Our Values

Our Vision

Our Vision is to be the inspiration for positive change for our whole community by offering an equal opportunity to all learners to choose to be the best they can be, and to empower them to use their voices to help improve the lives of others, both locally and in the wider world.

Our Mission

Our Mission is to always put our learners at the centre of our decisions as we build a safe, open-minded and engaging learning environment which is dedicated to academic excellence through best-practice and to student well-being through gender equality, differentiation, self-reflection, social awareness, civic responsibility, knowledge, and personal growth.

Our Beliefs

Students learn best in a community where academic disciplines are integrated, fostering an appreciation of how they interact and form a whole.

How We Learn

Our approach to the structure of each day is based on key concepts rather than time. In a traditional school the day is divided into minutes by subject with little if any connection. At our school connections are at the heart of each day – the more, the better.

Our Approach

Our approach to the structure of each day is based on key concepts rather than time. In a traditional school the day is divided into minutes by subject with little if any connection. At our school connections are at the heart of each day – the more, the better.

Integrated Subjects

Math, English, Arabic, Religion, Art, Music, Social Studies, French/German, Science, and PSPE are completely integrated, meaning that children learn by inquiring about concepts, rather than learning them as stand alone subjects. This way the children are invested in solving a conceptual problem that they understand and is relevant to their lives. It all begins with something they already know a little about – themselves, their families and their community. They often do not realise they are learning “math”, but instead realise the need to “count, subtract, divide, or multiply” as a means to solving the problem of inquiry.

Early Years Programme
PreK - Grade 1

The early years of every child are very important to growth and development. It is in the early years that children begin to explore their environment with a heightened sense of curiosity and excitement. We want to harness that excitement for learning and use it to build a life-long passion for discovery and exploration. It is in the early years that we promote play, encourage questioning, and learn by trying. Today’s parents are looking for a learning methodology that will inspire their children and will help them find their passions. The IB Early Years Program is designed to do just that.

Primary Years Programme
Grade 2 - Grade 5

The PYP emphasizes the importance of students making connections between their experience and the incremental pieces of new information they encounter. The programme supports the students’ struggles to gain understanding of the world and to learn to function comfortably within it, to move from not knowing to knowing, to identifying what is real and what is not real, to acknowledging what is appropriate and what is not appropriate. To do this, the students must integrate a great deal of information and apply this accumulation of knowledge in a cohesive and effective way. The subject-specific bodies of knowledge, together with the transdisciplinary themes, provide a comprehensive, well-balanced curriculum that requires students to reflect on their roles and responsibilities and to participate fully in the learning process. The concept-driven nature of the PYP—both transdisciplinary and subject based—helps the teacher to make the classroom a stimulating and provocative place, where the student’s point of view, supported by knowledge, skill, reflection and understanding, is both valued and made useful.

Middle Years Programme
Grade 6 - Grade 10

The Middle School Years Program (MYP) is designed to promote learning in young people (aged 11 to 16) through making connections between academic theory and the real world. There is a major emphasis on local and global connections in every unit of learning designed to encourage inquiry. MYP students tackle problems of all kinds and take the time to reflect and think critically about how those problems relate, not only to them and their immediate environment, but to wider society and the world-at-large.

MYP students are assessed through a rigorous set of criteria, designed to address the acquisitions of major skills and approaches to learning in each subject matter. These transferable skills are applied throughout the program and often in interdisciplinary units. Assessment results at MHIS are triangulated against standardised Measure of Academic Progress (MAP) tests to assess student progress against external international standards. MYP students are expected to prove their understanding, not only on paper, but through their actions. Community and personal projects are just a part of the consistent display of actions expected from MYP students as they navigate the world through a prism of new information.

Diploma Years Programme
Grade 11 - Grade 12

(MHIS/CCIS) offers high school students a structured scholastic curriculum from grade 9 to grade 12. As students move to grades 11 & 12, students can choose their “best fit” individual pathways to university from the wide range of courses available. Our world-renowned curriculum is taught by experienced and dedicated teachers and we offer:

International Baccalaureate Diploma Programme (IBDP)
MHIS/CCIS High School Diploma (US).
Advanced Placement (AP) courses

The programmes on offer meet the college preparatory needs of our entire student body. This enables us to best prepare each graduate to succeed at the university of their choice. We understand our students as individuals and motivate them accordingly through well-resourced, professional guidance.

The IB Diploma

Life in the 21st century requires critical-thinking skills and a sense of international mindedness, something that International Baccalaureate® (IB) Diploma Programme students learn to know and understand. The IB Diploma Programme is designed as an academically- challenging and balanced programme of education, with coursework as well as final examinations that prepares students for success at university and life beyond. The programme is taught over two years and has gained recognition from the world’s leading universities.

THE CURRICULUM

IB Diploma Programme students study six courses – usually three at Higher Level (HL) and three at Standard Level (SL). Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 4. Depth is ensured by requiring 3 or 4 subjects at Higher Level.

In addition the programme has three Core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding:

students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately, but activities must take place throughout the two year course.