportion.
• Algebra – expressions, equations, inequalities, functions, sequences, graphs
• Geometry and Trigonometry – shapes, angles, transformations, area and volume, Pythagoras, trigonometric ratios.
• Statistics and Probability – collecting, organising and interpreting data, measures of central tendency, probability models.
• Discrete Mathematics (optional in MYP) – logic, set theory, graph theory, networks (often explored in Extended Mathematics).

Learning Focus:

• Grades 6 – 8: Number, algebra, geometry, and basic statistics. Real-life applications are embedded.
• Grades 9 – 10: Problem-solving, abstract reasoning, functions, trigonometry, and probability. Extended track supports future study in DP Mathematics.

Mathematics is approached through inquiry, encouraging logical and creative thinking.

The MYP Arts curriculum across Drama, Music, and Visual Art establishes a clear, progressive framework for developing creative and analytical capabilities.

Subjects include:

• Drama
• Music
• Visual Arts

Learning Focus

Grades 6 and 7 focuses on basic literacy and core technique.

• Investigation & Literacy: Students define the core Elements of Art (e.g., Music Elements, Drama Conventions, Elements of Art and Design). They learn to read basic notation/symbols, to understand the theory needed to develop artistic techniques and skills.
• Skill Development: Execution focuses on basic technique (e.g., instrumental playing, projection, artistic skills) Students practice group collaboration and discipline.
• Creation, Performance & Structure: Students generate, create and perform ideas using simple structure and form. They begin utilising simple digital tools (e.g., Music DAW, basic photo editing) in the creative process.
• Response & Reflection: Students learn to distinguish and describe the effect of artistic elements (e.g., mood, sound, colour). They practice providing constructive feedback.

Grades 8 to 10 progresses to analytical application and independent expression.

• Advanced Literacy & Theory: Students master the complex language and theory of their discipline (e.g., complex rhythms/chords, script analysis, colour theory/perspective). They apply specialised terminology (e.g., tension, dynamics, composition principles) to analysis.
• Performance & Technique: Students achieve independence (e.g., non-unison parts) and refine skills through improvisation and cue interpretation.
• Composition & Structure: Students create sustained, structured works with clear intent, utilising professional software (e.g., Music DAW, advanced editing programmes).
• Critical Analysis: Students critically analyse and compare diverse artistic styles and their cultural context. They provide evidence-based rationales for their creative decisions and reflections, linking technique directly to artistic vision.

Learning Focus:

• Grades 6 – 8: Introduction to team sports, fitness, and movement; health topics include nutrition and wellbeing.
• Grades 9 & 10: Does not follow the MYP curriculum, we offer:
  • One lesson once every two weeks during the school day
  • One lesson once every alternative week after school, and
  • A variety of paid after-school sport activities.

This course develops physical competence and promotes healthy lifestyle choices.

Focus Areas

Design focuses on creating solutions to real-world problems through inquiry, creativity, and practical application. Students learn to apply the Design Cycle — Inquire and Analyse, Develop Ideas, Create Solutions, and Evaluate — to research user needs, design and prototype products, and test their effectiveness. The subject encourages innovation, problem-solving, and reflection on how design and technology shape everyday life.

Learning Focus

Students work across physical and digital contexts, developing skills in designing, modelling, coding, and prototyping.

• In Grades 6–8, learners explore fundamental design principles through hands-on projects, building and improving simple models and digital artefacts while documenting their process and reflecting on feedback.
• In Grades 9–10, students manage more complex design challenges that integrate coding, system design, and user interaction. They create functional prototypes, analyse data, and consider the ethical and environmental impact of their solutions, preparing for the IB Diploma Programme Computer Science and further STEM studies.

Through these experiences, students become confident, responsible, and innovative designers who use technology with purpose and understanding.

• Interdisciplinary Learning (IDU) – Combining subject knowledge for complex problem-solving.
• Service as Action (SAA) – Connecting classroom learning with meaningful community service.
• Personal MYP Project (PP) Grade 10 – A self-directed research-based project showcasing independent learning and initiative.
  • MYP projects provide students with the opportunity to demonstrate what they have learned in the MYP. In schools that include MYP year 5, all students must complete the personal project.
  • Each student develops a personal project independently, producing a truly personal and creative piece of work that stands as a summative review of their ability to conduct independent work.