Welcome to ISPP Secondary!
The Secondary School incorporates students from Grades 6-12, aged from 11-18 years.
Each grade level is made up of 3 classes with six small Home Groups within each grade. Each class has two Home Group teachers who provide the first level of pastoral care. Our Home Group teachers also teach the students and therefore, know the students very well.
Our rigorous curriculum provides appropriate academic challenge for all students. The IB Middle Years Programme (IB MYP) caters to students from Grades 6-10, and the IB Diploma Programme (IB DP) is our curriculum for Grades 11 & 12.
Our IB programmes reflect the vision and mission of International School of Phnom Penh. We are striving to develop life-long learners who possess international mindedness and the attitudes to engage positively with the global society. The IB Learner Profile characterises the type of learner our IB programmes wish to develop. The Secondary School provides a diverse cultural environment for learning and interaction among students, teachers, and parents.
The Secondary School is a hub of activity both inside and outside the classroom. The combination of our curriculum and co-curricular programme offerings enables us to pursue our mission of empowering students to achieve their potential for personal growth and academic excellence.
The Secondary Educational Leadership Team (SELT) consists of the Secondary School Principal, the Assistant Secondary School Principal, the IB MYP Coordinator and the IB Diploma Coordinator and the Technology Director. They meet weekly to discuss all programme delivery.
Secondary School Principal
Secondary Assistant Principal
IB MYP Coordinator
IB DP Coordinator
The ISPP Mission reflects our understanding that education encompasses much more than filling students’ minds with academic knowledge. In order to facilitate genuine personal growth, ISPP provides many channels through which students engage in issues of significance to themselves and their world. In so doing, the quest for responsible global citizenship takes meaningful shape. A few of the aspects of the holistic education offered at ISPP:
- Community Service: Throughout their Grade 6-12 experience, students’ progress in their understanding of what it means to be a responsible contributor to society. Cambodia offers ample opportunity for involvement with real problems facing real people. Every year ISPP students are expected to take part in service activities. Initially these are coordinated through Home Group, our Community and Service Programme and our Week Without Walls programme; by the time the students reach Grade 11 and 12, they are planning and supervising projects of their own. Service among Cambodia’s orphans, disabled, and rural poor brings with it new empathy and awareness of both the privileges the students enjoy and the difference they can make.
- Leadership: Leadership opportunities abound for ISPP secondary students. From taking responsibility for enhancing school life through the Student Council to addressing global issues through participation in Model United Nations, and the Global Issues Network Conference, students learn how to think through challenging problems and design viable solutions. In addition to these organized leadership programmes, ISPP fosters an environment in which students are encouraged to propose their own initiatives for positive change.
- Balanced and Healthy Lifestyle: “Action” is a word with multiple meanings for an ISPP secondary student. Action involves doing something in response to what one has learned in the classroom; it also refers to physical activity. Through Week Without Walls, and the CAS programme, ISPP encourages all students to be involved in action beyond the regular curriculum. In addition, sports are offered for students across Grades 6-12 through our participation in an inter-city league and the Mekong River International Schools Association (MRISA), an association of eight regional international schools. Sports exchanges occur three times a year.
ISPP strongly endorses student-centred, inquiry-based learning. The structure of both the MYP and Diploma Programme supports this approach. A central focus of the final year of the MYP is the personal project, a culminating project in which the student works over an extended period on a product of their own initiative. The personal project is designed to encourage individual creativity and to provide students the opportunity to demonstrate skills—including communication and reflection—that they have developed during the course of the Programme.
Similarly, the Diploma Programme puts the inquiring student at the centre. The core requirements of the Diploma Programme are CAS (Creativity, Action and Service), the Theory of Knowledge class, and Extended Essay. The CAS Programme fosters student initiative outside the classroom through involvement in creative, physical and service activities. Theory of Knowledge is a unique course designed to engage the students in critical thinking about learning on a broader scale. The culminating essay requires the students to apply multiple perspectives to contemporary issues of their choice. Similar to the MYP personal project, the Extended Essay grants the student the flexibility to pursue a topic of interest well beyond the curriculum, requiring extensive research and analysis similar to that expected at the university level.
As an IB World School, ISPP follows the IB Middle Years Programme (MYP) in Grades 6-10 and the IB Diploma Programme in Grades 11 and 12. Each unit of study is developed around a significant concept and unit questions that students use as a basis for inquiry into the heart of the topic.
The Diploma Programme (DP) divides the curriculum into six subject groups: Languages (2 groups), Humanities, Experimental Sciences, Mathematics, and The Arts. Students select one course from each group. Each course is taught over two years, with a culminating assessment—a set of external exams in most subjects—taking place in May of the students’ Grade 12 year. Throughout each course, students complete a variety of internal assessment tasks to develop not only mastery of content but also the ability to apply learning to contemporary situations.