This article presents an analysis of the International Baccalaureate’s Middle Years Program (MYP) to determine the extent to which it is suitable to address the learning needs of gifted students in the educational context of Qatar. The student population comprises predominantly Qatari nationals and citizens from neighbouring Arab cultures in the Gulf Corporation Council (GCC) countries. The dynamics of this context involve the interrelationships of three conceptual elements: the cultural and educational context of Qatar; conceptions, identification and nurture of giftedness; and the International Baccalaureate’s MYP. Each of these elements is examined individually and then in relation to one another in order to determine the potential for the three contexts to interact or intersect.
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Keywords: high ability, science, International Baccalaureate, Qatar