The Cambridge International General Certificate of Secondary Education (IGCSE) is one of the most recognised qualifications around the world. IGCSE courses are renowned for developing vital educational skills, including recall of knowledge, oral skills, problem solving, initiative team work and investigative skills. The Cambridge portfolio of  IGCSE qualifications provides a solid foundation for higher level courses such as GCE A (Advanced) and AS Levels, SAT, ACT  and the International Baccalaureate Diploma as well as excellent preparation for employment. IGCSE courses take two years to complete and exams are taken at the end of that period. 

It is recognised by Association of Indian Universities, All India Institute of Medical Sciences, IIT and other well known professional institutions.

After completing their Primary education students will follow CLSP and IGCSE.
Cambridge Lower Secondary Programme(CLSP) offers three subjects, English, Maths and Science. These subjects are incorporated into the CBSE curriculum. Students who take CLSP may sit for Checkpoint test from CIE or proceed to IGCSE which is offered from Grades 8 – 10.

The International Baccalaureate (IB) Organization was founded in Geneva, Switzerland in 1968 as a non-profit educational foundation. A group of talented, forward-thinking teachers at the International School of Geneva, with assistance from several other international schools, created the IB Diploma Programme. While the IB now offers a sequence of three programmes—the PYP (introduced in 1997), the MYP (introduced in 1994), and the Diploma Programme (introduced in 1969) the IB has no requirement for schools to offer more than one programme.

Aims of the IBO

The IB is motivated by a mission to create a better world through education. It promotes intercultural understanding and respect, not as an alternative to a sense of cultural and national identity, but as an essential part of life in the 21st century. All of this is captured in their mission statement:

“The 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”

The Diploma Programme

The International Baccalaureate (IB) Diploma Programme (DP) is a rigorous two-year course of study designed to prepare young men and women for the challenges of university studies and life beyond. Through the Grade 11 and 12 years, students will have the opportunity to experience a curriculum combining the breadth of some national systems with the depth of others. The balance of a demanding academic programme and all-round development of the personality is the hallmark of the IBDP. Some specific distinguishing characteristics of the IB Diploma Programme are that it requires students to:

• learn how to learn
• ask challenging questions
• develop an understanding of their own identity
• nurture a sense of belonging  within their own culture
• communicate with and understand people from other countries and culture

The IB Diploma is considered one of the best-balanced and most challenging pre-university courses of study in the world. World-wide, distinguished universities hold the IB Diploma in high regard for admission to their undergraduate programmes.

The DP Curriculum

The curriculum is represented by a hexagon, in which each segment of the hexagon represents a different area of study, or Group. Students must choose one subject from each Group, 1 to 6. Students have the option to not take a Group 6 subject and replace it with a second subject from either Group 3 or Group 4.
The six subjects are taken at either Higher Level (HL) or Standard Level (SL). HL subjects (240 teaching hours) represent the depth in studies and are chosen with university programmes and future aspirations in mind. SL subjects (150 teaching hours) represent the breadth and underpin the IB’s philosophy of academic balance. Normally three subjects are taken at HL and three at SL.

The Core Requirements
At the center of the hexagon rests the core requirements. All three parts of the core - Extended Essay, Theory of Knowledge, and Creativity, Action, Service - are compulsory. The core requirements are arguably the most unique feature of the IBDP and are central to the philosophy of the Diploma Programme.
The IB Learner Profile: the learner profile is a profile of the whole person as a lifelong learner.

IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional,
and social growth through all domains of knowledge. By focusing on the dynamic combination of
knowledge, skills, independent critical and creative thought, and international-mindedness, the IB espouses the principle of educating the whole person for a life of active, responsible citizenship.

The learner profile is not intended to be a profile of the perfect student; rather, it can be considered as a map of a lifelong journey in pursuit of international-mindedness. It places the learner firmly at the heart of education and focuses attention on the processes and the outcomes of learning. The attributes and descriptors of the learner profile define the type of learner the IB hopes to develop through its programmes.

The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

FAQ

What kind of student is the IB Diploma Programme for ?

The IBDP is suited to motivated and responsible students with a combination of the following characteristics:

• desire and ability to cope with university studies when they leave KiiT
• willingness to develop personal study habits, including self-discipline, the ability to ask questions, and manage time
• capacity for thinking critically and creatively
• some fluency in a second language, or willingness to become fluent
• competence and fluency in expressing oneself in English orally and in writing
• willingness to be both an independent and cooperative learner combined with a desire to become intrinsically motivated
• an international outlook and a genuine concern for others

The IBDP programme, while demanding, is open to the average and above-average student. It is not an elitist programme for exceptionally gifted students, but a course of study for the dedicated student who as a strong desire to learn.

Throughout their studies students discover that learners following an IBDP curriculum need to be motivated, knowledgeable, strategic in their planning, ethical, compassionate, reflective and socially interactive.

What is so special about the IBDP ?

The DP is recognized around the world and ensures an increased adaptability and mobility for IB students.

The curriculum and pedagogy of the DP focus on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language.

IB World Schools must undergo an exhaustive authorization process in order to offer the DP which includes a study of the school’s resources and commitment to the IB mission and philosophy.

DP teachers participate in a wide variety of professional development opportunities to constantly update their knowledge and share their expertise with colleagues around the world.

Many students graduating from the DP find that it enhances their opportunities at tertiary institutions. The IB works closely with universities around the world to gain recognition for the DP.

The core components of the DP encourages students to participate in creative and service-oriented activities, while at the same time emphasizing the importance of reflection on a personal and academic level.

Why are foreign universities so keen to attract IB Diploma graduates?

The IB Diploma is recognized as a university entrance qualification by outstanding institutions throughout the world. Encouraged by the academic and all-round preparation of IBDP students for university education, universities look favorably on IBDP graduates for a number of reasons:

• They are recognized as being prepared to accept educational challenges
• They exhibit academic confidence, even with university-level subject material
• They are most likely to successfully complete a course of study once commenced
• They have developed the capacity for independent and cooperative research and study
• They have cultivated sound creative and critical thinking abilities alongside effective communication skills
• They have engaged in a co-curricular activity programme, including community service, complementing their academic studies
• They have fluency in two or more modern languages
• They have developed and recognize personal strengths and weaknesses in analytical, creative and practical intelligence, having learned how to build on strengths and compensate for weaknesses
• They have thought in global terms, have a cultural sensitivity and international orientation

he IB Diploma is a well-rounded liberal arts and science programme designed to thoroughly prepare students for success in university education and beyond. The IBO's reputation for rigorous assessment gives IB Diploma graduates access to the world's leading universities and thorough preparation for high achievement once enrolled. More information on:  http://www.ibo.org/diploma/recognition/perceptions.cfm

Can IBDP graduates earn credits at overseas universities?

Yes. As a testament to the respect given to graduates of the Diploma Programme, many universities award credits to students who have scored high grades (5, 6 or 7) in Higher Level courses. This means students can be exempted from some first year courses, saving from six months to one year of university time. Further information regarding credits must be obtained from the university as credit policies vary from university to university. More information: http://www.ibo.org/diploma/recognition/

Do Indian universities recognize the IB Diploma?

Can IBDP graduates gain admission to Indian universities?

Yes, but it requires forward planning. While overseas universities grant admission on the basis of predicted grades, most Indian universities do not. As well, most Indian universities admissions are over by mid-June before the IBDP results are declared only on July 6. Given this, students must notify their Diploma Programme (DP) coordinator of their intention to gain entrance into an Indian university as there are a number of procedural matters that would need attention.

For example, the IB will produce and issue for universities a document detailing percentage equivalency and a transcript of results will be enclosed with the equivalency document. Some Indian universities understand the IB 1-7 grading scale, and are willing to consider predicted grades, but all will eventually need the final grades converted to percentage equivalents.  The IB will create this once the results are issued, and these transcripts are sent via courier to the school where the candidate was registered.  The candidate is then able to pick up the transcript from their school and hand deliver it to the appropriate university admissions.    
In addition, students and parents must be familiar with the required subject combinations and levels for the student's future career path which will ensure students' eligibility for particular professional courses. For example, students and parents need to keep in mind that enrolment into Medicine requires IB Diploma students to take three HL sciences (Biology, Chemistry, Physics) and HL Math while the Engineering requirement is Physics, Chemistry and Mathematics at HL. This is mandated by the UGC, Universities, and State Education Boards.

The Diploma Coordinator can be contacted for more details on this subject.

Will an IBDP student be able to appear for the entrance examinations for admission to professional courses like engineering, medicine, management, law, etc. in India and with what chance of success?

For a number of courses in India, an equivalence certificate will not preclude the requirement for students to sit the entrance examinations, for example, Common Entrance Tests (CET). These exams take place in May at similar timings to the IB diploma.  Those who have developed the IB examination schedule are aware of this, and wherever possible the IB exams are scheduled to minimize as many conflicts as possible. While it makes for an extremely difficult month of exams, it is possible to complete both examinations.

While almost all IB Diploma subjects require students to write exams at the end of the two-year course, the way in which students learn about their subjects and the way the IB exam questions are framed is markedly different than most entrance examinations. Considering this, extra time may be needed for students to prepare for the entrance exams.

KiiT International School Diploma Progamme

KiiT International School (KiiT I.S.) is a candidate school* for the IB Diploma Programme. KiiT shares a common philosophy with the IBO—a commitment to high quality, challenging, international education that KiiT I.S. believes is important for our students.
(* Only schools authorized by the International Baccalaureate Organization (IBO) as IB World Schools can offer the Diploma Programme. Candidate status gives no guarantee that authorization will be granted.)
KiiT I.S. is pursuing authorization as an IB World School and expects its authorization visit in November 2010, with the goal of introducing the DP in August 2011. KiiT I.S. plans to offer the following subjects as the minimum selection for students.

Group 1: Language A1

English A1 HL or SL

The Language A1 programme is primarily a pre-university course in literature. It is aimed both at students who intend to pursue literature, or related studies, at university, as well as students whose formal study of literature will not continue beyond this level. Students grow to appreciate a language's complexity, wealth and subtleties in a variety of contexts. Confidence and competence in oral and written communication skills are fostered. One of the explicit aims of the A1 group is to engender a lifelong interest in literature and a love for the elegance and richness of human expression.
The World Literature component of the course encourages international awareness of DP students and to develop in them the attitudes of tolerance, empathy, and a genuine respect for perspectives different from their own.

Group2: Second Language

Hindi B HL or SL, French B SL, French ab initio SL, Spanish ab initio SL

Second language studies develops students' powers of expression, provides them with a resource for the study of other subjects, and brings them into contact with ways of thought which may differ from their own.
Several options in Group 2 accommodate students with a very high level of fluency (HL) , second language learners with some previous experience in the language (SL) and complete beginners with no previous experience (ab initio). Further information can be gained through meetings with the IB Coordinator and language teachers.

Group 3: Individuals and Societies

Business and Management, Economics, History, Geography (HL or SL)

All Diploma candidates are required to take a mathematics course. Each course helps to deepen a student's understanding of mathematics as a discipline and to promote confidence and facility in the use of mathematical language. Students are guided to choose the level of math which suits there abilities and university requirements.

Math HL: is designed for students with competence and a strong background in mathematics. Some students will choose to study the subject because they have a genuine interest in mathematics and enjoy meeting its challenges and problems. Others elect the higher-level course to prepare for additional mathematics studies at university or because they need mathematics for related subjects such as physics, engineering and technology.

Math SL: is designed to provide a background of mathematical thought and a reasonable level of technical ability for those not wishing to take mathematics at the higher level. It is intended to provide a sound mathematical basis for those students panning to pursue further studies in fields such as chemistry, economics, geography and business administration. It is a demanding course containing a variety of mathematical topics.

Math Studies SL: is designed to provide a realistic option for students with varied backgrounds and abilities who are not likely to require mathematics beyond the Diploma Programme. Students develop he skills needed to cope with the mathematical demands of a technological society; they also apply mathematics to real-life situations.

Film (HL or SL): Film is both a powerful communication medium and an art form. The Diploma Programme film course aims to develop students’ skills so that they become adept in both interpreting and making film texts.

Through the study and analysis of film texts and exercises in film-making, the Diploma Programme film course explores film history, theory and socio-economic background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures.

Visual Art (HL or SL):  The processes of designing and making art require a high level of cognitive activity that is both intellectual and affective. Engagement in the arts promotes a sense of identity and makes a unique contribution to the lifelong learning of each student. Study of visual arts provides students with the opportunity to develop a critical and intensely personal view of themselves in relation to the world.

The Diploma Programme visual arts course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation. The course is designed to enable students to study visual arts in higher education and also welcomes those students who seek life enrichment through visual arts.

The Core Requirements

ToK is an interdisciplinary course designed to provide coherence to the entire DP by exploring the nature of knowledge gained across various subjects. Students are asked to critically reflect on what accounts for certainty: When can we say we “know” something? And what would be our justifications for saying so? ToK also connects the student’s academic experiences at school to the world outside of the classroom by asking them to find relevance and meaning in their own education. Like swimming or riding a bicycle, ToK is hard to describe in words, but fun to do!

CAS plays an essential role in the development of a true IB Diploma graduate as it fosters students’ awareness and appreciation of life outside the academic arena. Through CAS, students have the oppourtunity to discover, develop and demonstrate all 10 characteristics of the IB’s Learner Profile. Students will be encouraged to be Thinkers, Inquirers, Knowledgeable, Open-minded, Risk-takers, Communicators, Principled, Balanced, Caring and Reflective. Through a variety of personally designed projects students will interact with members of their class, school, local community and possibly the world beyond.

Guidance for Selecting an IBDP Course of Study

Before making a choice, student should ask the following questions:

• Which subjects, irrespective of grades, have I enjoyed in the past and why do I enjoy them?
• Which subjects have I previously studied most successfully?
• Which subjects do teachers/parents recommend I choose?
• What careers am I considering? What do I want to study at university? What relationship is there between my academic success and my future plans?
• Which country/countries am I considering for university study?
• Are there certain subjects required for entry to particular courses of further study in the country concerned?

All IB candidates and their parents are required to undergo intensive curriculum explanation sessions with the DP Coordinator in order to make informed and educated choices. 

Course Selection Procedures

Most IBDP subjects can be studied at Higher Level or Standard Level. Students normally chose three subjects at each level, that is, three HL (maximum four) and three SL, totaling SIX subjects.

Higher Level subjects require intensive, in depth study over the two years, with a minimum of 240 hours teaching time. These subjects generally reflect a student's areas of interest and academic strength. They are similar in scope and depth to British 'A' levels, French Baccalaureate, and U. S. Advanced Placement.

Standard Level subjects are less demanding, require a lesser degree of specialized knowledge and understanding, and take a minimum of 150 hours teaching time. They are considered sufficient to satisfy most prerequisite requirements for first year university courses.

Generally, students must choose one subject from each Group, 1 to 6. However, students have the option to not take a Group 6 subject and replace it with a second subject from either Group 3 or Group 4. Here are four examples of course selections students could follow:

(In exceptional circumstances, application may be made for candidates to study for a ‘Non-Regular’ Diploma, and choose three Sciences – Physics, Chemistry, and Biology – from Group 4, in which case they will not choose any subject from Group 3 or Group 6)

How is the IBDP assessed?

Assessment of student performance will take place continually over the two-year programme. Assessments will be both formative and summative in nature. By tracking student progress on a regular basis, teachers are able to keep the student and parents well-informed about strengths, weaknesses and steps necessary for improvement.

Assessment in the IBDP is criterion-referenced, not norm-referenced. This means that students are not placed into a normal distribution curve with a set proportion being deemed as having not passed the course. Knowledge and skills are assessed according to the student's own achievement against a set of known criteria written by IB examiners.

Assessment Methods

In order for students to have the opportunity to demonstrate their abilities, a variety of assessment methods are used. These take into account the different learning styles and cultural experiences of students. The nature of assessment varies according to the subject, but the some of the main methods are:

• essays
• portfolio work
• laboratory work
• oral presentations
• practical assessments
• personal research work
• fieldwork/research projects
• individual and group projects
• guided coursework/classwork
• oral and written tests/examinations
• Assessment criteria do not test ability to memorize facts and large amounts of information, but the extent to which the student has acquired a real understanding of the subjects being examined.

Evaluation of Student Work

Student work in each of the six subjects offered is graded on the following scale:

Grade 7 = Excellent
Grade 6 = Very good
Grade 5 = Good
Grade 4 = Satisfactory
Grade 3 = Mediocre
Grade 2 = Poor
Grade 1 = Very poor

Up to three extra points can be awarded to students based on the overall combined performance in Theory of Knowledge and the Extended Essay.

The maximum score for the Diploma is therefore 6 (subjects) x 7 (points max.) + 3 (ToK/EE) = 45 points.

The minimum total needed for the award of the Diploma is 24 points*.

* A series of specific failing conditions apply. Details can be given by the IBDP Coordinator.
 
Final Evaluation: Internal and External Assessment

Throughout the final year of the two-year programme, students will have a variety of official IB assignments to complete. These assessment tasks are referred to as IB “internal” assessments as they are carried out and graded by the subject teachers internally, here at the school. They are then sent to IB examiners who moderate the teachers marking to ensure it is at par with IB standards. If necessary, marks are adjusted. Internal assessments usually comprise between 20%-30% of the subject’s overall grade.

In the month of May year-two, most subjects require students to write final IB exams. All final exams are written on the school premises and supervised by the DP Coordinator. These exams are referred to as the “external” assessment component because the student’s answer scripts are sent to examiners throughout the world to be assessed and graded. External assessments usually comprise 70% -80% of the final grade.

The overall grades (internal + external) are declared on July 6th on the internet. Students access their results via a password system.

Contact Person

Computer Science is introduced in Grade – I and SUPW in Grade – III.

The CBSE Board advises schools to provide the ‘alternate to Homework’ from Grade I ‘to enhance the students’ emotional rapport with family and to address certain core issues like admiration for nature, appreciation of aesthetics, eco-sensitivity, communication skills etc.

There is also a scope for the ‘informal’ curriculum which offers students opportunities for discussion, debates, speech training, drama, quizzes, science projects, creative art and similar activities that form part of a holistic education plan.

Saturdays are purely ‘Activity Days’, when students learn instrumental music, dance, art and craft and spoken English etc. Intellectual and cultural competitions amongst four houses are conducted to develop the spirit of competition.

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