The International Baccalaureate Diploma Programme
The Diploma programme is a world recognized qualification. A final year's programme of IB secondary, two years comprehensive and rigorous academic programme for students aged 16 to 19. Established in the late 1960s, with its first full year of operation in 1970, the diploma programme was originally designed to cater for the educational needs of globally mobile students in international schools. It was developed as a deliberate compromise between the specialization required in some national systems and the breadth preferred in others, without bias towards any particular national system. The programme provides an internationally accepted qualification for entry into higher education.
Distinct features of DP
The Diploma Program prepares students for effective participation in a rapidly evolving and increasingly global society as they:
- Develop physically, intellectually, emotionally and ethically
- Acquire breadth and depth of knowledge and understanding, studying courses from six subject groups
- Develop the skills and a positive attitude towards learning that will prepare them for higher education
- Study at least two languages and increase understanding of cultures, including their own
- Make connections across traditional academic disciplines and explore the nature of knowledge through the program's unique theory of knowledge course
- Undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay
- Enhance their personal and interpersonal development through creativity, action and service
The Diploma Programme Subject Groups
The programme is designed to equip students with the basic academic skills needed for university study, further education and their chosen profession, as well as developing the values and life skills needed to live a fulfilled and purposeful life.
Student should study six subjects from each of the six groups. The exception for the subject of group 6 is to select a second subject from one of the above groups.
6 Required Subjects
- 3 at Higher Level (HL) (240 class hours)
- 3 at Standard Level (SL) (150 class hours)
3 core requirements Student must complete all core programme requirements
- Theory of Knowledge (TOK) which explores the nature of knowledge
- Creativity, Activity, Service (CAS)
- Extended Essay (EE) which requires an Independent research work
IB Diploma Assessment
Internal assessment (IA)
Internal Assessment (generally 20-30% of the final grade): The IBDP curriculum requires that students complete a major "project" in each class. Such projects are formally called an Internal Assessments (IA) because they are assessed "internally" by the subject teachers. Depending on the subject, these projects may be called labs, essays, investigations, explorations and research papers.
Regardless of the type of project, students are asked to apply the knowledge and skills they are learning in the class to this assignment. To ensure consistency, IA projects are also "moderated". This means that while the individual teacher is responsible for grading and assessing the students work, the IB randomly requests samples of this work to be examined by IB examiners who check to see that teachers are applying the correct grading criteria. Consistently, this step is essentially a "safeguard" to ensure that teacher grading practices are comparable with IB standards.
IB Examinations and Coursework (generally 70 to 80% of the final grade): In May of the second year of the IB Diploma Programme, students will undertake IB examinations. IB examinations are comprehensive; meaning they are usually based on two years' worth of teaching materials. Therefore, they require a great deal of revision and preparation by the student. These exams are created by the IBO and sent to each IBO school. The exams are "externally assessed" (graded) by trained examiners throughout the world based upon published grading criteria.
RIS IB DP Theory
Group 1 - Studies in Language and Literature
English A –Literature HL/SL; English A –Lang. &Literature HL/SL; Hindi A- Literature HL/SL
Group 2 – Language Acquisition
Hindi B HL/SL; English B HL/SL; French B SL; French Ab initio
Group 3 – Individuals and Societies
Business Management HL/SL; Economics HL/SL; Information Technology in a Global Society HL/SL; Environmental Systems and Societies * SL only
Group 4 – Sciences
Physics HL/SL; Chemistry HL/SL; Biology HL/SL; Computer Science SL/HL; Environmental Systems and Societies * SL only
Group 5 – Mathematics
Mathematics HL/SL; Mathematics Studies SL ; Mathematics: applications and interpretation HL/SL
Group 6 - The Arts
Visual Arts HL/SL
Evaluating any source of information forms the foundation of great education. This is very much part of research for the Extended essay and DP subject specific explorations. Fake news is a fabricated, exaggerated or a false story. And it is very common to fall for fake news when it corresponds to one's own ideas and biases. We try to bring in fact- checkers to debunk fake news online, by encouraging open-mindedness and critical thinking. Our teachers and IB curriculum are well positioned to make students more aware of this vulnerability. Our teachers and students use OPVL method (origin, purpose, value and limitations) of source analysis.
Subject teachers capture the opportunities to critically consider current news pertinent to their subject areas, perhaps in the first or last few minutes of class. This brings authenticity to the class.
CAS involves students in a range of activities, such as artistic expression, sports and community services, to accompany and support academic studies. We see that activities are meaningful and enjoyable to students.
Through CAS activities, students become good at "taking on new challenges"," learning to persevere", "developing better interpersonal skills" . Students at RIS perceive CAS as a valuable use of their time and do goal setting before beginning the activities.
Students identify five supporting factors for a successful CAS experience.
- Variety: Students' activities are varied
- Challenge: CAS helps students to push themselves
- Self-knowledge: CAS results in students learning new things about themselves
- New interests: CAS leads to new passions and interests
- Reflections: Meaningful and flexible reflections help students to make sense of their experiences
We try to bring the culture of academic integrity based on core values (Respect, truth, honesty, responsibility & effort), enforcing commitments (school policies and councils), and involving community (students, teachers, parents and administrators) and through the curriculum. Curriculum focuses on mastery in learning, fair testing and pedagogical caring. We continually revise the form of assessments that require active and creative thought. Academic honesty workshops are scheduled at regular intervals, especially in the term beginning to set classroom expectations. Teachers reinforce academic honour and promote self expression and we believe in evaluating the effectiveness of efforts and make necessary changes to promote academic honesty.
RIS students are encouraged to bring global politics, worldwide environmental issues into classrooms. Multilingualism is encouraged offering foreign languages. Students watch and critically analyze world documentaries and dramatic population movements across continents. Our assemblies and days of celebration reflect enormous respect for different cultures. Students at RIS celebrate similarities and differences of world around us. They participate in annual IMUNs.
Information technology is a tool to teaching learning process. Secondary students use laptops. The school server maintains a broadband connection throughout the year, giving each student continuous (monitored) access via the school's intranet to the resources of the Internet. Students learn from simulations and subject specific technologies (Language labs, multi media resources, Math software etc.). Self directed learning is promoted through technology at RIS
Being internationally minded, globally mobile, multilingual and intercultural aware, are key traits that benefit IB graduates in their university studies and career aspirations. The College Counselling Team guides and supports students in their university choices, based on their aptitude and aspirations.