THE DIPLOMA PROGRAMME (DP) CURRICULUM HANDBOOK … · 2019. 8. 6. · Our mission is a living statement that we embed into practice through curriculum, learning culture, travel, sports,

THE DIPLOMA PROGRAMME (DP)

CURRICULUM HANDBOOK 2018-2019

Table of Contents

Who we are 02

Our Leadership and Administration Team 05

The IB Diploma Programme 10

The DP Core 15

Diploma Pathways - DP Course Description 19

Learning Diversity and Inclusion 45

Homework at Neev 46

IBDP Assessment 47

Neev After school Activities 50

Frequently Asked Questions 52

References 56

02 The Diploma Programme

Who we are

Vision Reimagining education for a changing India

Mission Building knowledge, self-awareness and relationships with people and the environment, to lead happy, healthy, impactful lives.

Core Values GRIT, HONOR & GRACE

The Diploma Programme 03

Founder’s Note

Building knowledge, self-awareness and relationships with people and the environment to seek happy, healthy, impactful lives. I believe in equality of opportunity – and the only route to it is finally through great education. When Gandhi came back from South Africa in 1915, Gokhale told him to “Make India proud of herself”. I find solace in the thought that Neev students will complete what Gokhale and Gandhi started. I hope to create academic institutions that remain true to our mission and values and outlast me, my generation, and many others; schools where Neev alumni are proud to send their great grandchildren to, for an education that continues to stand for excellence forever. Neev Academy is an intellectually challenging, creatively vibrant, and diverse community of children and teachers set up to meet the needs

of a changing India with the return of city center schools where children don’t have long commutes. It is a school that moves beyond either/ or, achieving academic excellence through building critical thinking skills and nurturing socio-emotional development, developing engaged learners who aim to be thought leaders. We recognize that what has helped some of us succeed, will not meet the needs of our children in a rapidly globalizing world, where value moves from resources to knowledge to ideas; a world where joining the dots is as essential as the strength of those dots. Our mission is a living statement that we embed into practice through curriculum, learning culture, travel, sports, the arts, the sciences and much else, learning from the world around and building towards the world we want to live in, building the core values of Grit, Honor and Grace. Our goals come alive in best practices, contemporary educational experience, which is fun, challenging, creative and collaborative while making space for individual excellence. Do join us on this learning journey.

Kavita Gupta SabharwalFounder & Head of School“Be the change you wish to see in the world” – Mahatma Gandhi

Welcome to the Diploma programme at Neev Academy. As the name suggests, Neev Academy is not merely an educational institution but a place for laying foundation (also called ‘Neev’ - in Hindi) of life. To this end, we aim to develop individuals who are self aware, knowledgeable and who forge relationships with people and the environment for attainment of happy, healthy and impactful lives. At Neev Academy, these traits are encouraged in the classrooms, in assembly, in the drama room, in the library, in the hallways, at lunch, at the table, during field trips, on the court, on the field, on the bus and on stage – through the IB Learner Profile. The above is in sync with the IB mission statement, which states: “International Baccalaureate aims to develop inquiring, knowledgeable

and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”Further we at Neev are aware that the two culminating years of Diploma Programme are extremely critical for students and will shape their future and hence must be a meaningful and exciting learning journey. The entire DP team at Neev Academy is committed to this end and we will leave no stone unturned to realize this goal.I understand that you will surely have questions or concerns along the way; please feel free to contact me at [email protected] forward to an exciting year with our first DP cohort at Neev Academy.

Abhinav AwasthiDP Coordinator Neev Academy

Note from the DP Coordinator


“Our teaching philosophy aims at helping students deal with rigor and learning to collaborate, discovering a lifelong love of learning. This innovative program is grounded in contemporary educational research, through individualized education enabling academic excellence and confidence in students. Our leaders of tomorrow deserve to be on an equal footing in the global sphere. The transaction of the curriculum through transdisciplinary approach, inquiry based learning equips students with self confidence, diverse knowledge and necessary creative skills to tackle challenges and be effective communicators.as they seek admission in any course of their choice. The role also allows me to use my people skills to understand the feedback, concerns and suggestions of parents and help build the trust to strengthen their belief and trust in the philosophy of the institution.”Ms. Aparna Singh Head of Enrolment and Parent Engagement

Our Leadership and Administration team

“I believe in an education that will create intrinsic motivation to all students by providing opportunities to stimulate their passion for learning. I should be able to provide students with a nurturing and enriching environment.”Gouri Kar-Secondary School Head.

As the Field Trip Coordinator, I take the students outside the classroom, moving them beyond the materialism and superficialities of today’s world to focus on personal growth, awareness, self-reliance and teamwork. I want to inspire the students to think for themselves, learn from their experiences, become their own person and pursue their dreams. As a facilitator I aim to create an environment that is conducive to learning - a place where students can immerse themselves in a subject or discipline as they assimilate a body of requisite information, concepts, and skills.”Anant Agnihotri -Fieldtrip Coordinator

“As a School Administrator I am committed to maintaining a clean and green environment in the School Campus to bring in social consciousness that promote healthy and safety of students, teachers and the whole school community”.Vivek Chouhan- Head of Administration


International Baccalaureate

IB Mission statementThe International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

International Mindedness International mindedness can be expressed as:• the ability to be better prepared for the 21st century global challenges• understanding ourselves to connect with others • awareness that the world is much larger than the community in which we live • respect and understanding for other perspectives, cultures and languages • the ability to see oneself as a responsible member of the community and a global citizen.

International mindedness and intercultural understanding holds a prominent place at Neev. The attributes of the learner profile is meant to create internationally minded individuals who, through their knowledge and understanding of concepts, ideas and issues of local and global significance, recognise “our common humanity and shared guardianship of the planet”. This entails understanding and appreciating one’s own culture and personal histories and being open to the perspectives, values and traditions of other individuals and communities. At Neev Academy, this finds expression not only in the general ethos of the school environment, but also in its concentrated exploration in academic studies, field trips and discussions. School-wide reading programs, literature festivals, language day celebrations and a carefully curated CAS program help widen the Neev child’s worldview so that they become true connoisseurs of variety and diversity.


Learner Profile

Inquirers We nurture our curiosity, developing skills for inquiry and research.We know how to learn independently and with others.We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems.We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways.We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness, justice and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others.We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect.We have a commitment to service, and we act to make a positive difference in the lives of others and the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies.We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives- intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience.We work to understand our strengths and weaknesses in order to support our learning and personal development.

IB learners strive to be :


An IB Education: Welcome to the IB Continuum (PYP, MYP and DP)

The IB continuum of international education for 3-19 year olds is unique because of its academic and personal rigour. It challenges students to excel in their studies and in their personal growth. They aim to inspire a quest for learning throughout life that is marked by enthusiasm and empathy. The IB aspires to help schools develop well rounded students with character: students who can respond to challenges with optimism and an open-mind; students confident in their own identities; students who make ethical decisions; students who join with others in celebrating our common humanity; students who are prepared to apply what they learn in real world, complex and unpredictable situations. The IB offers high-quality programmes of international education that share a powerful vision.

Neev Academy is authorised by the IB to offer the Primary Years, Middle Years and Diploma Programme.

Programme Year of inception Offered at by IB Neev Academy

1997 Yes

1994 Yes

1968 Yes


The diagram below is taken from “Towards a Continuum of International Education (September 2008)”. This diagram outlines the key features of the three IB programmes.

Facilitating the Transition Among IB Programmes

PYP MYP DPNature

Structure

How is the programme assessed

Learning to learn

Learning through

experience

Language learning

Culminating experience

that synthesizes

learning

Framework Inclusive

Transdiciplinary units of Inquiry

Internal assessments of all aspects of students

learning

Transdiciplinary concepts and skills

Action

Support for mother tongue development

(School’s additional language from age 5)

Exhibition

Framework Inclusive

Organised around disciplines and

interdisciplinary global contexts

Internal assessment based on subject

specific criteria,school can opt for

e Assessments

Approaches to learning

Service as action

Support for Mother tongue/best language

development(students additional

Acquisition)

Personal project

Prescribed curriculum Aimed at preparing students for higher

education

Organised around disciplines with theory of knowledge connecting

the disciplines

External moderation of internally assessed

work and external examinations

Theory of knowledge

Creativity, activity and

service

Support for Mother tongue/best language development, school supported, self taught language A courses (students additional

language B)

Extended essay

IB MISSION STATEMENT

IB LEARNER PROFILE


The IB Diploma Programme

About Diploma ProgrammeEstablished in 1968, the International Baccalaureate® (IB) Diploma Programme (DP) was the first programme offered by the IB and is taught to students aged 16-19. The DP was established to provide students with a balanced education, facilitate geographic and cultural mobility and to promote international understanding. It was created by teachers at the International School of Geneva, with assistance from several other international schools. Since then, innovative and committed teachers and examiners from around the world have played a significant role in the development of the programme. As of 16th March 2017, there are 3,104 schools offering the Diploma Programme, in 147 different countries worldwide. In April 2017, Neev Academy was granted authorization by IB to offer the Diploma Programme.

Diploma Course (DP Course) It may be that the IB Diploma is not required either by a student’s university of choice or in the country where the student would like to study; in these cases a student may, or may not, complete CAS, TOK or the Extended Essay. A student may choose fewer than three higher level subjects, or all six subjects at standard level, or even select a combination of subjects that does not meet the requirements for the IB Diploma.

Pre-requisites for success at Diploma ProgrammeTo be a successful IB Diploma student, it is necessary to be punctual both to classes and to school, to have an excellent attendance record, and to complete work on time and to an appropriate standard. In all courses, students must complete mandatory coursework assignments; typically this coursework amounts to 20 - 25% of the final grade for each course, although in some cases it may be higher or lower. The key to doing this work to an acceptable standard is organization, and the importance of keeping to internal deadlines cannot be stressed enough. Additionally students should ensure that he/she is academically honest and has cited all possible sources of info. Failing which the student will not be awarded IB Diploma and has to face consequences as decided by IBO.

Is IB Diploma recognized in India?The International Baccalaureate has a presence in countries throughout the world and universities worldwide recognize the strength of the IB Diploma Programme. India too is not an exception. India has had an IB World School since 1976. About 140 Indian schools offer either one or more of the IB programmes. Out of which 116 schools offer the Diploma Programme. About 223 Universities admit IB students to their courses. The Association of Indian Universities (AIU), an organization and association of major universities in India, acts as a bureau of information exchange in higher education and recognized the IB Diploma Programme since 1983.

Navigating Career Pathways : Guidance & Support at NeevThe IB Diploma is a rigorous and demanding program that provides students with a first-class preparation for their future after Neev. Students follow a course of study with a global reputation for academic excellence, and universities throughout the world recognize the IB Diploma as an entrance qualification to higher education degree courses. There are IB World Schools in nearly


150 countries throughout the world, and students send exam results to higher education institutions in nearly 90 countries annually. More so in the past few years, the number of students completing the IB and applying to higher education institutes in India has grown substantially. Keeping this in mind, the DP Coordinator had visited few notable Indian universities like Ashoka University, O.P Jindal University and Manipal University. The DPC and career counseling team will continue visiting more number of Indian universities so as to gain useful insights into the courses offered, quality of faculty, campus life and infrastructure in general. Further with a wide range of subject offering and an environment where intellectual curiosity, independence of thought and openness to new ideas are encouraged, Neev Academy is all set to support its students through their college journey. Neev career counseling incorporates a gamut of services (which includes but are not limited to):• Guidance and support from experienced Career counseling team• Exposure to Industry experts• Universities visits by Neev Career counseling team • Indian and Foreign universities visits to our campus• SAT Coaching facilitation


IBDP Curriculum Model

The DP is an academically challenging and balanced programme of education. It addresses the intellectual, social, emotional and physical well-being of students, and is respected by universities across the globe. The DP curriculum is made up of six subject groups and the DP core, comprising theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay.Through the DP core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.

IBDP Curriculum : Broad, Balanced, Conceptual and Connected

Broad and balancedAn IB education represents a balanced approach, offering students access to a broad range of content that spans academic subjects. In DP, students engage in subject-specific knowledge and skills with increasing sophistication.


ConceptualConceptual learning focuses on broad and powerful organizing ideas that have relevance within and across subject areas. DP students further develop their conceptual understanding gained through MYP.

ConnectedIB curriculum frameworks value concurrency of learning. Students encounter many subjects simultaneously throughout their programmes of study; they learn to draw connections and pursue rich understandings about the interrelationship of knowledge and experience across many fields. In the Diploma Programme, students encounter a range of subjects, and through the creativity, activity, service (CAS) component of the DP core may continue their own explorations of physical activity and the creative process. Interdisciplinary DP courses and requirements offer students ways to explore new issues and understanding that reach across subjects, and the theory of knowledge (TOK) course helps students connect their learning across the curriculum.

Significant contentIn IB programmes, assessment forms an integral aspect of teaching and learning. To understand what students have learned and to monitor their progress, teachers use a range of assessment strategies that provide meaningful feedback. IB assessment supports good classroom practice by encouraging authentic performances of understanding that call for critical and creative thinking. Assessment in the DP aims to balance valid measurement with reliable results, providing an internationally recognized university entrance qualification whose results are based on both coursework and external examinations.


Approaches to Teaching and Learning

Approaches to teaching and learning are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. These approaches and tools enhance student learning and assist student preparation for DP assessment and beyond. Developing students’ ATL skills is about more than simply developing their cognitive skills. It is also about developing affective and metacognitive skills, and about encouraging students to view learning as something that they “do for themselves in a proactive way, rather than as a covert event that happens to them in reaction to teaching” (Zimmerman 2000: 65). In the DP, as well as in the Primary Years Programme (PYP) and Middle Years Programme (MYP), these cognitive, metacognitive and affective skills are grouped into the same five ATL categories which are:

DP SKILL CATEGORIES

• Written• Oral• Reading • Presentation Skills

• Skill of initiating and maintaining positive social relationships

• Skill of effectively coping up with the larger social environment

• Collaborative skill

• Organization Skills

• Affective Skills

• Information-literacy

• Media-literacy skills

• Metacognition

• Reflection

• Critical thinking

ATL SKILL CATEGORIES

Communication

Social

Self Management

Research

Thinking


The DP Core

Creativity, Activity and Service (CAS): Creativity, activity, service is at the heart of the Diploma Programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component’s three strands, often interwoven with particular activities, are characterized as follows. • Creativity – arts and other experiences that involve creative thinking • Activity – physical exertion contributing to a healthy lifestyle, complementing academic work

elsewhere in the IB Diploma Programme • Service – an unpaid and voluntary exchange that has a learning benefit for the student.

Creativity, activity, service encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. CAS enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme.


At Neev, during the two years of DP, students will be provided with numerous opportunities for undertaking CAS experiences at a local and global level. These experiences will be aligned with the CAS learning outcomes. Students will also get the chance to engage with service and action activities. In DP through CAS, students continue to strengthen the approaches to learning they encounter and develop in the PYP and MYP. In approaches to learning, students are encouraged to grow both personally and socially, developing skills such as cooperation, problem-solving, conflict resolution and creative and critical thinking, as well as developing their own identities.

Extended Essay (EE): The extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest, usually one of the student’s six Diploma Programme subjects, and acquaints them with the independent research and writing skills expected at university. It is intended to promote high-level research and writing skills, intellectual discovery and creativity – resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor.

Theory of Knowledge (TOK): The interdisciplinary theory of knowledge course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. The theory of knowledge course is in part intended to encourage students to reflect on the huge cultural shifts worldwide around the digital revolution and the information economy. The extent and impact of the changes vary greatly in different parts of the world, but everywhere their implications for knowledge are profound. Theory of knowledge encourages critical thinking about knowledge itself and aims to help young people make sense of what they encounter. Its core content focuses on questions such as the following. • What counts as knowledge? • How does it grow? • What are its limits? • Who owns knowledge? • What is the value of knowledge? • What are the implications of having, or not having, knowledge?


IBDP Entry Requirements At Neev Academy both external students as well as our own MYP students can gain admission in IB Diploma Programme. Here are the separate requirements to be fulfilled for admission to DP:

For External Students External students must be pursuing Grade 10 study from any Indian/International Board (CBSE/ICSE/State boards/IGCSE/MYP) and are required to submit documentary evidence of completing the same within 03 months of declaration of result by the respective board/s. External students will also be appearing for entrance test in the subjects: English, Mathematics and Science (if any one of the Science except ESS and SEHS has been opted at DP level).

For MYP (internal) students Neev Academy Grade 10 pass certificate will be required for our own MYP students seeking admission to Diploma Programme. Internal students are not expected to appear for entrance test for admission to DP.


IBDP Subject offering at Neev Academy

Subject Groups

Subject offered at Neev Academy

Gr.1: Lang.A Lit. & Lang. A Lang. & Lit.

Hindi B - (SL & HL)

French B - (SL & HL)

French Ab initio

Spanish B - (SL & HL)

Spanish Ab initio

English A: Lang. & Lit (SL & HL)

English A: Lit (SL & HL)

Hindi A Lit. (SL & HL)

Business Management - (SL & HL)

Economics - (SL & HL)

History - (SL & HL)

Geography - (SL & HL)

ESS - SL (Interdis-ciplinary subject)

Physics - (SL & HL)

Chemistry - (SL & HL)

Biology - (SL & HL)

Sports, exercise and health science - (SL & HL)

ESS - SL (Interdisci-plinary subject)

Mathematics - SL

Mathematics - HL

Mathematical Studies - SL

Theatre - SL & HL

Visual Arts - SL & HL

Film - HL only

Gr. 2: Lang. Acquisition

Gr. 3: I & S Gr. 4: Sciences

Gr. 5: Mathematics

Gr. 6: The Arts OR one subject from groups 1,3 and 4

In keeping with Neev Academy commitment to excellence and student success, course offerings are made with these considerations: Maximum benefit for the largest number of students; IBDP results analysis data; University entrance requirements; The expertise of our staff; and Optimal class sizes.

Mandatory Conditions for Subject/selectionAll IB Diploma students must choose• Three courses at higher level (HL) & Three courses at standard level (SL) OR• Four courses at higher level (HL) & Two courses at standard level (SL)

DP CoreIn addition, all IB Diploma students must complete DP core which comprises of: • A course in the Theory of Knowledge (TOK)• A 4,000-word Extended Essay in a subject of their choice• A Creativity, Activity & Service (CAS) programme

Each student is required to follow six IB subjects, with one subject taken from each group in the curriculum model. There is a maximum of seven points available for each of the six required elective courses; in addition, there are three points available for the combination of TOK and the Extended Essay. This makes a maximum total of 45 points. A minimum of three courses must be at Higher Level.


Diploma Pathways – DP Course Description

Group 1: Studies in Language and LiteratureLanguage A: Literature SL & HL “One of the most effective and humanizing ways that people of different cultures can have access to each other’s experiences and concerns is through works of literary merit.” – Salma Jayyusi

Course Description : Language A: English Lit. SL/HL & Hindi Lit. SL/HL The course develops understanding of the techniques involved in literary criticism and promotes the ability to form independent literary judgments. In language A: literature, the formal analysis of texts and wide coverage of a variety of literature—both in the language of the subject and in translated texts from other cultural domains—is combined with a study of the way literary conventions shape responses to texts. All group 1 courses are suitable for students experienced in using a language in an academic context.

Curriculum model overview Assessment at a glance

Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated) Part 1: Works in translation: SL: Two works, HL: Three works All works are chosen from the titles in the prescribed literature in translation (PLT) list.

Part 2: Detailed study: SL: Two works, HL: Three worksAll works are chosen from the prescribed list of authors (PLA) for the language A being studied, each from a different genre.

Part 3: Literary genres: SL: Three works, HL: Four works All works are chosen from the prescribed list of authors (PLA) for the language A being studied, all from the same genre.

Part 4: Options: SL: Three works, HL: Three works, Works are freely chosen in any combination.

SL:Formal oral commentary and interview: 10 minutes 15%Individual oral presentation: (10–15 minutes) 15%

HL:Formal oral commentary and interview: 20 minutes 15%Individual oral presentation : (10–15 minutes) 15%

SL:Paper 1 Literary analysis of one unseen text: 90 minutes 20%Paper 2 Essay based on two works studied : 90 minutes 25%Written assignment 25%

HL: Paper 1 Literary commentary and analysis of one unseen text : 120 minutes 20%Paper 2 Essay on at least two works studied : 120 minutes 25%Written assignment 25%


Course Description: Language A - English language and literature SL/HL The language A: language and literature course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices. The course also encourages students to question the meaning generated by language and texts. Texts are chosen from a variety of sources, genres and media.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated) Part 1: Language in cultural context: Effect of audience and purpose on the structure and content of texts, Impact of language changes, Effect of culture and context on language and meaning.

Part 2: Language and mass communication: Forms of communication within the media.

Educational, political or ideological influence of the media, Ways in which mass media use language and image to inform, persuade or entertain.

Part 3: Literature—texts and contexts: Historical, cultural and social contexts in which texts are written and received, Relationship between context and formal elements of the text, genre and structure, Attitudes and values expressed by literary texts and their impact on readers.

Part 4: Literature—critical study: Detailed exploration of literary works, Elements such as theme and the ethical stance or moral values of literary texts,Appropriate use of literary terms.

SL: Individual oral commentary:15%Further oral activity: 15%

HL: Individual oral commentary: 15%Further oral activity: 15%

SL: Paper 1 Written analysis of one of two unseen texts: 90 minutes 25%Paper 2 In response to one of six questions, an essay based on two literary texts studied: 90 minutes 25%Written Tasks : 20%

HL: Paper 1 A written comparative analysis of one pair of unseen texts: 120 minutes 25%Paper 2 In response to one of six questions, an essay based on at least two texts studied: 120 minutes 25%Written Tasks : 20%


Group 2: Language AcquisitionCourse Description: Language B - Hindi B, French B, Spanish B SL/HLLanguage B course aims to develop international-mindedness through the study of language, culture, and ideas and issues of global significance. Students develop the ability to communicate in the target language through the study of language, themes and texts. The five prescribed themes are: identities, experiences, human ingenuity, social organization and sharing the planet.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated) While developing the ability to communicate in target language, students develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.

Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts for audiences, contexts and purposes associated with academic and personal interests. For the development of receptive skills, language B students must study authentic texts that explore the culture(s) of the target language.

HL (Additional requirement) - Study of two literary works is required at HL

SL: Individual oral assessment : 25%

HL: Individual oral assessment : 25%

SL: Productive skills—writing: 75 minutes 25%Paper 2 Receptive skills—separate sections for listening and reading: 1 hour 45 mins - 50% ; Listening comprehension (45 minutes); Reading comprehension (1 hour)

HL: Paper 1 Productive skills 90 minutes 25% Paper 2 Receptive skills—separate sections for listening and reading: 2 hours - 50% ; Listening comprehension (1 hour) ; Reading comprehension (1 hour)


Course Description : Language Ab initio - French Ab initio & Spanish Ab initio Language ab initio course develops international-mindedness through the study of language, culture, and ideas and issues of global significance. Language ab initio course aims to develop the ability to communicate in the target language through the study of language, themes and texts. The five prescribed themes are: identities, experiences, human ingenuity, social organization and sharing the planet.


Grade 11 & 12 - Ab initio Internal Assessment External Assessment (Externally moderated) While developing the ability to communicate in target language, students develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.

Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts for audiences, contexts and purposes associated with academic and personal interests. For the development of receptive skills, language ab initio students must study authentic texts that explore the culture(s) of the target language.

Ab initio: Individual oral assessment : 25%

Ab initio: Paper 1: Productive skills - writing: 1 hour - 25% Paper 2 Receptive skills—separate sections for listening and reading: 1 hour 45 minutes - 50%Listening comprehension (45 minutes) Reading comprehension (1 hour)


Language options at Neev At Neev, we are promoting bilingualism to be a common thread through the school - Primary Years Programme (PYP), Middle School (MYP/ICSE) and Diploma Programme (DP). Towards that end, we have created language pathways to ensure that all our students have immersion in at least one other language than English. For all the children this requires a clear choice of a second language and for some also a choice of an additional third language.The Language offered presently at Neev are:

LANGUAGE PYP MYP DP OPTIONSEnglish

Hindi

French

Spanish

Tamil

Acquisition stageGrades 1 to 5





Language and Literature

Language AcquisitionLanguage and Literature

Language Acquisition

Language Acquisition

Not available

Language A: Language and Literature HL and SLLanguage A: Literature HL and SL

Language A: Literature HL and SLLanguage B: HL and SL

Language B: HL and SLAb Initio

Language B: HL and SLAb InitioLanguage B: SL (decision on offering the subject to be taken on the basis of no. of students; currently not offered for the first IBDP batch, class of 2020)


Group 3: Individuals and SocietiesCourse Description: Business Management SL/HLThe business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated) Unit 1: Business organization and environment 1.1 Introduction to business management 1.2 Types of organizations 1.3 Organizational objectives 1.4 Stakeholders 1.5 External environment 1.6 Growth and evolution 1.7 Organizational planning tools (HL only)

Unit 2: Human resource management 2.1 Functions and evolution of human resource management 2.2 Organizational structure 2.3 Leadership and management 2.4 Motivation 2.5 Organizational (corporate) culture (HL only) 2.6 Industrial/employee relations (HL only)

Unit 3: Finance and accounts 3.1 Sources of finance 3.2 Costs and revenues 3.3 Break-even analysis 3.4 Final accounts (some HL only)3.5 Profitability and liquidity ratio analysis 3.6 Efficiency ratio analysis (HL only)3.7 Cash flow

SL: Written commentary - Students produce a written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. Maximum 1,500 words: 15 Hours 25%

HL: Research project - Students research and report on an issue facing an organization or a decision to be made by an organization (or several organizations). Maximum 2,000 words: 30 Hours 25%

SL: Paper 1 Structured questions : 75 minutes 30%Paper 2 Structured and extended response questions: 105 minutes 45%

HL: Paper 1 Structured and extended response questions: 135 minutes 35%Paper 2 Structured and extended response questions 135 minutes 40%



Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated)

3.8 Investment appraisal (some HL only)3.9 Budgets (HL only)

Unit 4: Marketing 4.1 The role of marketing 4.2 Marketing planning (including introduction to the four Ps) 4.3 Sales forecasting (HL only)4.4 Market research 4.5 The four Ps (product, price, promotion, place) 4.6 The extended marketing mix of seven Ps (HL only) 4.7 International marketing (HL only) 4.8 E-commerce

Unit 5: Operations management 5.1 The role of operations management 5.2 Production methods 5.3 Lean production and quality management (HL only) 5.4 Location 5.5 Production planning (HL only) 5.6 Research and development (HL only) 5.7 Crisis management and contingency planning (HL only)


Course Description : Economics SL/HLEconomics is a dynamic social science. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. The DP economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not studied in a vacuum, rather they are to be applied to real-world issues.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated) Section 1: Microeconomics 1.1 Competitive markets: demand and supply 1.2 Elasticity 1.3 Government intervention 1.4 Market failure 1.5 Theory of the firm and market structures (HL only)

Section 2: Macroeconomics 2.1 The level of overall economic activity 2.2 Aggregate demand and aggregate supply 2.3 Macroeconomic objectives 2.4 Fiscal policy 2.5 Monetary policy 2.6 Supply-side policies

Section 3: International economics 3.1 International trade 3.2 Exchange rates 3.3 The balance of payments 3.4 Economic integration 3.5 Terms of trade (HL only)

Section 4: Development economics 4.1. Economic development 4.2. Measuring development 4.3. The role of domestic factors 4.4. The role of international trade 4.5. The role of foreign direct investment (FDI) 4.6. The roles of foreign aid and multilateral development assistance 4.7. The role of international debt 4.8. The balance between markets and intervention

SL: Portfolio - Three commentaries based on different sections of the syllabus and on published extracts from the news media: 20 Hours 20%

HL: Portfolio - Three commentaries based on different sections of the syllabus and on published extracts from the news media: 20 Hours 20%

SL: Paper 1 Extended response paper on microeconomics and macroeconomics: 90 minutes 40%Paper 2 Data response paper on international and development economics: 90 minutes 40%

HL: Paper 1 Extended response paper on microeconomics and macroeconomics: 90 minutes 30%Paper 2 Data response paper on international and development economics: 90 minutes 30%Paper 3 HL extension paper on all syllabus content including HL extension material: 60 minutes 20%


Course Description: History SL/HLThe DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance and perspectives.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated) Prescribed subjects One of the following, using two case studies, each taken from a different region of the world: 1. Military leaders 2. Conquest and its impact 3. The move to global war 4. Rights and protest 5. Conflict and intervention

World history topics – This element of the course explores key topics in world history. Teachers should select two topics from the following 12 options: 1. Society and economy

(750–1400) 2. Causes and effects of wars

(750– 1500) 3. Dynasties and rulers

(750–1500) 4. Societies in transition

(1400–1700) 5. Early Modern states

(1450–1789) 6. Causes and effects of Early

Modern wars (1500–1750)

SL: Historical investigation - A historical investigation into a topic of the student’s choice: 20 Hrs 25%

HL: Historical investigation - A historical investigation into a topic of the student’s choice: 20 Hrs 20%

SL: Paper 1 Source-based paper based on the five prescribed subjects: 60 minutes 30%Paper 2 Essay paper based on the 12 world history topics. Answer two essay questions on two different topics. 90 minutes 45%

HL: Paper 1 Source-based paper based on the five prescribed subjects: 60 minutes 20%Paper 2 Essay paper based on the 12 world history topics. Answer two essay questions on two different topics. 90 minutes 25%Paper 3 Essay paper based on one of the four regional options 150 minutes 35%



Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated) 7. Origins, development and

impact of industrialization (1750–2005)

8. Independence movements (1800–2000)

9. Emergence and development of democratic states (1848–2000)

10. Authoritarian states (20th century)

11. Causes and effects of 20th-century wars

12. The Cold War: Superpower tensions and rivalries (20th century)

HL options: Depth studies One of the following: 1. History of Africa and the

Middle East2. History of the Americas 3. History of Asia and Oceania 4. History of Europe


Course Description : Geography SL/HLGeography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. Geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The DP geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated)Part 1: Geographic themes—seven options Two options are studied at SL, and three at HL• Freshwater—drainage basins• Oceans and coastal margins• Extreme environments• Geophysical hazards• Leisure, tourism and sport• Food and health• Urban environments

Part 2: SL and HL coreGeographic perspectives—global change• Population distribution — changing population• Global climate — vulnerability and resilience• Global resource consumption and security

Part two: HL core extension (HL only)Geographic perspectives—global interactions• Power, places and networks• Human development and diversity• Global risks and resilience

SL: Written report based on fieldwork : 20 Hours 25%

HL: Written report based on fieldwork : 20 Hours 20%

SL: Paper 1 is based on Geographic themes—two options: 90 mins minutes 35%Paper 2 is based on Geographic perspectives—global change: 75 minutes 40%

HL: Paper 1 is based on Geographic themes—three options : 135 minutes 35%Paper 2 is based on Geographic perspectives—global change: 75 mins 25%Paper 3 is based on Geographic perspectives—global interactions 60 minutes 20%


Group 4: Sciences Course Description: Physics SL/HLPhysics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated)Core 1. Measurements and

uncertainties 2. Mechanics3. Thermal physics 4. Waves5. Electricity and magnetism 6. Circular motion and

gravitation 7. Atomic, nuclear and particle

physics 8. Energy production

Additional higher level (HL only)9. Wave phenomena 10. Fields 11. Electromagnetic induction 12. Quantum and nuclear

physics

Option (Choice of one out of four) A. RelativityB. Engineering physics C. Imaging D. Astrophysics

SL: Individual investigation - Investigation and write-up of 6 to 12 pages: 10 hours 20%

HL: Individual investigation - Investigation and write-up of 6 to 12 pages: 10 hours 20%

SL: Paper 1 - 30 multiple choice questions: 45 minutes 20%Paper 2 - Short answer and extended response questions (Core) 75 minutes 40%Paper 3 - Data- and practical-based questions plus, short answer and extended response questions on the option 60 minutes 20%

HL: Paper 1 - 40 multiple choice questions: 60 minutes 20%Paper 2 Short answer and extended response questions (Core and AHL) 135 minutes 36%Paper 3 Data- and practical-based questions plus, short answer and extended response questions on the option 75 minutes 24%



Course Description: Chemistry SL/HL The DP chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century. By studying chemistry students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyze results and evaluate and communicate their findings.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated)Core1. Stoichiometric relationships2. Atomic structure 3. Periodicity 4. Chemical bonding and

structure 5. Energetics/thermochemistry 6. Chemical kinetics7. Equilibrium 8. Acids and bases 9. Redox processes10. Organic chemistry11. Measurement and data

processing

Additional higher level (AHL) HL only 12. Atomic structure 13. The periodic table—the

transition metals 14. Chemical bonding and

structure 15. Energetics/thermochemistry 16. Chemical kinetics 17. Equilibrium 18. Acids and bases 19. Redox processes 20. Organic chemistry 21. Measurement and analysis



SL: Paper 1 - 30 multiple choice questions (Core): 45 minutes 20%Paper 2 - Short answer and extended response questions (Core) 75 minutes 40%Paper 3 - Data- and practical-based questions plus, short answer and extended response questions on the option 60 minutes 20%

HL: Paper 1 - 40 multiple choice questions Core and AHL): 60 minutes 20%Paper 2 Short answer and extended response questions (Core and AHL) 135 minutes 36%Paper 3 Data and practical-based questions plus, short answer and extended response questions on the option 75 minutes 24%


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated)

Option (Choice of one out of four) A. Materials B. Biochemistry C. Energy D. Medicinal chemistry



Course Description: Biology SL/HLBiology is the study of life. By studying biology in the DP students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyze results, collaborate with peers and evaluate and communicate their findings.

The group 4 project (for different Group 4 subjects - Physics, Chemistry, Biology, Sports exercise and health science and ESS)The group 4 project is a collaborative activity where students from different group 4 subjects, within or between schools, work together. It allows for concepts and perceptions from across disciplines to be shared while appreciating the environmental, social and ethical implications of science and technology. It can be practically or theoretically based and aims to develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. The emphasis is on interdisciplinary cooperation and the scientific processes.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated)Core 1. Cell biology 2. Molecular biology 3. Genetics 4. Ecology 5. Evolution and biodiversity 6. Human physiology

Additional higher level (AHL) HL only 7. Nucleic acids 8. Metabolism, cell respiration

and photosynthesis 9. Plant biology 10. Genetics and evolution 11. Animal physiology

Option (Choice of one out of four) A. Neurobiology and

behaviour B. Biotechnology and

bioinformatics C. Ecology and conservation D. Human physiology



SL: Paper 1 - 30 multiple-choice questions (Core): 45 minutes 20%Paper 2 - Data-based, short answer and extended response questions 75 minutes 40%Paper 3 - Data-based, short answer and extended response questions 60 minutes 20%

HL: Paper 1 - 40 multiple choice questions Core and AHL): 60 minutes 20%Paper 2 Data-based, short answer and extended response questions 135 minutes 36%Paper 3 Data-based, short answer and extended response questions on the option 75 minutes 24%

Course Description: Environmental systems and societies SL OnlyThis course enables students to satisfy the requirements of both subjects groups simultaneously while studying one course. ESS is firmly grounded in both a scientific exploration of environmental systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment. The interdisciplinary nature of the DP course requires a broad skill set from students, including the ability to perform research and investigations, participation in philosophical discussion and problem-solving. The course requires a systems approach to environmental understanding and promotes holistic thinking about environmental issues. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, knowledge transfer and use of primary sources. They encourage students to develop solutions at the personal, community and global levels.

ESS students being part of the group 4 project ESS students have the option to participate in the group 4 project. For those who participate, 10 hours of practical activities will be replaced with 10 hours of work on the group 4 project.


Grade 11 & 12 - SL ONLY Internal Assessment External Assessment (Externally moderated)Core content 1. Foundations of

environmental systems and societies

2. Ecosystems and ecology 3. Biodiversity and

conservation 4. Water and aquatic food

production systems and societies

5. Soil systems and terrestrial food production systems and societies

6. Atmospheric systems and societies

7. Climate change and energy production

8. Human systems and resource use

Individual investigation - Written report (between 1500 to 2250 words):10 hours 25%

Paper 1 Case study: 60 minutes 25%Paper 2 - Short answers and structured essays: 120 minutes 50%



Course Description : Sports, exercise and health science SL/HLThe IB DP course in sports, exercise and health science involves the study of the science that underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental) investigations in both laboratory and field settings.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated)Core There are six compulsory topics in the core. 1. Anatomy 2. Exercise physiology 3. Energy systems 4. Movement analysis 5. Skill in sports 6. Measurement and

evaluation of human performance

Additional higher level (For HL only) There are seven additional topics for higher level. 7. Further anatomy 8. The endocrine system 9. Fatigue 10. Friction and drag 11. Skill acquisition and

analysis 12. Genetics and athletic

performance 13. Exercise and immunity

Options There are four options. Students are required to study any two options.A. Optimizing physiological

performance B. Psychology of sports C. Physical activity and health D. Nutrition for sports, exercise

and health

SL: Internal assessment –individual investigation: 10 hours 20%

HL: Internal assessment –individual investigation: 10 hours 20%

SL: Paper 1 Syllabus content: Core 30 multiple-choice questions on the core syllabus: 45 minutes 20%Paper 2: 75 minutes 35% - Section A: Students answer one data-based question and several short-answer questions on the core (all compulsory). Section B: Students answer one extended-response question on the core (from a choice of three). Paper 3 Syllabus content: Options Several short-answer questions (all compulsory) in each of the two options studied: 60 minutes 25%HL: Paper 1 Syllabus content: Core & AHL 40 multiple-choice questions about 15 of which are common with SL: 60 minutes 20%Paper 2 : 135 minutes 35% - Syllabus content: Core and AHL Section A: Students answer one data-based question and several short-answer questions on the core and AHL (all compulsory).Section B: Students answer two extended-response questions on the core and AHL (from a choice of four). Paper 3 : Syllabus content: Options Several short-answer and extended-response questions (all compulsory) in each of the two options studied. 75 minutes 25%

Group 5: MathematicsCourse Description: Mathematics SLThe IB DP mathematics standard level (SL) course focuses on introducing important mathematical concepts through the development of mathematical techniques. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed exploration offers students the opportunity for developing independence in their mathematical learning.


Grade 11 & 12 - SL Internal Assessment External Assessment (Externally moderated)Topic 1 AlgebraTopic 2 Functions and equationsTopic 3 Circular functions and trigonometryTopic 4 VectorsTopic 5 Statistics and probabilityTopic 6 Calculus

SL: Mathematical exploration - Internal assessment in Mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of Mathematics : 10 hours 20%

SL: Paper 1 (non-calculator) Section A: Compulsory short-response questions based on the whole syllabus. Section B: Compulsory extended-response questions based on the whole syllabus: 90 minutes 40%Paper 2 (graphical display calculator required) Section A: Compulsory short-response questions based on the whole syllabus. Section B: Compulsory extended-response questions based on the whole syllabus: 90 minutes 40%



Course Description: Mathematics HLThe IB DP higher level mathematics course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts.


Grade 11 & 12 - HL Internal Assessment External Assessment (Externally moderated)Topic 1 AlgebraTopic 2 Functions and equationsTopic 3 Circular functions and trigonometryTopic 4 VectorsTopic 5 Statistics and probabilityTopic 6 Calculus

Option syllabus content Students must study one of the following options. Topic 7 Statistics and probability Topic 8 Sets, relations and groups Topic 9 Calculus Topic 10 Discrete mathematics

HL: Mathematical exploration - The individual exploration is a piece of written work that involves investigating an area of mathematics 10 Hours 20%

HL: HL: Paper 1 (non-calculator) Section A: Compulsory short-response questions based on the core syllabus. Section B: Compulsory extended-response questions based on the core syllabus: 120 minutes 30%Paper 2 (graphical display calculator required)Section A: Compulsory short-response questions based on the core syllabus. Section B: Compulsory extended-response questions based on the core syllabus: 120 minutes 30%Paper 3 (graphical display calculator required)Compulsory extended-response questions based mainly on the syllabus options 60 minutes 20%

Course Description: Mathematical Studies SLThe IB DP mathematical studies standard level (SL) course focuses on important interconnected mathematical topics. The syllabus focuses on: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; using the calculator effectively.


Grade 11 & 12 - SL Internal Assessment External Assessment (Externally moderated)Topic 1 Numbers and algebraTopic 2 Descriptive statisticsTopic 3 Logic, sets and probabilityTopic 4 Statistical applicationTopic 5 Geometry and trigonometryTopic 6 Mathematical modelsTopic 7 Introduction to different calculus

SL: Project The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements. 25 Hours 20%

SL: Paper 1 (graphical display calculator required) - 15 compulsory short-response questions based on the whole syllabus: 90 minutes 40%

Paper 2 (graphical display calculator required) - 6 compulsory extended-response questions based on the whole syllabus: 90 minutes 40%



Group 6: The ArtsCourse Description: Visual Arts SL/HLThe IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated)Visual arts in context• Examine and compare the

work of artists from different cultural contexts.

• Consider the contexts influencing their own work and the work of others.

• Make art through a process of investigation, thinking critically and experimenting with techniques.

• Apply identified techniques to their own developing work.

• Develop an informed response to work and exhibitions they have seen and experienced.

• Begin to formulate personal intentions for creating and displaying their own artworks.

Visual arts methods • Look at different techniques for making art.• Investigate and compare how and why different techniques have evolved and the processes involved. • Experiment with diverse media and explore techniques for making art.

SL: Exhibition: 40%A curatorial rationale that does not exceed 400 words • 4–7 artworks • Exhibition text (stating the title, medium, size and intention) for each artwork

HL: Exhibition: 40% A curatorial rationale that does not exceed 700 words • 8 – 11 artworks • Exhibition text (stating the title, medium, size and intention) for each artwork

SL: Comparative study: 20% • 10–15 screens which examine and compare at least 3 artworks, at least 2 of which should be by different artists • A list of sources usedProcess portfolio: 40% • 9–18 screens which evidence the student’s sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities

HL: Comparative study: 20%• 10–15 screens which examine and compare at least 3 artworks, at least 2 of which need to be by different artists • 3–5 additional screens which analyse the extent to which the student’s work and practices have been influenced by the art and artists examined • A list of sources usedProcess portfolio: 40%


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated)• Develop concepts through processes informed by skills, techniques and media.

• Evaluate how their ongoing work communicates meaning and purpose. • Consider the nature of “exhibition”, and think about the process of selection and the potential impact of their work on different audiences.

Communicating visual arts• Explore ways of communicating through visual and written means.• Make artistic choices about how to most effectively communicate knowledge and understanding. • Produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept. • Select and present resolved works for exhibition.• Explain the ways in which the works are connected. • Discuss how artistic judgments impact the overall presentation


• 13–25 screens which evidence the student’s sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities.


Course Description: Theatre SL/HLTheatre is a practical subject that encourages discovery through experimentation, risk-taking and the presentation of ideas. The IB DP theatre course is multifaceted and gives students the opportunity to actively engage in theatre as creators, designers, directors and performers. It emphasizes working both individually and collaboratively as part of an ensemble. Students learn to apply research and theory to inform and to contextualize their work. Through researching, creating, preparing, presenting and critically reflecting on theatre, they gain a richer understanding of themselves, their community and the world.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated)Theatre in context • Research and examine the various contexts of: – at least one theatre theorist (HL only) – at least one published play text and reflect on live theatre – at least one world theatre tradition. • Reflect on personal approaches, interests and skills in theatre. Research and examine at least one starting point and the approaches employed by an appropriate professional theatre company, and consider how this might influence personal approaches.

Theatre processes • Explore at least one theorist and collaboratively engage in creating theatre based on their theory (HL only) • Take part in the practical exploration of at least two contrasting published play texts and engage with the process of transforming a

SL: Collaborative project: 35%Collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience.

HL: Collaborative project: 25%Collaboratively create and present an original piece of theatre (lasting 13–15 minutes) for and to a specified target audience

SL: Director’s notebook: 35%Develop ideas regarding how a play text could be staged for an audience.

Research presentation: 30%Deliver an individual presentation (15 minutes maximum) that outlines and physically demonstrates research into a convention of a theatre tradition.

HL: Solo theatre piece: 35%Create and present a solo theatre piece (4 to 8 minutes) based on an aspect(s) of theatre theoryDirector’s notebook : 20%Develop ideas regarding how a play text could be staged for an audience.

Research presentation: 20%Deliver an individual presentation (15 minutes maximum) that outlines and physically demonstrates research into a convention of a theatre tradition.


Grade 11 & 12 - SL & HL Internal Assessment External Assessment (Externally moderated) play text into action• Practically examine the performance conventions of at least one world theatre tradition and apply this to the staging of a moment of theatre.• Respond to at least one starting point and engage with the process of transforming it collaboratively into an original piece of theatrePresenting theatre (SL)• Direct at least one scene or section from one published play text which is presented to others. • Present a moment of theatre to others which demonstrates the performance conventions of at least one world theatre tradition. • Participate in at least one production of a collaboratively created piece of original theatre, created from a starting point, which is presented to others.Presenting theatre (HL)• Create, present and evaluate at least one theatre piece based on an aspect of a theatre theorist’s work. • Direct and present at least one scene or section from one published play text. • Present a moment of theatre which demonstrates the performance conventions of at least one world theatre tradition. • Participate in at least one production of a collaboratively created piece of original theatre, created from a starting point, which is presented to others.



Course Description : Film HL OnlyThe DP film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts, and through practical exercises in film production, the film course develops students’ critical abilities and their appreciation of artistic, cultural, historical and global perspectives in film. Students examine film concepts, theories, practices and ideas from multiple perspectives, challenging their own viewpoints and biases in order to understand and value those of others.


Grade 11 & 12 - HL Internal Assessment External Assessment (Externally moderated)Reading film Students will examine film as an art form, studying a broad range of film texts from a variety of cultural contexts and analysing how film elements combine to convey meaning.Contextualizing film Students will explore the evolution of film across time, space and culture. Students will examine various areas of film focus in order to recognize the similarities and differences that exist between films from contrasting cultural contexts.

Exploring film production rolesStudents will explore various film production roles through engagement with all phases of the filmmaking process in order to fulfill their own filmmaker intentions. Students acquire, develop and apply skills through filmmaking exercises, experiments and completed films.Collaboratively producing film (HL only)Students focus on the collaborative aspects of filmmaking and experience working in core production teams in order to fulfill shared artistic intentions. They work in chosen film production roles and contribute to all phases of the filmmaking process in order to collaboratively create original completed films.

Film portfolio -25% Students at HL undertake a variety of film-making exercises in three film production roles, led by clearly defined filmmaker intentions. They acquire and develop practical skills and techniques through participation in film exercises, experiments and the creation of at least one completed film.Students submit the following.1. Portfolio pages (9 pages maximum: 3 pages maximum per film production role) and a list of all sources used.2. A film reel (9 minutes maximum: 3 minutes maximum per film production role, including one completed film).

Collaborative film project (HL only) - 35%Bringing together all they have encountered during the film course, students at HL work collaboratively in a core production team to plan and create an original completed film.Students submit the following.1. A completed film (7 minutes maximum).2. A project report (2,000 words maximum) and a list of all sources used.

HL: Textual analysis - 20%Students at HL demonstrate their knowledge and understanding of how meaning is constructed in film. They do this through a written analysis of a prescribed film text based on a chosen extract (lasting no more than five minutes) from that film. Students consider the cultural context of the film and a variety of film elements.Students submit the following.a. A textual analysis (1,750 words maximum) and a list of all sources used.

Comparative study - 20%Students at HL carry out research into a chosen area of film focus, identifying and comparing two films from within that area and presenting their discoveries as a recorded multimedia comparative study.Students submit the following.1. A recorded multimedia comparative study (10 minutes maximum).2. A list of all sources used.


Assessing DP Core

Note: Extended Essay and Theory of Knowledge are assessed on the basis of DP core matrix. The DP core matrix has been mentioned under IBDP assessment section of this document.

How is EE assessed?Assessment of the Extended Essay is external. Students’ essays are sent to professional markers around the world and are graded. Combined with TOK, students’ EE standing earns them a possible 1-3 core points in the IB Diploma, out of a maximum 45 points.

How is TOK Assessed?Assessment in ToK is comprised of the internally-assessed Presentation and the ToK Essay (1600 words on a prescribed title). This essay is submitted electronically to external markers. Combined with students’ Extended Essays, their ToK standing earns a maximum of 3 core points towards the Diploma Programme final score, tallied out of a maximum 45 points.

Is CAS Assessed?There is no formal assessment in CAS however successful completion of all CAS requirements is an essential prerequisite for awarding of IB Diploma. Students need to regularly document their CAS experiences and provide a thorough reflection for each completed activity. Reflections need not just be a typical document, students are rather encouraged to use a variety of media for their reflection. For example, students may create a blog or website to chronicle their experiences and reflections.


Learning Diversity and Inclusion

The statement of intent from the Neev Academy Learning Support (LS) policy emphatically states that Neev Academy provides an environment in which all children are supported to reach their full potential. We incorporate inclusive practices and recognize that developing the learning of all students is the shared responsibility of the classroom and specialist support teachers and the parents/ guardians. Neev Academy is committed to create an educational setting, where all students benefit from a multimodal approach that facilitates all learning styles in an authentic, interactive learning environment.Neev expects and support the notion that students may have the intellectual capacity to meet all the curriculum and assessment requirements but may need additional support to enable them to attain their full potential. The differentiation initiative for diploma students will be done in consultation with the LS department, the Diploma coordinator and colleagues teaching the diploma programme. With reference to teaching and learning, Neev Academy aims to raise achievement and progress in ALL pupils, including those who have learning needs, enabling our IBDP students, from their starting point, to make expected progress.


Homework at Neev

Homework is an important part of the learning process that extends, enriches and reinforces academic concepts and skills. It is a necessary part of the instruction process that begins in the classroom, extends into the home and provides a way for parents to become aware of the teaching program and their child’s progress. Homework is also a tool to help teach children personal responsibility, punctuality and self discipline. Through this they will also learn to cultivate better study habits and skills, which will benefit them in the long term.

RATIONALE:• To involve students in decision making• To foster independent learning• To teach them how to self assess• To allow students to design tasks• To motivate and build a sense of competence• To enhance the ATL (approaches to learning) skills among students• To provide an introduction to a topic / assess prior knowledge about a topic• To prepare for next day’s lesson• To gain insight into student learning• To practice and apply learnt skills• To reflect on concepts learnt in class• To demonstrate enduring understanding

Grade wise Homework schedule

In DP, the homework assigned will be across all subject groups, but spaced out over the whole week. Students are not expected to record their homework in the Student Diary. The respective subject teacher will circulate the homework via student mail/Google classroom and all parents will receive intimation via School Management platform.


IBDP Assessment

Assessment Approaches at Neev : Assessment of, for and as Learning

Assessment practice at Neev Criterion referencing is a type of assessment practice where the performance of an individual candidate is assessed on the basis of pre-defined criterion. Each criterion has its descriptors clearly laid out indicating students level of performance and explanation of the same. IB follows criterion referencing. At Neev we follow the practice of criterion referencing.

Internal & External ExaminationsInternal ExaminationsThere are four periods of internal (school) examinations for IB DP students (please refer to the table below) Academic Session for Grade 11 will start in the month of July with first term examination in the month of Nov/Dec and second term examination in the month of Mar/Apr. Academic Session for Grade 12 will start in the month of July with first term examination in the month of Nov/Dec and mock examination in the month of March. These are intended to foster familiarity with the experience of taking several demanding exams in a short period of time. They support the recognition of strengths and weaknesses by teachers and students and provide invaluable input into student progress and future action. Please refer to Neev’s Assessment policy for further details on Internal examinations.

Grade Boundaries for Summative assessment Diploma ProgrammeDP subject specific teachers at Neev Academy (in consultation with respective Heads of Department and DP Coordinator) will design their own grade boundaries on the basis of DP grades descriptors as published by IB Programme Resource Centre.


Promotion from Grade 11 to Grade 12To be promoted from Grade 11 to Grade 12 at the end of the first year of the IB Programme, a student must meet the Neev internal requirements (to be mentioned separately); this includes meeting the required attendance.

External ExaminationsAt the end of two years Diploma programme, Grade 12 students will appear (in the month of May) for IBDP external examinations. These typically constitute 60 – 80 percent of a student’s final grade in each subject and require thorough preparation. A variety of different methods are used to measure student achievement against the objectives for each course.They include:• Essays• Structured problems• Short-response questions• Data-response questions• Text-response questions• Case-study questions

• Multiple-choice questions (limited use of these).

There are also a small number of other externally assessed pieces of work, for example, Theory of Knowledge essays, Extended Essays and internally assessed but externally moderated subject specific assessments. These are completed by students over an extended period under teacher supervision instead of examination conditions, and are then marked/moderated by external examiners/moderators.The dates of the examination are decided by IBO. IBDP examinations will be conducted as per IB guidelines. The results of final IBDP examination will be declared by IB on 5th July.

Internally marked and externally moderated - Internal assessmentTeacher assessment is also used for most courses. This includes:• Oral work in Languages• Fieldwork in Geography• Individual Investigation in the Sciences• Explorations in Mathematics (SL & HL)• Collaborative project in Theatre

Assessments are marked by school teachers and moderated by external moderators and normally contribute between 20% and 30% of the total mark. (International Baccalaureate, 2014b).

IB Grading All IB courses, HL and SL, are graded on the IB 7-point scale:7: Excellent6: Very Good5: Good4: Satisfactory


3: Mediocre 2: Poor 1: Very Poor

IBDP grade boundaries The grade boundaries for each subject will be determined by subject specific senior examiners and experts at grade award meetings organized by IBO.

Conditions for award of IB DiplomaIn general, in order to receive the IB Diploma, a student will have to score at least 24 points or more in total. The full criteria for passing the IB DP are set out below and students need to be aware that a score of 24 points will not always guarantee a pass. Each student is required to follow six IB subjects, with one subject taken from each group (except Group 6 which is optional) in the curriculum model. Additionally a candidate will not qualify for the award of the diploma if certain requirements have not been met. The following codes indicate the requirements not being met.Code 1: CAS requirements have not been met ; Code 2: The candidate’s total points are fewer than 24 ; Code 3: An “N” has been given for TOK, the EE or for a contributing subject ; Code 4: A grade E has been awarded for one or both of TOK and the EE ; Code 5: There is a grade 1 awarded in a subject/level ; Code 6: Grade 2 has been awarded three or more times (SL or HL) ; Code 7: Grade 3 or below has been awarded four or more times (SL or HL) ; Code 8: The candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count) Code 9: The candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

TOK - EE Matrix The following matrix will be used for award of points for TOK and the EE.

Figure: Award of points for TOK and the EE


Neev After School Activities

Neev Academy offers a variety of stay back programme activities that complement the curriculum. Stay back activities happen after school. Activities are varied ranging from sports, arts, music to school newsletter and Model United Nations. Students can choose to participate in activities they are interested in or self-initiate and lead their own activity. These activities operate throughout the year and require students to be committed to their choice.

MUN at Neev is the simulation of the United Nations at Neev Academy. It is offered as an after-school activity and is organised by the MUN at Neev team. The team consists of teachers who supervise the activity and students from Grade 7 upwards. The broad aim of the activity is to help students develop into knowledgeable, open-minded and courageous individuals, with a keen sense for analysing problems and logical thinking. The activity focuses on building skills, such as research and knowledge Skills, writing and speaking Skills, conflict resolution and problem-solving skills.

MUN at Neev believes in mentoring and consistent skill building: new students are nurtured by more experienced students. Skills are built through support from peers and teachers, and workshops organised within school by internal or external facilitators. Student performance is continuous and evaluated against rubrics consisting of several strands, and is followed by feedback.

Sports at Neev There are a large range of physical fitness and sports options at Neev Academy. Students can engage in sports for fun or commit to a team sport or represent the school at tournaments. Once a year an annual event called Sarvajeet diwas happens as a whole school event. Coaching takes place after school to gear up student teams to participate in sports such as Football, Basketball, Swimming and Athletics.

Neev Newsletter Neev Times, the school newsletter, is aimed at fostering one’s sense of pride and belonging to the institution by presenting the alma mater to the outside community in all its glory and splendor. This will hone a child’s literary abilities, editing skills and discretion in choosing appropriate literature that will speak for the Neev community. Added to these, this will educate children in the skills of communication, presentation and marketing of all that they stand for. With quarterly publications planned to be scaled up to monthly issues, the newsletter will give Neev students an independent voice.

Theatre/Orchestra & Choir-The stay-back initiatives in Performing Arts(PA) at Neev Academy is a platform for excellence and all students can work towards being part of the school team, namely theatre, choir, and orchestra. PA stay back sessions inspire perseverance and a positive attitude towards learning and practising their artistry with vigour and enthusiasm towards creating and develop their personal artistic intention. The sessions are designed to allow the learning opportunities in performing arts from the perspective of creators, designers, directors, composers, performers, choreographers and spectators of the art. Students will work towards creating their own interpretation of a real-life theme to devise and create a yearly theatrical and musical ensemble and production for the larger school community.


Academic Honesty at Neev

Winning Poster for DP: Academic honesty poster competition 2017

“Knowledge without integrity is dangerous and dreadful” - Samuel JohnsonStudents of Neev Academy are expected to know the appropriate methods to acknowledge to a source. Students are taught to acknowledge their sources in an age-appropriate manner through information literacy skill-based activities.

The school has adopted the Modern Language Association (MLA) 8th edition referencing guide in all the subject areas. These guidelines are clearly defined and communicated to students.

The Librarians in collaboration with the form tutors and subject tutors to develop the research and referencing skills that are identified in the PYP transdisciplinary skills and the MYP/DP approaches to Learning. In addition, the Librarians ensure that MYP and DP students follow the Modern Language Association (MLA) style 8th edition slides as displayed in the library and all classrooms and to include the MLA handout with guidelines in the research journal with the collaboration of the teachers. Sessions on plagiarism, paraphrasing and note taking etc. will be conducted during the school hours.


Frequently Asked Questions

Q.1 What characterizes IB classes?Ans. IB Classes have the following characteristics:• Concurrency of Learning• International mindedness• Positive attitude to learning• High quality/high standards• System of Continuous and comprehensive Assessment• Challenging questions, critical thinking, research skills

Q.2 Can a student who has gone through another system (such as CBSE/ ICSE etc) join the IB program? What are the challenges? Is the student able to cope up?Ans. The first program envisaged in the IB curriculum was the Diploma (DP) program which is offered in grades 11 & 12. PYP and MYP followed in the 90s. Each of the three programs and more specifically the DP is designed in a way that students from different streams could adapt to the program requirements. Students find application based curriculum and project work quite encouraging and interesting.

Q.3 What if one does not want to do or is not good at Math or Science or Humanities?Ans. IB believes that till high school level it is very important to develop a wide knowledge base and thus IB maintains adequate breadth in the curriculum. Whatever career one eventually pursues in life, some bit of math or science or understanding of humanities is necessary to manage world/one’s own affairs and be successful in life. While making a minimum choice from each discipline mandatory, IB offers multiple options within each group to accommodate individual preference and future academic/professional needs for e.g. there are three Math levels on offer.

Q.4 Where does then, the specialization come from?Ans. Each subject in IB DP is offered at two levels, Standard Level and Higher Level. One can make combinations for HL subjects from different groups (e.g. Physics, Chemistry, Math or Business Management, Economics, English etc.) for specialization.

Q.5 Can you take 3 sciences (Physics, Chemistry, Biology) for the IB?Ans. Yes, but only by special application where national governments or university systems require it. Students need to take prior approval from IB to get three sciences for the admission in specific undergraduate course. Students will be getting Non-regular diploma for this.

Q.6 Is the IB Diploma recognized?Ans. The following is the recognition in India and abroad: • INTERNATIONAL IBDP is an internationally accepted and acclaimed pre-university course leading universities in the world offer preference and even accelerated credits to high scoring IB graduates.


• INDIA IBDP is being recognized by the Association of Indian Universities as Equivalent to the 10+2 stage qualification of an Indian Board giving access to the Bachelor’s Degree programmes at any Indian University.

Q.7 What role does IB play in ensuring smooth placement of IBDP students across universities whether in India or abroad?Ans.• The IB works closely with universities in all regions of the world to gain recognition for the IB diploma. To aid this process, university admissions officers and government officials have direct online access to all syllabuses and recent examinations.• To assist IB diploma students in making appropriate choices, the organization holds a database containing contact details of universities around the world together with up-to-date information about their requirements for admission.• Students applying to a particular university may also grant permission for their grades to be accessed directly from the IBO’s secure website.• Universities value its combination of depth with breadth, its rigour, its emphasis on developing analytical thinking and critical skills, and its special features like CAS (Creativity/Activity/Service requirements), TOK (Theory of Knowledge course) and EE (Extended Essay-independent research project).

Q. 8 How do IB students fare in college acceptance?

Ans. INTERNATIONAL - As per the statistics available, an IBDP student with 37 and above points (maximum possible being 45) accumulates good enough credits to get admissions in the best universities around the world. Students with a score lower than 37 (say in the range of 31 to 36) are also well accepted in Universities worldwide. (24 is the normal passing aggregate and each subject has a score range of 0 to 7 with 7 being the highest).

INDIA - The Association of Indian Universities (AIU) recognizes IB DP as a qualifying secondary school diploma for admission to Indian universities. The AIU also recognises DP course for admission to Indian universities provided a student has scored a minimum of 24 points and has passed a minimum of 3 subjects at HL and 3 subjects at SL. Indian universities has a conversion formula to convert the IB grading scale (1 to 7) into percentage equivalents.

Q.9 Are colleges in India ready for IB?Ans. Majority of Indian Universities recognize the IB with official policies for admitting IB students to their courses. IBO has received recognition of the IB Diploma by the Association of Indian Universities since 1983. This recognition is applicable to all universities in India. As per IB, the number of students completing the IB and applying to higher education institutes in India has grown substantially in the past few years. IB maintains a current list of universities with written statements recognizing the IB Diploma. This list can be downloaded from the ‘‘Guide to University recognition in India (Jan 2017)” – available on IBO website.


The above guide has also been uploaded on school website. The written statements are an evidence of the awareness and support by these universities. IB DP is fully recognized for entry into the Bachelor’s degree program in all higher education institutes in India, with growing awareness of the merits of the IB DP program more and more colleges are welcoming IB DP students. IB students are successfully pursuing their undergraduate programs in some top colleges of the country such as:

Atma Ram Sanatan Dharma College; College of Vocational Studies; D.Y Patil College; St. Xavier’s, Mumbai; HR College of Commerce, Mumbai; Wilson, Mumbai; Fergusson College, Pune; Lady Shri Ram College, Delhi; Loyola, Chennai; Stella Marie, Chennai; Baroda Art Institute; NIFT; Daulat Ram College; Gargi College; Indraprastha College for Women; Jesus and Mary College; Kamla Nehru College; Mahatma Gandhi Medical College; Maitreyi College; Osmania University; PGDAV College; Podar World College; Ramjas College; SRCC; NID; Manipal and Sri Venkateswara College etc.

Q.10 What are the reasons for placement success?Ans. The reasons are :• Most rigorous pre-collegiate curriculum• IB students outperform their peers on assessments• IB Diploma students have higher acceptance rates• IB students perform better in post-secondary education• IB has a positive impact on school culture

Q.11 Does a grade-based marking put IB students at a disadvantage for college admissions vi-a-vis their peers from Indian national systems that offer percentages? Are there any exceptions made for IB DP students to gain admissions in Indian Colleges?Ans. For students wishing to apply to Indian Universities, upon a special request, IB offers a percentage mark sheet along with the grade based Diploma. Specific percentages are assigned to each subject leaving no room for varied interpretation of grades. Moreover, to facilitate students to pursue the medicine program in India, IB allows interested students to pursue three sciences (Physics, Chemistry & Biology) while dropping one subject from Individuals and Societies as an exception.

Q.12 What are the prospects of IB Diploma students getting admission into Indian universities? Ans. A number of universities in India give provisional admission on the basis of predicted grades as the admissions in most Indian universities are completed by end of June and the Diploma Programme results are declared on July 5th. The percentage of transcript requests to Indian universities from IB schools in India has increased substantially from 46% in 2014 to 52% in 2015. In May 2015, IB processed 2698 transcript requests to universities and colleges in India. The most popular higher education destinations in India were University of Mumbai, University of Delhi, NMIMS University, University of Pune, Christ University, Ashoka University, Manipal University and VIT University.

Q. 13 How does the late declaration of IB results affect the students who would want to continue in India?Ans. The effects are as follows :• IBDP results are published on the 5th of July each year for its May examinations. The admission process in Indian Colleges is on till about the third week of July. However by 5th July, the 1st list of most colleges is out.


• However, all IB DP students are assigned a ‘Predicted Grade’ before sitting for the examinations. Provisional admissions are granted to IB DP students based on the predicted grades which are confirmed upon submission of the final grade. Universities may withdraw provisional admission offer in case there is a greater variance between actual and predicted grades. The decision to withdraw or continue with admission depends upon specific university’s admission policy.

Q.14 Can an IB student take on the challenge of Indian competitive exams such as IIT JEE, NEET, etc.?Ans. The course content of IB DP for the Sciences and Mathematics is in line with the prescribed syllabus of all India open entrance tests for Engineering or Medicine undergraduate studies. All IIT’s and other specialized institutes recognize IB.

Q.15 What subjects should you take if you want to study engineering/medicine?Ans. Physics and Math at the Higher Level and Chemistry at the standard or higher level are recommended for students interested in engineering, either in India or overseas. Physics, Chemistry, and Biology are required for studying medicine in India. Medicine in the UK requires 2 Higher Level sciences. Medicine in the US and Canada is a postgraduate degree.

Q.16 Is SAT exam required for IB students?Ans. The IB is not a substitute for these standardized university entrance tests. Most U.S. universities require the SAT scores.

Q.17 Do students who have done the IB get advanced placement or credit at university?Ans. Yes, they often do. Since the IB standard is considered to be quite high, many US Universities offer advance credits (or advanced standing) in well scored subjects in IB DP. A good student can accumulate these credits to save up to one full year of the four year Undergraduate program. The exact amount of credit awarded varies from university to university.

Q.18 Can you get a “full scholarship” to study at a foreign university after graduating from an IB world school? What is “financial aid”?Ans. The details are:

• A very strong all-rounder has a good chance of getting a good scholarship or financial aid package to study at a foreign university.

• US universities are the most generous with scholarships/financial aid. Most scholarships are awarded on the basis of “financial need” which is calculated by each university’s financial aid office, based on detailed financial information that parents have to provide with the student’s application.


References

• http://www.ibo.org/what-is-an-ib-education/

• http://www.ibo.org/about-the-ib/mission/

• https://resources.ibo.org/dp/ap/dp-2018?lang=en

• https://www.isl.ch/uploaded/academics/documents/y13_diplomaprogrammehandbook.pdf

• http://www.isparis.edu/uploaded/Documents/M/IBDP_Handbook_Class_of_2018.pdf

• https://www.stratfordhall.ca/uploaded/DP_Handbook_2016.2017_FINAL.v2.pdf

• http://www.ibo.org/university-admission/ib-recognition-resources-and-document-library/

• http://www.ibo.org/about-the-ib/mission/

• http://www.pathways.in/about-ib.asp#gen11, www.ibo.org,

• http://www.ibo.org/contentassets/d883e8b8f46446079f14679a9a6971c3/faqs-about-the-ib-in india.pdf,

• http://occ.ibo.org/ibis/occ/Utils/getFile2.cfm?source=/ibis/occ/spec/coord.cfm&filename=dp% 2Fd_0_dpyyy_mon_1402_1_e%2e Pdf

• http://blogs.ibo.org/blog/2017/05/19/dp-winners-academic-honesty-poster-competition/

• http://www.ibo.org/globalassets/digital-tookit/brochures/what-is-an-ib-education-en.pdf

• http://www.ibo.org/globalassets/publications/recognition/core_2011.pdf

• http://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/cas-2016-english-1st final-web.pdf

• Learning Diversity and Inclusion - https://goo.gl/images/adTGGM

• https://edmontonfetalalcoholnetwork.org/supports-and-services/assessments-diagnosis services/

• https://goo.gl/4us14R

• https://www.google.co.in/search?as_st=y&tbm=isch&hl=en&as_q=user+experience&as epq=&as_oq=&as_eq=&cr=&as sitesearch=&safe=images&tbs=isz:l#imgrc= wwRAcBik1J9OTM: