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.
The Council for the Indian School Certificate Examinations is committed to serving the nation’s children through high quality educational endeavours, empowering them to contribute towards a humane, just and pluralistic society, promoting introspective living, by creating exciting learning opportunities, with a commitment to excellence.
In 1962, a group of social studies teachers convened during the International Schools Association conference in Geneva. They created the International Schools Examinations Syndicate (ISES), which would later become the International Baccalaureate Organization (IBO) and then the International Baccalaureate (IB)
The International Baccalaureate was recognized as an official organization in 1968 and introduced the same year as a pilot program by 12 schools in 12 different countries. Globally-focused, it was based on the IB Diploma Program that was primarily developed by Alex Peterson
Worldwide community of schools, educators and students with a shared mission to empower young people with the values, knowledge and skills to create a better and more peaceful world. This is the International Baccalaureate (IB).
IB programmes aim 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. They provide an education that crosses disciplinary, cultural, national and geographical boundaries, and that champions critical engagement, stimulating ideas and meaningful relationships.
With the introduction of the Middle Years Programme (MYP) in 1994 and the Primary Years Programme (PYP) in 1997, the IB identified a continuum of international education for students aged 3 to 19. The introduction of the Career-related Programme (CP) in 2012 enriched this continuum by providing a choice of international education pathways for 16- to 19-year-old students.
These four IB programmes can be implemented independently or in combination. They are all underpinned by shared values and a shared emphasis on developing students who are lifelong learners and who are able to not only make sense of, but to make a positive impact on, our complex and interconnected world. These aspirations are summed up in the IB’s ambitious mission.
Each of the four IB programmes provides a detailed and developmentally appropriate curriculum or curriculum framework that is broad, balanced, conceptual and connected. IB programmes offer students access to a broad and balanced range of academic studies and learning experiences. They promote conceptual learning, create frameworks within which knowledge can be acquired, and focus on powerful organizing ideas that are relevant across subject areas and that help to integrate learning and add coherence to the curriculum.
The programmes emphasize the importance of making connections, exploring the relationships between academic disciplines, and learning about the world in ways that reach beyond the scope of individual subjects. They also focus on offering students authentic opportunities to connect their learning to the world around them.
The four programmes are all underpinned by a shared focus on international-mindedness and developing the attributes of the IB learner profile. Yet each programme also has its own identity and developmentally appropriate elements, as shown in the following examples.
All four IB programmes also require the completion of a culminating project: the PYP exhibition; the MYP personal project or community project; the DP extended essay; the CP reflective project. These projects provide an opportunity for students to both deepen and showcase their knowledge, understandings and skills, and to celebrate their learning journeys.
Meaningful assessment supports curricular goals. In IB programmes, assessment is therefore ongoing, varied and integral to the curriculum. IB schools use a range of strategies and tools to assess student learning. Emphasis is placed on the importance of analysing assessment data to inform teaching and learning, and on recognizing that students benefit by learning how to assess their own work and the work of others.
The MYP, DP and CP also offer a range of IB-validated assessments. These assessments balance validity and reliability, offering assessment tasks that, for example, require students to demonstrate higher-order thinking rather than simple, factual recall. These rigorous assessments help to maintain the IB’s hard-earned reputation for high standards and challenging programmes.
The PYP offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding. It is a student-centered approach to education for children aged 3-12. It reflects the best of educational research, thought leadership and experience derived from IB World Schools.
The PYP has evolved to become a world leader in future-focused education. The PYP is an example of best educational practice globally, responding to the challenges and opportunities facing young students in our rapidly changing world.
The PYP curriculum framework begins with the premise that students are agents of their own learning and partners in the learning process. It prioritizes people and their relationships to build a strong learning community.
PYP students use their initiative to take responsibility and ownership of their learning. By learning through inquiry and reflecting on their own learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile to make a difference in their own lives, their communities, and beyond.
The framework emphasizes the central principle of agency, which underpins the three pillars of school life: The learner, learning and teaching & the learning community.
Embedded in the framework is the recognition of the importance of fostering an individual's self-efficacy. Students with a strong sense of self-efficacy are active in their own learning and take action in their learning community.
Guided by six transdisciplinary themes of global significance, students broaden their learning by developing their conceptual understandings, strengthening their knowledge and skills across, between and beyond subject areas.
The MYP is a challenging framework that encourages students to make practical connections between their studies and the real world. Building a solid academic foundation, the MYP develops students’ confidence in managing their own learning and making connections between their learning in the classroom and the real world.
The MYP is open to any student aged 11 to 16, at schools that have been authorized to implement the programme.
The MYP is inclusive by design; students of all interests and academic abilities can benefit from their participation. Implementation of the MYP is a whole-school endeavour, although the programme can accommodate academically-selective models.
In the final year of the programme, optional MYP eAssessment provides IB-validated grades based on examinations and course work. Students who undertake external assessment are eligible for MYP course results and the IB MYP Certificate.
Cambridge Upper Secondary is where your child makes an important decision for her future. While the previous two categories offer the foundation, this stage is about making choices towards achieving the dream college seat and career goal.
For learners aged 14 to 16 years, it gives your child two routes: Cambridge IGCSE and Cambridge O Level. Let’s dive deeper into the two sections for a better understanding.
The curriculum is made up of the DP core and six subject groups. Made up of the three required components, the DP core aims to broaden students’ educational experience and challenge them to apply their knowledge and skills. The three core elements are:
Theory of Knowledge - in which students reflect on the nature of knowledge and on how we know what we claim to know.
The Extended Essay - which is an independent, self-directed piece of research, finishing with a 4,000-word paper.
Creativity, activity & services - in which students complete a project related to those three concepts.
The six subject groups are:
1. Studies in Language & Literature - As part of the Diploma Programme (DP), students take at least one subject from studies in language and literature. Taking two studies in language and literature subjects in different languages is one way of obtaining a bilingual diploma. Through studies in language and literature, the DP aims to develop a student's lifelong interest in language and literature, and a love for the richness of human expression.
2. Language Acquisition - The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language.
Three subjects are available to accommodate students’ interest in and previous experience of language study. The first two subjects are offered in a number of languages, modern language & classic language (Greek & Spanish).
3. Individuals & Societies - Students are required to choose one subject from each of the six academic areas, including one from Individuals and societies. They can choose a second subject from each academic area except the arts. Subject is designed to foster in students the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.
4. Sciences - It is a requirement of the programme that students study at least one subject from group 4.
| Business management | Information technology in a global society |
| Economics | Philosophy |
| Geography | Psychology |
| Global politics | Social and cultural anthropology |
| History | World religions (SL only). |
| Business management | Information technology in a global society |
| Economics | Philosophy |
| Geography | Psychology |
| Global politics | Social and cultural anthropology |
| History | World religions (SL only). |
Six Subjects available are
| Biology | Design technology |
| Computer Science | Physics |
| Chemistry | Sports, Exercise and Health science |
Interdisciplinary subject
Environmental systems and societies—which meets the group 3 and group 4 requirements.
Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method.
A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions.
5. Mathematics - From August 2019 the following courses, with first assessment in May 2021, are available:
Students can only study one course in mathematics as part of their diploma. All DP mathematics courses serve to accommodate the range of needs, interests and abilities of students, and to fulfil the requirements of various university and career aspirations.
The aims of these courses are to enable students to:
Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.
6. The Arts -Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts.
The subjects in the arts allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres.
In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence.
Five subjects are available to students at higher level or standard level:
| Dance | Theatre |
| Music | Visual arts |
| Film |
Students choose courses from the following subject groups: studies in language and literature; language acquisition; individuals and societies; sciences; mathematics; and the arts.
Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts.
Students will take some subjects at higher level (HL) and some at standard level (SL). HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level.
Each student takes at least three (but not more than four) subjects at higher level, and the remaining at standard level.
Standard level subjects take up 150 teaching hours. Higher level comprises 240 teaching hours.
DP assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:
Basic skills are also assessed, including:
In addition to academic skills, DP assessment encourages an international outlook and intercultural skills, wherever appropriate.
Student results are determined by performance against set standards, not by each student's position in the overall rank order.
Using external and internal assessment
The IB uses both external and internal assessment in the DP.
Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability.
They include:
Teacher assessment is also used for most courses. This includes:
The International Baccalaureate® (IB) Career-related Programme (CP) is designed for students aged 16-19.
The International Baccalaureate® (IB) Career-related Programme (CP) is a three-part educational framework
It consists of:
Courses from the IB’s Diploma Programme (DP) - The Diploma Programme (DP) curriculum is made up of six subject groups and the DP core, comprising theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay. Through the Diploma Programme (DP) core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.
CP core - The CP core bridges the IB academic courses and the career-related study and provides students with a combination of academic and practical skills. Four interrelated components form the core, Personal & Professional Skills, Service Learning, Reflective Project and Language Development.
Career-related studies - It provides the opportunity for students to learn about theories and concepts through application and practice while developing broad-based skills in authentic and meaningful contexts. Students who complete the programme receive the International Baccalaureate Career-related Programme Certificate, the certification awarded by the career-related study provider and, if applicable, their secondary school high school diploma.
Corporate Social Responsibility (CSR ) Strategic Providers - The IB recognizes the value of building relationships with a wide variety of high-quality career-related studies providers. A number of these providers have signed a formal Co-operation Agreement with the IB and are known as CRS Strategic Providers. Their career-related studies have been identified as offering the potential to be implemented by a wide range of CP schools. Schools should therefore feel confident in considering these options to develop and enhance the CP programme.
Other CSR association
Americas |
| ABRSM-Associated Board of the Royal Schools of Music • ACF-American Culinary Federation Educational Institute • Adobe • AHLEI-American Hotel and Lodging Educational Institute • Alberta Education • AOPA Foundations • Apple • CDX Learning • Cengage • CFA Foundations • Cisco • CompTIA • CSAwesome • ECS-Exploring Computer Science • FEMA-Federal Emergency Management Agency • iCEV • Kaduceus • Knowledge Matters • Moonlight Theater • NCCER -The National Center for Construction Education and Research • NOCTI-National Occupational Competency Testing Institute • Project Lead The Way • State CTE • Udemy • UMass Amherst Stockbridge • Universidad de Monterrey • UPC-The Peruvian University of Applied Sciences • US JROTC Junior Reserve Officers' Training Corps • US Soccer • Youscience |
Africa, Europe, Middle East |
| AIM Awards • AQA-Assessment and Qualifications Alliance • LIBF-London Institute of Banking and Finance • OCR-Cambridge Technicals • RSL-Rockschool Ltd • SQA-Scottish Qualifications Authority • SUMAS-Sustainability Management School • Swiss Education Group • UAL-University of the Arts London • WJEC-Welsh Joint Education Committee |
Asia-Pacific |
| A Australian Guild of Music • AHLEI-American Hotel and Lodging Educational Institute • AIM Awards • BSD Education • Hong Kong • Academy for Performing Arts • HTI/ICI-Hotel and Tourism Institute Hong Kong and International Culinary Institute Hong Kong • I3l-Indonesia International Institute for Life-Sciences • OTHM-Organisation for Tourism and Hospitality Management |
Students complete at least two DP courses in any of that programme's subject groups. DP courses provide and enhance the theoretical underpinnings and academic rigour of the CP.
The CP core components give context to the DP courses and the career-related study, drawing all aspects of the framework together. Through the CP core, students develop personal qualities and professional skills, as well as intellectual habits required for lifelong learning.
Each school chooses the career-related study most suited to local conditions and the needs of its students The career-related study must satisfy IB criteria for accreditation, assessment and quality assurance.
IB® student is able to appear in Indian entrance examinations of Medicine, Engineering (IIT etc.), BBA, BMS, LAW etc.
All major universities in India do accept IBDP students. Some have their own processes/timelines to be followed though.
DU, is one of the most prestigious universities in India with several top ranked colleges like Lady Shri Ram, SRCC, Hindu, etc. and offers wide range of courses like Economics, B.Com, Psychology, Pure Sciences, Literature, Life Sciences etc.
Some of the colleges in DU, accept the predicted scores, but in majority of the colleges students will have to wait for their results to come out and then apply in 2nd or 3rd List. Lady Shri Ram College accepts the students to apply on the basis of predicted scores. IB® is getting more prominence by the day and the rules of various universities are changing every cycle, so it is suggested that one should check the website of individual college to check for their rules/timelines regarding admission of IB® students.
For parents with kids in Grade 11(IBDP 1), please note that IB® is gaining both momentum and prominence by the day and the acceptability is also increasing every passing year.
Another prestigious university in India is University of Mumbai, and it offers wide range of courses in almost all major fields. Admissions are on basis for 12th Marks and for some courses in Narsee Monjee etc. it is through entrance test. University of Mumbai accepts IB® diploma students for both UG & PG courses in all its affiliated colleges. Students can look at applying to prestigious colleges like Narsee Monjee or St Xavier’s etc.
Ashoka University, is coming up as one of the finest liberal arts universities in our country with courses in Economics, Psychology, Humanities, Political Science, International Relations etc. Admissions to Ashoka are based on SAT®/ACT® or Ashoka’s own entrance test, followed by an interview and on the spot essay. The students have to submit an application form detailing their academic performance, extra curriculars, along with a personal essay called SOP.
IB® students are eligible to apply to Ashoka University with no minimum percentage requirement. They are required to follow the above-mentioned admissions process and during the admission, they are required to submit the predicted scores issued by the school.
Only if there is considerable difference in predicted and actual scores then final admission can be cancelled. Though, provisional admission offer is given to the selected students in advance.
Christ University, is also a prestigious university in South India. It offers courses in wide range of areas, Business Management, Commerce, Business Studies, aw, Humanities, Liberal Arts, Pure Sciences etc.
Admissions to Christ is on the basis of entrance test (CET) for almost all of its courses and this is followed by the personal interview.
For courses which do not require the candidate to write the entrance test, personal interview is still mandatory part of their admissions process.
Christ University, accepts the IB® students and accepts the predicted scores issued by IB®. Admission is based on entrance test, personal interview and academic performance in IB®. The university requires the transcript from the school which would include the percentage equivalent of that of the grades. Candidates are required to submit their final mark sheets of IB® before the date communicated by the university.
For those IB® students who wish to study medicine in India and aim to appear for the Medical Entrance test it is important to understand that you should have all 3 sciences in IBDP – Physics, Chemistry & Biology.
Now the problem is IBDP requires you select subjects from 6 allocated groups with 1 subject from each group. You are allowed to leave group 6 and select any 2 subjects from any other group. But for appearing for medical entrance you need to have all 3 sciences and to solve this situation you should consider studying the 7 subjects and take extra science subject.
This will not be counted in your IBDP score but fulfil your requirement for the Indian medical entrances. This is simply to fulfil the requirement for Indian Medical entrance and you can apply for non-regular IB diploma.
IB® students are eligible to appear for the Engineering entrances like IIT JEE. They can appear for the entrance test even before their final DP exams and their admission on qualifying the entrance will be provisional subject to minimum equivalent 60% marks in PCM
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