Overview
The International Baccalaureate (IB) Programme
The International Baccalaureate (IB) Diploma Programme is an internationally recognized pre-university qualification for students seeking a Global Coverage. Introduced in the year 1968 in Geneva, Switzerland by the INTERNATIONAL BACCALAUREATE ORGANIZATION, it is taught and recognized in 159 countries across the Globe. Its core competence revolves around a detailed academic study of a wide range of subjects offered to students, including languages, arts, science, maths, history and geography.
The IBDP is designed as an academically challenging and a balanced programme of education that prepares secondary school students in their last two years of high school for the final examination increasing their opportunities to the gateway leading to a successful career in World Class Universities across the Globe.
IB Mission Statement
"The International Baccalaureate Organization aims to develop inquiring, problem solving, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes at IB Board Schools in Mumbai encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."
SIS adheres to the same objective, and hence fosters academic excellence via character development and global readiness. Hence, if you are seeking IB world school, you are at the right destination! Continue reading further to know what the school offers as one of the top IB Schools in Mumbai.
About The Programme
The DP's grading system is criterion-referenced, which means that each student's performance
is measured against well-defined levels of achievement. These are consistent from one examination session
to the next and are applied equally to all schools. The DP incorporates the best elements of national systems. It allows internationally mobile students to transfer from one DP school to another.
The programme has four components:
- The strengths of a traditional and broad curriculum with the study of six subjects: three studied at Higher Level and three at Standard Level (see below). These are externally assessed both through examinations and oral presentations.
- An Extended Essay of approximately 4,000 words intended to introduce students to the kind of independent research and writing skills expected by universities. This is assessed externally.
- Theory of Knowledge (TOK): an interdisciplinary course taken by all students. It is intended to stimulate critical reflection on the knowledge in its many forms. It is assessed through an essay and the internal component moderated externally.
- Participation in the Creativity, Activity, Service (CAS) programme aims to develop in students a greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.
The programme was born of efforts to establish a common curriculum and university entry credential for students moving from one country to another.
International educators were motivated by practical considerations but also by an idealistic vision. They believed that students should share an academic experience that would emphasize critical thinking, intercultural understanding and exposure to a variety of points of view.
International Baccalaureate Diploma Programme:
The three parts of the core, theory of knowledge (TOK), the extended essay and creativity, activity and service (CAS), at its centre are surrounded by the six subject groups.
Over the course of the two-year programme, students Study six subjects, chosen as follows:
A. All students are required to do Language AI English (Group 1),
Language B or A Language ab initio course (Group 2), and Mathematics (Group 5).
B. For the remaining three subjects, they choose one subject from among "Individuals and Societies" (Group 3);
one subject from among "Experimental Sciences" or a second subject from the "Individuals and Societies" or "Computer Science" (Group 5).
- Studies in Language & literature
- Language acquisition
- Individuals & Societies
- Science
- Maths
- 2nd subject from "Individuals & Societies" or "Science" or "Visual Arts"
Complete an extended essay
- Follow a theory of knowledge course (TOK)
- Participate in creativity, activity and service (CAS).
Normally:
Three of the six subjects are studied at higher level (HL) 240 teaching hours over the two years
The remaining three subjects are studied at standard level (SL) 150 teaching hours over the two years
Many of the higher-level courses are at a similar standard to first year university courses.
Academic Subjects:
Students would have to choose 6 subjects. 1 subject each from group 1 to group 5 which totals to 5 subjects. Students get to choose any 1 additional subject from group 3, 4 or 6.
In addition to the six subjects, students will have to meet the three core requirements of the programme, which are:
- Theory of knowledge
- Extended Essay
- Creativity, Activity & Service
You should choose one subject from each group, and enter each 'Subject choice' You should indicate whether a subject is at Higher level (HL) or Standard Level(SL). You may not choose the same subject twice at different levels.
Discuss thoroughly the selection of the subjects from each group with the DP coordinator.
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| Language B Ab Initio |
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| Group 3: Individuals and Societies |
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| Group 4:Experimental Sciences |
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| Group 5:Mathematics |
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| Group 6: The Arts |
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Assessment Criteria
Classroom teachers and IB examiners work in partnership to ensure that students have ample opportunity to demonstrate what they have learned via curricular activities and that they are able to communicate. A variety of assessment methods is used to acknowledge both the content and the process of academic achievement and to take into account differing learning styles and cultural patterns. Considering a comprehensive learning experience not only helps students develop academically and personally but also prepares them for global platforms.
The three main components of Assessment
External examinations which are externally marked and each marker is moderated by a mark/remark method.
Tasks which are internally supervised with the guidance of the teacher over a period of time but marked by external examiners
Internal assessment where the candidate's work is marked by the teacher with this marking being subjected to external moderation. The teacher's marks may be adjusted so that international parity is maintained. All courses have an internally assessed component.
Specialized forms of assessment are used in subjects such as visual arts, music and foreign languages. Examinations tend to form the basis of the assessment for most courses because of their high levels of objectivity and reliability. Internally assessed work usually counts for a minimum of 20% and maximum of 50% of the final grade in a subject.
The grading system used by IBO is criterion based, rather than norm referenced. This means there is no fixed percentage of each grade.
Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). Generally each assessment component is awarded marks. The total of the component marks are used to award the subject grade. In order to be awarded the diploma a student must meet defined standards and conditions, including a minimum total of 24 points and the satisfactory completion of the three diploma requirements: TOK, the extended essay, and CAS activities. The maximum score of 45 includes three points for the combination of the extended essay and work in TOK.
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