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The International Baccalaureate Programme looks at students willing to work hard and work smart at their studies. What gives our students an edge is:-
The programme while demanding, is designed such that the average and above average students automatically develop interest in almost all subjects. They are able to identify their individual strengths and build on talents and skills. After all the challenge for the IB faculty is to chisel young minds to be:
The following areas of study are essential parts of the IB Diploma Programme at the SVKM International School
Creativity, Action, Service (usually referred to as just CAS) is a component of the International Baccalaureate Diploma Programme that aims at providing a counterbalance to the academic rigour of the educational programme.
Students are expected to spend at least 150 hours which is a minimum during the two-year programme participating in different activities that have a function of developing them creatively, physically, and socially.
Mélange is the name of the CAS group at SVKM's International School. Participation in the School's CAS program encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.
Theory of Knowledge (ToK) is a course taken by all International Baccalaureate Diploma Programmes students . This course lays stress on total understanding of a subject whether it is mathematics or history. It is formulated and centered around one main question: How do you know? Most subject understanding is based on the Areas of Knowledge that discuss how one acquires, perceives, and applies knowledge and how reliable it can be.
During the later part of the course or at its completion, students give an internally assessed oral presentation of about 10 minutes and write an essay of 1,200 to 1,600 words that will be assessed externally by the IBO. The presentation follows a topic of the student's choosing while the paper must discuss one of 10 pre-determined topics that are changed each year.
The Extended Essay (EE) is one of the requirements of the IB Diploma Programme. It is an essay of maximum 4000 words, written on a freely-chosen topic. The student writing an Extended essay, gets a platform to present his/her own opinions and thoughts on varied subjects. The essays assess the child on his/her creative potential and help develop their own individual writing, analysing and presentation skills. Students are totally dissuaded from copying in this subject.
The IBO encourages schools to formulate a policy for Academic Honesty which not only discourages inappropriate research approaches but also nurtures creativity, originality and divergent thinking.
subjects offered under six subject groups are as follows:
ENGLISH LANGUAGE A 1: LITERATURE / ENGLISH LANGUAGE A 1: LANGUAGE AND LITERATURE
The IB Group 1 study of English Literature seeks to capture the idealistic essence of the International Baccalaureate Diploma Programme by cultivating cross cultural sensitivities, sympathies and empathize. It appreciates the richness of the cultural diversities and yet points out the archetypal presences in literatures of all languages by the study of world literature texts. An aesthetic spirit and a sensitive soul are fostered by the exposure to the world’s best literary minds and works of art in all genres. It encourages proficiencies in oral, written and communication skills in the lingua franca of the world. Globalisation and the blurring of the world’s boundaries has a lot to do with the enabling presence of the English language.
A truly evolved and self actualised individual awaits you at the end of your study of the course.
‘Mother HINDI a’
Hindi is now going global. It is:
Le de’fi (The Challenge): Face the challenges of learning foreign language
The stately elegance of the flamenco to the vibrant tunes of the guitar. From paella, gazpacho soup, tortilla de patatas to jerez, cider and oranges. And of course, Picasso. Fiestas, siestas, tapas – experience life Spanish style.
Enjoy Spanish culture at its best in the Spanish ab initio classes!
INDIVIDUALS AND SOCIETIES
Economics is the study of the performance of economies, management of inflation and unemployment, economic development of poor countries, pollution, global warming, international trade and finance. Economics is a growing and an extremely practical field. It is the top major at Harvard, Princeton, Columbia, Stanford and other Universities of Pennsylvania and Chicago.
A major in Economics is an excellent preparation for careers in business, government and law, as well as for specific areas in education, journalism, foreign service, consulting and politics.
Business and Management
Search for the Management Guru Within
The word ‘Manager’ draws a lot of attention as a management program provides a successful future. Business and Management in the IB syllabus is one such subject which encompasses all the factors needed for managing an organization at the conceptual and the practical level.
Information Technology in Global Society
Bridging the Digital Divide
Information technology in a global society (ITGS) is the study and evaluation of the impact of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts.
Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers ethical questions found in the study of philosophy. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live.
Psychology is the systematic study of behaviour and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society.
IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. Cultural diversity is explored and students are encouraged to develop empathy for the feelings, needs and lives of others within and outside their own culture. This empathy contributes to an international understanding. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB Psychology.
Physics is the study of matter; energy and their interaction which plays a key role in the future of human kind. It generates fundamental knowledge needed for future technological advances that are required to drive the economic engines of the world. Physics extends and enhances our understanding of other disciplines, such as the earth, agricultural, chemical, biological, and environmental sciences, plus astrophysics and cosmology - subjects of substantial importance to tomorrow’s world.
The Formulation of fragrances, synthesis of polymers and dyes, analyses of ores, food and pesticides, study of air pollution and environmental hazards and calculations of energy values of molecular structures are some examples of the scope of chemistry.
The primary aim of the IB – chemistry curriculum is to provide students with a solid foundation for understanding chemistry and its fundamental concepts. It calls upon students to think critically, logically and creatively. The department at SVKM International School believes that students learn chemistry best by doing chemistry.
The study of Biology is important because:
Through studying design technology, students should become aware of how designers work and communicate with each other. While the design methodology may take on a wide variety of forms, it is the emphasis on a practical approach through design work that characterizes this subject.
Environmental Systems and Societies (ESS)
Develop an E-soul
As a transdisciplinary subject ESS is designed to combine the techniques and knowledge associated with experimental sciences and individuals and societies.
The aims of ESS are
Appreciate that human society is both directly and indirectly linked to the environment at the number of levels and variety of scales and promote critical awareness of a diversity of cultural perspectives.
Provide a body of knowledge, methodologies and skills to promote understanding and analysis of environmental issues and processes at local and global levels.
Recognise the extent to which technology plays a role in both causing and solving environmental problems and appreciate the value of local and international collaboration for the same.
Three levels of Mathematics are offered in the IBDP:
Film is both powerful communication medium and an art form. The DP film course at SVKM International School – the only one of its kind offered in India at this level- aims to develop students’ skills so they become adept in both interpreting and creating film concepts. At the SVKM International School, the DP Film course will enable students to explore film history, theory and socio-economic backgrounds. The course will develop students’ critical abilities, enabling them to appreciate the multiplicity of the cultural and historical perspectives in Film. Students will get opportunities to work individually and in collaborative groups, to attend guest lectures and workshops by the stalwarts from the world of Indian cinema, to attend national and international film festivals, to visit studios and also to create short films as part of their curriculum.
Calling out to the Artist in You
Human beings have displayed a fundamental need to create and communicate personal and cultural meaning through art from the earliest times. The process involved in the study and production of visual arts is central to developing capable, inquiring and knowledgeable young people, and encourages students to locate their ideas within international contexts. The course encourages an active exploration of visual arts within the students’ own and other cultural contexts. The study of visual arts and the journey within it encourages respect for cultural and aesthetic differences and promotes creative thinking and problem solving.
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.
Conventional Indian Education is very left brain focused. Mostly using the memory, visual and speech area of the brain, this system sharpens the child's intellectual quotient neglecting the spiritual and emotional quotient. The International curriculum at IBDP has been designed with a focus on the “whole brain”. With the result subjects and teaching are designed to use motor skills, thinking skills, sensory areas, auditory areas, intellectual areas and the balance and rhythm areas as well.
The nature of assessment varies according to the subject. But in general, it focuses on academic hones ty wherein s tudent s are encouraged to carry out refrence work but not permitted to copy blatantly from reference material. Neither are they allowed to quote without giving appropriate credit to the original author.
Personal Research Work – All students must give evidence of their ability to carry out independent work.
To enable students to have the opportunity to demonstrate their abilities, a variety of assessment methods, which take into account their different learning styles and cultural experiences are used. All subjects are externally examined, which means that an international grading team hired by the IBO evaluates the students' work. Most subjects also require internal assessment, which necessitates an external moderation procedure to ensure that uniform standards are maintained. Almost all assessments are supervised by members of IBO Geneva.
After an orientation programme with parents and children, interested students are called in for a common entrance test based on the standard 10th syllabus. Students clearing this test are then called in for a Group Discussion and Personal Interview. All three levels of admission follow clear guidelines from IBDP and are supervised by IB trained faculty before a provisional admission is granted.