The International Baccalaureate (IB) was founded in 1968 in Geneva, Switzerland. It sought to provide an education that enables students to make sense of the complexities of the world around them, as well as equipping them with the skills and dispositions needed for taking responsible action for the future.
Such an education crosses disciplinary, cultural, national and geographical boundaries, and champions critical engagement, stimulating ideas and effective relationships.
The main aim of IB is to provide high-quality programmes of international education. It provides a threestage educational program for students of 3-19 years of age.
The three programs are:
The three programs are aimed at developing intellectual, emotional, personal and social skills to learn, work and live in a global world.
Each of the IB programmes provides a detailed and developmentally appropriate curriculum framework that is broad, balanced, conceptual and connected. Experiential learning with emphasis on building knowledge through understanding of concepts empowers students to solve real-world problem and develop critical and creative thinking skills.
The IB curriculum is more challenging and rigorous than other national curriculum. The challenge is in the quality of the assignments and not in the quantity of work assigned to them.
In contrast to traditional curriculum, wherein focus is on content with dependence on textbook learning, IB focuses on holistic development of the child by providing them the opportunity to explore and think independently using various resources at hand.
The IBDP is recognized by the Association of Indian Universities (AIU). The IBDP is equivalent to the Grade 12 qualification of other national curriculum.
The IB is an internationally recognized programme which offers various advantages to its students:
Parents are expected to support their child’s learning by:
Each student is unique with individual needs. We provide support for students to help them adapt to the IB through a positive and respectful environment. Observations and assessments help us understand the student strengths and challenges. Based on these outcomes, we plan for the support needed for the student. The students are given the necessary time for transition with the required support in school and a plan of action for any reinforcement required at home.
Our Learning Centre team also works closely with concerned students to ensure timely support to enable them to work at their optimal potential.
All leading colleges and universities in India accept IBDP students for various courses. Students will have a choice to study in India or abroad as per their interests. Our counselling team would guide students based on their subject choices, of universities and colleges in India for the to pursue their course. Career fairs, university visits and seminars will be organized for students to take an informed decision.
Assessments are a rigorous, continuous and ongoing process in the IB. All assessments have appropriate standards with descriptive indicators mentioning the progress and achievement of the student. In the PYP, every unit of inquiry has several formative assessments and a summative assessment at the end of the inquiry. In the MYP, a similar format is followed. However, the assessments are now timed and graded. From Grade 8, there are end of the term examinations as well. In Grade 10, students have an option to appear for the IB MYP e-assesment viz. an external assessment at the end of the year.
All PYP and MYP teachers receive professional development in IB’s approaches to teaching and approaches to learning from certified IB workshop leaders. This is a requirement for IB World Schools implementing the programmes. Further, there are various in-house and external professional developments which help teachers in successful implementation of the programme.
The child needs to be in the age criteria as listed below as of 31st August of the academic year in which they are seeking admission:
|EYP 1||3.5 – 4.5 Years|
|EYP 2||4.5 – 5.5 Years|
|PYP 1||5.5 – 6.5 Years|
|PYP 2||6.5 – 7.5 Years|
|PYP 3||7.5 – 8.5 Years|
|PYP 4||8.5 – 9.5 Years|
|PYP 5||9.5 – 10.5 Years|
|MYP 1||10.5 – 11.5 Years|
|MYP 2||11.5 – 12.5 Years|
The regular school timings are: 7:40 a.m. to 1:50 p.m.
In the PYP, students learn about significant concepts through units of inquiry. The six transdisciplinary themes that guide units of inquiry and compose a year of study are:
Units of inquiry interweave subject areas such as mathematics, language arts, science and social studies. This approach encourages students to make their own connections between what they learn in core subject areas and how it relates to the world around them.
The MYP comprises of eight subject groups, which students are required to study concurrently in a year: Language and Literature, Language Acquisition, Mathematics, Science, Design, Individuals and Societies, Physical and Health Education and Arts.
The MYP requires at least 50 hours of teaching time for each subject group in each year of the programme. In years 4 and 5, students have the option to take courses from six of the eight subject groups within certain limits, to provide greater flexibility in meeting national requirements and individual student learning needs.
The activities are varied and numerous which suits all kinds of learners, while Music and Art are part of the regular classes, drama and dancing are after school activities. At Lady Andal, we pay a lot of attention to sports and games. We have cricket, football, basketball and swimming clubs to hone the skills of the future sports-persons
We are committed to ensuring that students in IB programmes meet and exceed local or national standards. Through the different units and the inter woven subjects, the content that is taught and the languages that are offered in the school ensure that we meet the needs of the local and national standard.