About IBDP

The IB Diploma Programme

The IBO

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.

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”

IBDP is a two-year programme designed for the students aged 16-19. It is a pre-university course which was developed in 1960s in Geneva by a Group of international educators. Its main aim is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

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:

  • Ask challenging questions
  • Develop a strong sense of their own identity and culture
  • Develop the ability to communicate with and understand people from other countries and cultures.

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.

KiiTIS IBDP Curriculum

KiiT International School curriculum contains six subject groups together with the DP core. Under six subject groups, three subjects are taken at HL and three at SL. Students can choose one subject from Group I to VI (they also have the option to not take a Group VI subject and replace it with a second subject from Group III or IV.) Final external exams are taken after two years.

Six Subject Groups

English A Language & Literature (HL & SL)

The Language and Literature course provides students with the opportunity to study language, texts and culture, and to develop their analytical skills.

Literature being a significant part of the course, students explore what aspects of a literary text are specific to an associated culture and what aspects cut across cultural and linguistic boundaries. This enriches the students’ international awareness and develops in them the attitudes of tolerance, empathy and a genuine respect for perspectives different from their own.

  • French AB-Initio (SL)
  • Spanish AB-Initio (SL)
  • Hindi B (HL & 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.

Group 2 accommodates students irrespective of their language proficiency; students with 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).

  • Business & Management (HL & SL)
  • History (HL & SL)
  • Economics (HL & SL)
  • ITGS (HL & SL)
  • Environmental systems and societies (SL)
  • Psychology (HL & SL)

Studies of local institutions and global perspectives foster an appreciation of change and continuity as well as similarity and difference. Students evaluate the major theories, concepts and research findings of the respective disciplines and learn their methodology.

  • Physics (HL & SL)
  • Chemistry (HL & SL)
  • Biology (HL & SL)
  • Computer Science (HL & SL)
  • Environmental systems and societies (SL)

Promotes an understanding of the concepts, principles and applications of the respective disciplines, together with an appreciation of the methodology of the experimental sciences in general. Students develop practical laboratory skills as well as the ability to work collaboratively by participating in an interdisciplinary group project.

  • Mathematics (HL & SL)
  • Mathematics studies (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 their abilities and university requirements.

Computer Science cannot be taken as a substitute for a mathematics course. If Computer Science is taken, it is taken in addition to the student’s mathematics course. This case, it counts as the student’s Group 6 or Arts option.

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.

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 the skills needed to cope with the mathematical demands of a technological society; they also apply mathematics to real-life situations.

Computer Science HL/SL: Computer science involves detailed knowledge of how computers operate and logical problem solving. Successful computerized systems result from: appropriate use of hardware based on a detailed knowledge of its capabilities and limitations; efficient use of algorithms and data structures; thorough and logical design; careful testing and integration of all these components.

The computer science standard level (SL) course focuses on software development, fundamentals of computer systems and the relationship between computing systems and society. The higher level (HL) course encompasses all these elements but is extended to include: computer mathematics and logic; advanced data structures and algorithms; further system fundamentals; and file.

Visual Arts (HL & SL)

The processes of designing and making art require a high level of cognitive ability that is both intellectual and affective. Engagement in 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.

This course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual and critical investigation. The course is apt for students who wish to pursue visual arts in higher education and also welcomes those who seek life enrichment through visual arts.

DP Core

It enables students to live the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others.

  • Creativity – arts and other experiences that involve creative thinking
  • Activity – 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.

Theory of Knowledge allows students to ask second order questions about their subject, encourages them to reflect on the nature of knowledge, and how we know what we claim to know. The students must meet the TOK assessment requirements that include giving a presentation and submitting an essay on one of the six prescribed titles for the examination session.

Extended essay is an independent research essay of 4000 words. Students have to choose from the IB prescribed subjects. Student may select the research topic from one of the six subjects chosen during the two years course.

IB learners strive to be

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in depth knowledge and develop understanding across a broad and balanced range of disciplines.

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

They understand the importance of intellectual, physical and emotional balance to achieve personal well being for themselves and others.

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Fee Structure

IBDP Grade Admission Fee Composite Fee Total
Day Boarders XI & XII ₹ 40,000 ₹ 4,86,000 ₹ 5,26,000
Full Boarders XI & XII ₹ 40,000 ₹ 5,50,000 ₹ 5,90,000
IBDP Grade Admission Fee Composite Fee Total
Day Boarders XI & XII $ 800 $ 10000 $ 12300
Full Boarders XI & XII $ 800 $ 11500 $ 12800

The composite Fee include the following:

  • Tuition, Uniform, Books & Notebooks, Lodging & Boarding, Internal Examination, Lab, Games/Sports/ Activities
  • School charges an Annual Re-admission Fee of Rs. 5000/- (for India students) & USO 300/- (for overseas students) every year
  • Refundable Security deposit of Rs. 20,000/- for Boarders (Indian) & USD 600 for Boarders (Overseas)
  • A special discount of 10% on tuition fee for Indian Female students

Additional Fees:

  • IBDP Final Examination fees plus Postal charges for grade XII.
  • Outstation CAS Trips

Assessment

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.

Theory of Knowledge
Grade A Grade B Grade C Grade D Grade E No Grade N
Extended Essay Grade A 3 3 2 2 Failing condition Failing condition
Grade B 3 2 2 1 Failing condition Failing condition
Grade C 2 2 1 0 Failing condition Failing condition
Grade D 2 1 0 0 Failing condition Failing condition
Grade E Failing condition Failing condition Failing condition Failing condition Failing condition Failing condition
No Grade N Failing condition Failing condition Failing condition Failing condition Failing condition Failing condition

Note for the core:

  • B + C combination results in 2 additional points
  • A+ E combination results in zero points and a failing condition