The Diploma Programme: preparing students for success in higher education and life in a global society.The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme, has gained recognition and respect from the world’s leading universities.
The Diploma Programme core:
The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students tofocus on a topic of global significance which they examine through the lens of at least two DP subjects.
Theory of knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.
Creativity, action, service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.
IB Diploma Programme students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics. Student may choose either an arts subject from group 6, or a second subject from groups 1 to 5.
At least three and not more than four subjects are taken at higher level (240 teaching hours), while the other subjects are taken at standard level (150 teaching hours). Students can study and take examinations,
in English, French or Spanish.In addition to disciplinary and interdisciplinary study, the Diploma Programme features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills.
Subjects Offered at MGIS:
Group 1 English A1
Group 2 French B ab inito
French B HL and SL
Hindi HL and SL
Group 3 Economics
Group 4 Physics
Environmental systems and societies
Group 5 Mathematics HL
Group 6 Theatre Arts
DP core requirement Theory of knowledge
Summative assessments in DP take the form of three term examinations. The summative assessment is a combination of external and internal assessments of the content learnt and skills acquired. Their predicted grades are determined on the basis of these examinations at the end of Year 2.
Students take written examinations at the end of the programme (ie DP Year 2), which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.
The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.
Assessment is criterion-related, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. The range of scores that students have attained remains statistically stable, and universities value the rigour and consistency of Diploma Programme assessment practice.
In the International Baccalaureate Diploma Program, assessments are conducted internally by the school, which is aimed at preparing the students for the final external assessment conducted by IB.
1.1. In Year 11 (DP Year 1) the assessment structure is consists of:
1.1.1. Formative assessment: In respective subjects classes teachers maintain a record of presentations, quiz, tests and assignments and monthly assess students on a criteria grid that is submitted to the coordinator.
1.1.2. Summative assessment: There are three term examination in a year based on the content and skills developed during each term. The papers are designed on the pattern of the past examination papers. These are graded and reported according to the IBDP grading system. The term exam also includes the internal assessment component.
1.2. IB Assessment in Year 12 (DP Year 2)
There are two essential component of the IBDP assessment.
1.1.1. Internal Assessment: This component range form projects, portfolio and investigation reports, essays, oral and written assignment. The assessments are internally moderated and samples are sent for the final grade allocation.
1.1.2. External Assessment: At the end of the second year students appear for final examination. The final IBDP grading is a combination of Internal assessment and external assessment arks converted into numeric grade (1-7) grade scale. In order to get IB Diploma students must fulfill requirement of TOK, EE and CAS.
Types of Assessments required in IB DP Subjects
Group Subject Assessment
Group 1 English A1 Oral Presentation
Two World literature Assignments
Group 2 French B ab inito Interactive activities
French oral assessment
French B HL and SL Interactive activities
Group 3 Economics Portfolio of commentary
Business Management Project report
Psychology Experimental report
Group 4 Physics Portfolio of experimental investigations
Group 4 project
Chemistry Portfolio of experimental investigations
Group 4 project
Biology Portfolio of experimental investigations
Group 4 project
Environmental systems and societies Portfolio of experimental investigations
Group 5 Mathematics HL Portfolio
Mathematics SL Portfolio
Mathematics studies Mathematics project
Group 6 Theatre Arts Theatre performance and production presentation
Independent project portfolio
DP core requirement Theory of knowledge TOK Oral presentation
Extended Essay Extended essay report
CAS CAS journal
CAS – Creativity – Action – Service at the heart of the Diploma Programme. CAS enables students to live the IB learner profile in real and practical ways, to grow as unique individuals and to recognise their role in relation to others.CAS is organised around the three strands of Creativity, Action and Service defined as:
Creativity – arts and other experiences that involve creative thinking
Action – 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.
Students develop skills and attitudes through a variety of individual and group activities that provide students with opportunities to express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.
Students are also required to undertake a CAS Project that challenges students to show initiative, demonstrate perseverance, and develop skills such as those of collaboration, problem solving, and decision making.
The school and students must give CAS as much importance as any other element of the Diploma Programme and ensure sufficient time is allocated for engagement in the CAS programme. Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students reflect on their CAS experiences and provide evidence of achieving the eight learning outcomes.
The fundamental question of TOK is “how do we know that?” Students are encouraged to think about how knowledge is arrived at in different disciplines, what the disciplines have in common and the differences between the disciplinary. TOK therefore both supports and is supported by the study of other DP subjects, as students are required to explore knowledge questions against the backdrop of their experiences in their other DP subjects. Discussion and critical reflection form the backbone of the TOK course, centring around discussions of questions such as:
what counts as evidence for X?
what makes a good explanation in subject Y?
how do we judge which is the best model of Z?
how can we be sure of W?
what does theory T mean in the real world?
how do we know whether it is right to do S?
Through discussions of these types of questions students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives. The TOK course is assessed through an oral presentation and a 1600 word essay. The TOK presentation assesses the ability of the student to apply TOK thinking to a real-life situation, while the TOK essay takes a more conceptual starting point; for example asking students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used.
TOK is a demanding and challenging course, but one which plays a crucial role in effectively preparing students for the complex and rapidly changing world they will encounter both during their DP experience and beyond
The extended essay extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest related to one of the student’s six Diploma Programme (DP) subjects/disciplines. An extended essay can also be undertaken in world studies. The world studies extended essay provides students with the opportunity to carry out an in-depth interdisciplinary study of an issue of contemporary global significance, utilizing two IB diploma disciplines. Both types of extended essay (single-disciplinary and interdisciplinary essays )are intended to promote high-level research and writing skills, intellectual discovery and creativity expected at university. They provide students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject or issue chosen. This leads to a major piece of formally presented, structured writing in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject. It is recommended that students follow the completion of the written essay with a short, concluding interview – viva voce – with the supervisor. In countries where interviews are required prior to acceptance for employment or for a place at university, the extended essay has proved to be a valuable stimulus for discussion.
IB Diploma Programme Coordinator – Ms. Ravinder Kaur (email@example.com)
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Administration & Admission – Ms. Sakina Chataiwala (firstname.lastname@example.org) and Burhanuddin Chataiwala (email@example.com)