Daystar's structured and guided inquiry approaches to teaching and learning provide students with opportunities to build on their prior knowledge and experience, construct meaning, and apply increasingly sophisticated skills to demonstrate disciplinary understanding. Concept-based teaching and learning leads students to make connections among content, requiring higher levels of critical thinking and facilitating the transfer of knowledge within and across subject areas. Through interdisciplinary project-based learning, students are introduced to the multi-faceted nature of global challenges. Service as Action is emphasized throughout the program as students have opportunities to apply their classroom learning to serve the communities in which they live.

Middle School (Grade 6-8)

Daystar Academy is an authorized International Baccalaureate (IB) World School offering the Middle Years Programme (MYP) from Grades 6-10. 
With stronger self-awareness, children enter the secondary school ready to take on greater challenges. Continuing with inquiry-based and student-centered approaches to learning, Daystar Academy's Secondary School cultivates students who challenge stereotypes, seek new knowledge, and demonstrate innovative thinking. At the same time, the Secondary School Program helps students consolidate the core knowl- edge in elementary school and prepares them for university. 

The IB Middle Years Programme strives to educate the whole child, and instruction is delivered through both English and Chinese. Even though the majority of content courses are taught through English, students still have the opportunity to continue developing proficiency in Chinese in content areas such as history, economics, language arts, social studies, and geography. In this way, students build mastery in reading, writing, speaking, and listening at levels that allow them to be lifelong learners of Chinese while building English fluency in preparation for university abroad. 

Interdisciplinary teaching and learning leads students to make connections among content, requiring higher levels of critical thinking and facilitating the transfer of knowledge within and across disciplines. 

Students are introduced to the multifaceted nature of global issues and apply their learning to develop solutions to real-world problems. Service as action is emphasized through- out the program as students have opportunities to serve the communities in which they live; specifically, the IB Community and Personal Projects provide opportunities for student initiated action. 

High School (Grade 9-12)

As an International Baccalaureate (IB) World School authorized to offer the Middle Years Programme (MYP), students in Grades 9-10 engage in a broad, balanced, and rigorous cur- riculum framework. Daystar Acade- my's approach develops knowledge and conceptual understandings within real-world contexts that are necessary for students' success in world-class university-level course- work. 

During Grade 10, the final year of the MYP Program, students demonstrate their knowledge and skill ac- quisition through the MYP Personal Project. The Personal Project is an opportunity for students to engage in an interest-driven inquiry using a process in which students inves- tigate, plan, take action, and reflect on their learning. 

Beginning in Grade 11, Daystar students engage in an exciting dual track program - Daystar's Social Innovation Program (SIP) signature program and the International Bac- calaureate Diploma Programme (IBDP). Both of these programs complement each other and engage students in a rigorous academic program that emphasizes real-world problem-solving. 

Daystar Academy is fully authorized to offer the International Baccalaureate (IB) Diploma Pro- gramme (DP).

The skills and understanding developed through the IB Middle Years Programme (MYP) well-pre- pare students for our university preparation academic programming in Grades 11 and 12.

Grounded by the IB Diploma Programme, we support students in mastering bilingual commu- nication and critical thinking skills, developing both depth and breadth of understanding across academic disciplines, while empowering them to be social innovators. Secondary school students are challenged to deeply understand the systems that contribute to global issues such as economic inequality and resource sustainability.

They consider diverse perspectives, critically analyze texts, and expand their own potential to innovate guid- ed by a strong ethical foundation.