Neev IBDP Handbook 2023 - 2024

ACADEMY

The International Baccalaureate Diploma Programme (IBDP) Curriculum Handbook 2023-24 An IB continuum school where teachers follow one system and, can therefore, focus on their most important job; continuously improving student learning.

Welcome to Neev Academy. We are a culture, ecosystem, community, and dream of learning and growth for children. Our learners succeed academically and grow as humans because Neev recognizes 21st century learners are self-directed in pursuit of challenging goals, disciplinary thinkers who make connections with knowledge, strong collaborators, effective communicators, and community builders.

Neev uniquely blends values with a global curriculum; we are authorised by the IB to offer the Primary Years Programme, the Middle Years Programme and the Diploma Programme. A school with the full continuum of IB education over 12 years has the unique ability to build culture, capabilities and practise for students, teachers and administrators. Focussing on the IB removes the challenges for teachers torn between different philosophies of education and reduces the need to spend a lot of time and energy combining different elements that may be incompatible. IB continuum schools, with dedicated teachers are able to follow one system and pray to one god, continuously improving student learning.

For students, the overlap and continuity between the three programmes leads to the development of international mindedness, an education centered on inquiry and conceptual understanding, fostering desired character traits and skills, and idealistic values such as striving to make the world a better place. Many opportunities to transfer knowledge, a mindset of continuous research and service, develops caring, impactful and self-aware global citizens who are not afraid to make choices.

For teachers, it helps to have a unified vision throughout the school, providing inquiry-based learning, international mindedness and action orientation, a mindset which leads to outstanding academic results as a process rather than a product. The IB programmes and teachers are supported by extensive and continual research into curriculum and pedagogy in a way that few academic boards anywhere in the world are able to sustain, afford or scale.

To offer parallel access to the ICSE board, we maintain a dedicated team of teachers and coordinators. Neev is also a NEASC accredited school; this brings everything together; reinforcing the commitment, capacity, capability and conceptual understanding of our teachers, the self-directed learning of our students, and the trust of our parents. This adds strength to our college bound students for the US, UK, and India.

Choosing a school for your child is one of the hardest decisions parents have to make, and we try to support that quest as simply and directly as possible. Please spend time reading more and also visit us in person to know more about our philosophy. We believe that a child’s education is a partnership between home, school and society. In many ways, few can improve on the age old wisdom that it take an entire village to bring up a child.

KAVITA GUPTA SABHARWAL DIRECTOR

IB CONTINUUM Imagine a worldwide community of schools, educators, and students with a shared vision and mission to empower young people with the skills, values, and knowledge to create a better and more peaceful world. This is the International Baccalaureate (IB).

IB guide, What is an IB education?

The IB continuum of international education for children aged 3-19 years holds a unique position of respect in the academic world. It challenges students to excel in their studies and in their personal growth. Students are inspired with a quest for learning throughout life that is marked by enthusiasm and empathy. The IB aspires to help schools develop wellrounded students with character: students who can respond to challenges with optimism and an open mind; students confident in their own identities; students who make ethical decisions; students who join with others in celebrating our common humanity; students who are prepared to apply what they learn in real world in complex and unpredictable situations.

The IB offers schools a continuum of four programmes, Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP). Institutions that offer at least three are called continuum schools. Only around 52 of 223 IB schools in India are IB continuum schools.

Each of the IB programmes reflects a central desire 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 effective relationships.

PYP 1-5

From Grade 1 to 5, the PYP offers an inquiry- based, transdisciplinary curriculum framework that builds conceptual learning. The programme focuses on the development of the whole child as an inquirer, both in the school and the world beyond. 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.

From Grade 6 to 10, the MYP is a challenging interdisciplinary and disciplinary framework with curriculum set in the context of the real world and students constantly make practical connections of knowledge. The MYP curriculum framework comprises eight subject groups, providing a broad and balanced MYP 6-10 education for early adolescents. Students who complete the MYP at Neev, complete the challenging eAssessment at the end of grade 10, are well rounded, disciplined, rigorous and self-reflective learners, prepared to undertake the challenges of higher education anywhere.

In Grade 11 &12, the DP Programme aims to develop students who have excellent breath and depth of knowledge - learners who flourish physically, intellectual, emotionally, and ethically. The Diploma Programme (DP) curriculum is made up of six subject and the DP Core,comprising theory of DP 11&12 groups knowledge (TOK), Creativity Activity Service (CAS), and the Extended Essay. By the end of Grade 12, the IB assesses student work as direct evidence of achievement. IBDP students are prized at universities in India and around the world because of their research, writing, and time management skills, their deep and vast knowledge and global outlook.

CONTENTS About Neev Academy

01

Governing Board

02

International Baccalaureate

04

Our Learners

05

Our Learning

09

Message from Head of Senior School

11

Message from IBDP Coordinator

12

Subjects Offered at Neev

13

Group 1 (Studies in Language & Literature)

16

Group 2 (Language Acquisition)

18

Group 3 (Individual and Societies)

20

Group 4 (Sciences)

28

Group 5 (Mathematics)

35

Group 6 (The Arts)

40

DP Core

41

Theory of Knowledge

Assessment & Grading

43 47

Frequently Asked Questions

50

DP Results

52-54

Learning Journeys

55

Student Advancement Cell

56

University Offers

60

Academic Integrity

61

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ABOUT NEEV ACADEMY Neev Academy is an ecosystem of learning and growth where we want learners to become Self-directed, Disciplinary Thinkers, Communicators, Collaborators, Culturally Conscious and Community oriented, as they discover passions and strengths through interdisciplinary learning, travel across India, field trips and inspiring speakers, intra and inter school sports, arts, literary and cultural events, service, internships, and diverse academic choices.

Student initiatives in leadership, service, inclusion, reading, writing, arts and sports, drives our school culture and upholds values. We nurture reading as an essential habit for lifelong learning. Our unique parent community of entrepreneurs, change-makers and risk-takers, educated at leading universities in India and abroad and with global work experience value, support and partner in the progressive learning Neev’s vision delivers. Impact beyond our walls leads to Neev hosting the largest Children’s Literature festival, a book award set up to recognise great children’s literature from India, and our upcoming Teacher Training Institute for education reform.

As Bangalore’s only city center IB school, our 15 acre verdant campus is located to not only avoid long commutes that can be a tradeoff in a rapidly urbanising India, but to be a vibrant learning culture driven by community interaction, and conveniently hosting inter school events. Our International Baccalaureate Diploma Programme (IBDP) with its fourth cohort of IBDP graduates' results and college placements have matched and even surpassed older and more established schools. Our online learning platform and safety practises are best practices.

OUR VISION

OUR MISSION

OUR CORE VALUES

Reimagining excellence in education in a changing India.

Building knowledge, self-awareness and relationships with people and the environment, to lead happy, healthy, impactful lives.

Grit, Honor, Grace.

We see our school mission statement which is aligned with IB mission, as the ultimate objective of any teaching and learning activity; and as a reflection of our intent and planning. That is something we are consciously doing by design, where each unit and learning opportunity carefully represents the purpose of learning for the school community (including all stakeholders).

The IB develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.

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GOVERNING BOARD Our Governing body has members from varied fields of knowledge, skills, and experience (including Finance, Legal, Academics, Administration and Human Resources) and together impact effective governance of the school. They provide strategic leadership, building a strong culture, future oriented thinking, minute analysis, and decisive action in all areas that affect the learning community as a whole, by contributing meaningfully to setting the strategic direction and overseeing implementation.

KAVITA GUPTA SABHARWAL

MANISH SABHARWAL

ASHOK REDDY

NILESH GUPTA

Alumnus of Harvard Business School, and Bombay University.

Head of School - Neev Academy, Founder Neev Early Years

Alumnus of Wharton School, Shri Ram College of Commerce and Mayo College. Entrepreneur, Skill development and Finance expert with active roles in National reform, Vice Chairman, TeamLease Services Ltd.

Alumnus of IIM Bangalore, Shri Ram College of Commerce, and Rishi Valley School.

Entrepreneur and HR expert, Managing Director, TeamLease Services Ltd.

Alumnus from Wharton School, University Department of Chemical Technology, Jamnabai Narsee School, Managing Director, Lupin Ltd.

Board Role - Academic Committee

Board Role: Chairman - Governing Board, Finance and Governing Council

Board Role: Talent Management Council

Board Role - Infrastructure Committee

SHOBHA NARAYAN

ABHISHEK CHATURVEDI

Alumnus of Mount Holyoke College, Columbia University School of Journalism and Women’s Christian College, Chennai.

Indian author, Journalist & Columnist

Alumnus of Symbiosis University.

Director of Kanpur Education Society.

Board Role: Finance and Governing Council

Board role - Academic Committee

PRITI ANAND (EX-OFFICIO MEMBER)

DR. LEENA CHANDRAN WADIA

Alumnus of HR College, Government Law College.

Founding Partner ASLF Law Offices

Alumnus of Lady Irwin College, Presentation Convent Delhi Director Early Years, Neev Schools

Board role - Finance & Governance Committee

Board Role: Finance and Governing Council

Alumnus of Indian Institute of Science (Ph.D in Physics), Bangalore Professor and Dean at The University of Trans-Disciplinary Health Sciences and Technology (TDU), Bangalore Member of the technical secretariat to the Dr. Kasturirangan committee on the National Education Policy (NEP), and Member of the drafting committee of India’s Draft NEP 2019

ANUP SHAH

Board Role: Academic Committee

4

INTERNATIONAL BACCALAUREATE 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. The IB provides support to schools to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

INTERNATIONAL MINDEDNESS International mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility towards its members. The learner profile and approaches to learning provide the dispositions and foundational skills for the development and demonstration of international mindedness. Internationally minded learners are competent communicators, open-minded and knowledgeable, caring, and principled thinkers, use their curiosity and research skills to inquire about the world, think and reflect critically about opportunities and challenges, act for positive change and take risks to self-develop and understand others.

International mindedness and intercultural understanding hold a prominent place at Neev. We believe this helps in an understanding and appreciation of one’s own culture, identity, personal history and thereby being open to the perspectives, values, and traditions of other individuals and communities. At Neev, this finds expression not only in the general ethos of the school environment but also in academic studies, field trips, and discussions. School-wide reading programs, literature festivals, language day celebrations, and a carefully curated curriculum help widen our learners’ worldview so that they become true connoisseurs of variety and diversity. Embarking on the NEASC journey led us to embed all of this in our definition of desired learning, embodied in 5 pillars of development.

Global Engagement

International mindedness

Intercultural understanding

Multilingualism

5

OUR LEARNERS Being an IB Continuum school, allows our students to access many opportunities to think creatively and critically, establishing a foundation for lifelong learning, and providing them opportunities to gain confidence in themselves, is the bedrock of our school philosophy. Combined with Neev’s values for a grounded education, our learners retain the humility, respect and change making education that an elite education must nurture, and learn to respond to challenges as they gain an invaluable international education that promotes and encourages them to pursue their passions and goals.

THE IB LEARNER PROFILE The IB model of education is firmly grounded in the IB Learner Profile. The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners are: Inquirers

- Curious, independent and collaborative with skills for inquiry and research, and the enthusiasm of sustaining a lifelong love of learning.

Knowledgeable - Study a range of disciplines, building conceptual understanding through issues and ideas that have local and global significance.

Thinkers

- Reasoned and ethical decisions with critical and creative thinking skills to take responsible action on complex problems.

Communicators - Confident and creative multilingual and multimodal expression, while listening to perspectives of others.

Principled

- Integrity and honesty, a strong sense of fairness and justice, and respect for the dignity and rights of people everywhere in all actions.

Open-minded

- Experience and appreciate a range of viewpoints, appreciate our own cultures and personal histories and that of others.

Caring

- Empathy, compassion and respect, with a commitment to service, and impacting the lives of others.

Risk-takers

- Facing challenge and change with forethought and determination exploring new ideas with resourcefulness and resilience.

Balanced

- Recognising interdependence with people and the world and the importance of balancing intellectual, physical, and emotional.

Reflective

- Thoughtful about the world, experiences and ideas, recognising strengths and weaknesses to support growth.

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NEEV’S DEFINITION OF DESIRED LEARNING Our shared belief of high-quality learning leads to five pillars of learning impacts to become lifelong learners. Each impact is further broken down into performance areas which our learners demonstrate as they grow at Neev. Curriculum & Pedagogy at Neev is guided by these pillars of learning so that our learners becomes:

Self-Directed Learners, able to learn autonomously throughout their lives in order to achieve their potential, keep pace with change and meet emerging opportunities.

Performance areas: Curiosity, Goal Setting, Reflection, and Growth mindset

Communicators who engage with people, ideas, stories, and emotions positively and capably across multiple environments as part of their engagement with others and contributions to the world around them.

Performance areas: Expressive, Interpretive, Digital citizenship and Intercultural understanding

Collaborators, able to lead and contribute to the design of thoughtful solutions and responses to opportunities in an increasingly interconnected and complex world.

Performance areas: Contribution to team success, Interpersonal skills, Adaptability, and Considered decision making

Disciplinary Thinkers able to use sophisticated tools and strategies to learn, extend and transfer their learning and engage positively in the complex and ambiguous world around them.

Performance areas: Critical thinking, Creative thinking, Systems thinking, and Building learning context

Community Builders who use their developing skills and dispositions to understand, take personal ownership and commit to supporting the positive development of their local and global communities and all elements involved.

Performance areas: Taking action, Social intelligence, Cultural awareness, and Stewardship

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Neev Graduate Profile

Competencies

Neev Certificate

Core Values

Growth and Accomplishments

Excellence

Neev Diploma

NEEV LEARNING AND TEACHING PEDAGOGICAL FRAMEWORK

Core Values

Competencies

Identity Neev Values (Grit, Honor, Grace)

Self Directed Learners Disciplinary Thinker Collaborator Communicator Community Builder

Excellence

Academics Excellence Leadership quality Personal Accomplishments growth Multilingualism

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OUR LEARNING ALL IB PROGRAMMES SHARE ESSENTIAL ELEMENTS THAT DRIVE LEARNING

STUDENT AGENCY Learners who demonstrate the power to act with purpose to achieve the conditions they desire in their own and others’ lives. Academic mindset comes from a feeling of believing in a subject, class or school, knowing their capabilities to learn and seeing value in their participation.

Leadership strategies that include study skills, meta-cognition and goal setting competencies that help persist in learning that is challenging.

KNOWLEDGE

ACTION

Approaches to learning are built by developing the skills for research, thinking, self management, social learning and communication.

CONCEPTS

Big Ideas that form the basis of teaching and learning, ensure breadth and depth in the curriculum and promote learning within and across traditional disciplines.

CONTEXTS

Curriculum embedded in local and global issues as starting points for inquiry and engagement is the best learning that promotes internationally mindedness.

Action (PYP) / Service as Action (SAA - MYP) / Creativity Activity and Service (CAS - DP) Students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff, and the wider community.

PYP (Action), MYP (SAA), DP (CAS).

SKILLS

Approaches to learning are built by developing the skills for research, thinking, self management, social learning and communication.

INQUIRY

Knowledge and experience drive new learning; but curiosity is the most effective stimulus for learner motivation.

REFLECTION

Inquiry, conceptual and contextual learning, lead to understanding and awareness of learning styles, strengths and passions; this needs constant reflection leading to goal setting.

11

HEAD OF SENIOR SCHOOL MESSAGE GOURI KAR

HEAD OF SENIOR SCHOOL, YEMALUR CAMPUS For the 21st century, acclaimed author Yuval Harari predicts that emotional intelligence and the ability to adapt to change will be the key skills to survive and thrive in this century. In this highly digitized world, the significance of a teacher in a child’s life is changing. Educators are no longer dealing with information starved learners; an educator’s role is to make students be aware of the progressive world they are growing up in, where information, content and the possibilities they represent are complex. Without the right content, students may engage in problem-solving or team-working experiences that fall into triviality with little or no rigour. And without the right skills, learners regurgitate facts, figures and events, which degrade their educational experience to passivity. Twenty-first-century learning is therefore about adopting a framework that synergizes both the right content and the right skill. At Neev Academy, we strike a balance between disciplinary grounding and progressive skills of the 21st century. The IBDP is a challenging yet an exciting programme which enhances the skills, attitudes, approaches and learning of the students. Students in DP are empowered both academically and personally.

We believe that successful students Communicate in a meaningful way for a variety of purposes and audiences Employ critical and creative thinking skills to solve problems Pose questions, examine possibilities, and apply skills to find solutions to authentic issues Make positive choices related to physical and mental wellness Contribute to the local and global community in a collaborative and respectful manner Distance learning during the pandemic has opened up a multitude of possibilities and effective methods of educating children. Equipped with our enhanced understanding of instructional approaches, educators in Senior School at Neev engage in deep reflection on curriculum as learners have become bold, resilient, resourceful and creative. Since the outbreak of the pandemic, the entire Neev community has been transformed; and new learning techniques have been added to transform our teaching and learning capabilities.

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IBDP COORDINATOR MESSAGE SAI BHAVYA PRABU

IBDP COORDINATOR, YEMALUR CAMPUS The International Baccalaureate Diploma Programme (IBDP) is a rigorous programme of study that balances rich disciplinary learning with vital humanizing elements—compassion, inter-cultural respect, creativity, metacognition and values deeper critical thinking and conceptual understanding.

As a diploma programme student at Neev, you will be encouraged to develop independence as a self-directed learner by moving beyond the receiving of authoritative knowledge into the realm of autonomous inquiry. This requires the management of a set of skills, an attitude towards synergistic thinking and deeper understanding of concepts that will in turn facilitate access to the knowledge, skills and facilitate transfer of learning that lie within and beyond the disciplines of study.

Reflect on your motives before, during, and at the end of the diploma programme. If your primary motives are learning for its own sake (not learning as means to credentialed higher education) and self-improvement (not unseemly competition), governed by a strong moral compass (not prudential reasons), you will engage with complex global issues and contribute to the creation of good life with sustainable values for yourself and others in school and beyond it.

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SUBJECTS OFFERED AT NEEV In addition to the three elements of the DP core, diploma programme students must select six subjects in all - one each from groups 1 to 5. The sixth subject can either be selected from group 6 or additionally from groups 3 or 4. Three subjects must be studied at higher level (HL) and three at standard level (SL).

All subjects in the table below are available at higher level (HL) and standard level (SL), except where indicated.

SUBJECT GROUPS SUBJECTS OFFERED AT NEEV ACADEMY

GROUP 1: STUDIES IN LANGUAGE AND LITERATURE

GROUP 2: LANGUAGE ACQUISITION

GROUP 3: INDIVIDUALS AND SOCIETIES

ENGLISH A: LANGUAGE AND LITERATURE (SL & HL)

HINDI B (SL & HL)

BUSINESS MANAGEMENT (SL & HL)

ENGLISH A: LITERATURE (SL & HL)

FRENCH AB INITIO

FRENCH B (SL ONLY)

ECONOMICS (SL & HL) HISTORY (SL & HL)

SPANISH B (SL ONLY)

GEOGRAPHY (SL & HL)

SPANISH AB INITIO

PSYCHOLOGY (SL & HL) GLOBAL POLITICS (SL & HL)

GROUP 4: SCIENCES

GROUP 5: MATHEMATICS

GROUP 6: THE ARTS

PHYSICS (SL & HL)

MATHEMATICS ANALYSIS & APPROACHES (SL & HL)

VISUAL ARTS (SL & HL)

CHEMISTRY

(SL & HL)

BIOLOGY (SL & HL) ENVIRONMENTAL SYSTEMS AND SOCIETIES (SL ONLY) COMPUTER SCIENCE (SL & HL)

MATHEMATICS APPLICATION & INTERPRETATION (SL & HL)

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IBDP Entry requirements At Neev Academy, both external students as well as our own MYP students can gain admission in IB diploma Programme.

Here are separate requirements to be fullfilled for admission to DP.

For External students External students must be pursuing grade 10 study from any Indian/International Board(CBSE/ICSE/ State boards/IGCSE/MYP) and are required to submit documentary evidence of completing the same within three months of declaration of result by the respective board/s. External students will also be appearing for entrance test in the subjects: English and mathematics.

For MYP & ICSE (Internal Students) Neev Academy Grade 10 pass certificate will be required for our own MYP & ICSE students seeking admission to Diploma Programme. Internal students are not expected to appear for entrance test for admission to DP.

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DP COURSE DESCRIPTIONS

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GROUP 1: STUDIES IN LANGUAGE AND LITERATURE SUBJECT 1: ENGLISH A: LANGUAGE AND LITERATURE (SL AND HL) Description

Students will have opportunities to explore various non-literary texts and forms of literature from across different cultures. Students will be expected to analyze non-literary texts and literary texts across a number of forms and from different times and places. There will be opportunities for students to consider their own interpretations as well as the perspectives of others to understand how these perspectives are shaped by the culture they belong to and how meaning is created in this process. In this course, students will be able to communicate their responses in a variety of communicative acts. These courses offer scope for students to contribute to their construction in the choice of texts and in the nature of the assessment that corresponds to these texts. This will be done as a part of a dialogue and under the guidance of a teacher while referencing the stipulations and requirements of the course found in the subject guide. Students record the process of arriving at these selections in a learner portfolio.

Literary texts are chosen from poetry, fiction, non-fiction and drama. Non-literary texts are chosen from a wide variety of text types, most of which are encountered everyday—editorials, advertisements, cartoons, magazine covers etc.

CURRICULUM OVERVIEW

ASSESSMENT AT A GLANCE

GRADE 11 & 12 – SL/HL

INTERNAL ASSESSMENT

EXTERNAL ASSESSMENT

Students will analyze at least 4 literary texts at standard level 6 at higher level.

SL/HL: Individual Oral.

This component requires the skills of communication, close reading and analysis.

SL: Paper 1: From two non-literary passages, students choose one and write an analysis. [75 minutes, 35% weighting]

The literary texts studied include Ibsen’s A Doll's House, Euripides’ Medea, Roy’s The God of Small Things, Fontane’s Effi Briest, Satrapi's Persepolis and others. Students have some freedom in the selection of texts.

Students will choose a global issue and examine the ways in which this issue is presented through extracts from a literary text and a non-literary text.

Paper 2: Students select one question out of four general questions and write an essay comparing two literary works studied in the course. [105 minutes, 35% weighting]

The student speaks for 10 minutes followed by 5 minutes of questions by the teacher.

Weighting: SL: 30% HL: 20%

HL: Paper 1: The paper consists of two non-literary passages.

Students write an analysis of each of the passages. [135 minutes, 35% weighting] Paper 2: Students select one question out of four general questions and write an essay comparing two literary works studied in the course. [105 minutes, 25% weighting] HL essay: Students submit an essay on a literary text or a non-literary text studied in the course. The essay must be 1200-1500 words in length. [20% weighting]

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SUBJECT 2: ENGLISH A: LITERATURE (SL AND HL) Description In this course students will explore a range of literary texts. Students will be expected to analyze these literary texts across a number of forms and from different times and places. There will be opportunities for students to consider their own interpretations as well as the perspectives of others to understand how these perspectives are shaped by the culture they belong to and how meaning is created in this process. In this course, students will be able to communicate their responses in a variety of communicative acts. These courses offer scope for students to contribute to their construction in the choice of texts and in the nature of the assessment that corresponds to these texts.

This will be done as a part of a dialogue and under the guidance of a teacher while referencing the stipulations and requirements of the course found in the subject guide.

Students record the process of arriving at these selections in a learner portfolio.

Literary texts are chosen from poetry, fiction, non-fiction and drama. The courses require extensive reading and engagement with a substantial number these texts in order to be able to interpret, analyze and evaluate them.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL Students will analyse 9 literary texts at standard level 13 at higher level.

These texts include Euripides’ Medea, Satrapi’s Perse polis, Strindberg’s Miss Julie, Albee’s Who’s Afraid of Virginia Woolf, Kawabata’s Kokoro, Fugard’s Master Harold and the Boys, the short stories of Nadine Gordimer, a selection of poems, and either Option 1: representations of India: Tamas, A Passage to India, Staying On, Midnight’s Children, The God of Small Things or Option 2: the gothic: Hamlet, The Castle of Otranto, Frankenstein, Dracula, the stories of Edgar Allan Poe

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT

EXTERNAL ASSESSMENT

SL/HL: Individual Oral This component requires the skills of communication, close reading and analysis.

SL: Paper 1: From two literary passages, students choose one and write an analysis.

[75 minutes, 35% weighting]

Students will choose a global issue and examine the ways in which this issue is presented through extracts from two literary texts.

The student speaks for 10 minutes followed by 5 minutes of questions by the teacher.

Weighting: SL: 30% HL: 20%

Paper 2: Students select one question out of four general questions and write an essay comparing two literary works studied in the course.

[105 minutes, 35% weighting] HL: Paper 1: The paper consists of two literary passages.

Students write an analysis of each of the passages.

[135 minutes, 35% weighting] Paper 2: Students select one question out of four general questions and write an essay comparing two literary works studied in the course.

[105 minutes, 25% weighting] HL essay: Students submit an essay on one literary text studied in the course. The essay must be 1200-1500 words in length.

[20% weighting]

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GROUP 2: LANGUAGE ACQUISITION SUBJECTS : LANGUAGE B - HINDI B (SL & HL), FRENCH B (SL ONLY), SPANISH B (SL ONLY) Description Language B course aims to develop international-mindedness through the study of language, culture, and ideas and issues of global significance. Students develop the ability to communicate in the target language through the study of language, themes and texts. The five prescribed themes are: identities, experiences, human ingenuity, social organization and sharing the planet. Students who have had some previous experience with a language can opt for language B.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL While developing the ability to communicate in the target language, students develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts for audiences, contexts and purposes associated with academic and personal interests. For the development of receptive skills, language B students must study authentic texts that explore the culture(s) of the target language.

HL (Additional requirement) Study of two literary works.

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT

(EXTERNALLY MODERATED) SL: Individual oral assessment : 25% HL: Individual oral assessment : 25%

EXTERNAL ASSESSMENT SL: Paper 1: Productive skills (writing): 75 minutes, 25% weighting Paper 2: Receptive skills 105 minutes, 50% weighting Listening comprehension (45m) Reading comprehension (1h) HL: Paper 1: Productive skills (writing)90 minutes, 25% weighting Paper 2 Receptive skills 2 hours, 50% weighting Listening comprehension (1h) Reading comprehension (1h)

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SUBJECTS : LANGUAGE AB INITIO - FRENCH AND SPANISH Description This course develops international-mindedness through the study of language, culture, ideas and issues of global significance. Language ab initio aims to develop the ability of a student to communicate in the target language through the study of language, themes and texts. The five prescribed themes are identities, experiences, human ingenuity, social organization and sharing the planet. Students with no previous experience of a language can opt for this course.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL While developing the ability to communicate in the target language, students develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.

Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts for audiences, contexts and purposes associated with academic and personal interests. For the development of receptive skills, language ab initio students must study authentic texts that explore the culture(s) of the target language.

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT

EXTERNAL ASSESSMENT

Individual oral assessment: 25% weighting

Paper 1: Productive skills(writing): 60 minutes, 25% weighting

(EXTERNALLY MODERATED)

Paper 2 Receptive skills: 105 minutes, 50% weighting Listening comprehension (45m) Reading comprehension (1h)

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GROUP 3: INDIVIDUALS AND SOCIETIES SUBJECT 1: BUSINESS MANAGEMENT (SL AND HL) Description The IBDP Business Management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. It helps students with decision-making in contemporary contexts of strategic uncertainty. Through the exploration of four under pinning concepts (creativity, ethics, sustainability and change), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL UNIT 1: INTRODUCTION TO BUSINESS MANAGEMENT 1.1 What is a business?

1.2 Types of business entities 1.3 Business objectives 1.4 Stakeholders 1.5 Growth and Evolution 1.6 Multinational companies (MNCs) UNIT 2: HUMAN RESOURCE MANAGEMENT 2.1 Introduction to human resource management 2.2 Organizational structure 2.3 Leadership and Management 2.4 Motivation and Demotivation 2.5 Organizational (corporate) culture (HL only) 2.6 Communication 2.7 Industrial/employee relations (HL only)

UNIT 3: FINANCE AND ACCOUNTS 3.1 Introduction to finance 3.2 Sources of finance 3.3 Costs and Revenues 3.4 Final accounts 3.5 Profitability and liquidity ratio analysis 3.6 Debt/equity ratio analysis (HL only) 3.7 Cash flow 3.8 Investment appraisal 3.9 Budgets (HL only)

UNIT 5: OPERATIONS MANAGEMENT 5.1 Introduction to operations management 5.2 Operations methods 5.3 Lean production and quality management (HL only) 5.4 Location 5.5 Break-even analysis 5.6 Production planning (HL only) 5.7 Crisis management and contingency planning (HL only) 5.8 Research and development (HL only) 5.9 Management information systems (HL only)

UNIT 4: MARKETING 4.1 Introduction to Marketing 4.2 Marketing planning 4.3 Sales forecasting (HL only) 4.4 Market research 4.5 The seven Ps of the marketing mix 4.6 International marketing (HL only)

UNIT 6: BUSINESS MANAGEMENT TOOLKIT SWOT analysis Ansoff matrix STEEPLE analysis Boston Consulting Group (BCG) matrix Business plan Decision trees Descriptive statistics Circular business models Force field analysis (HL only) Gantt chart (HL only) Hofstede’s cultural dimensions (HL only) Porter's generic strategies (HL only) Contribution (HL only) Critical path analysis (HL only) Simple linear regression (HL only)

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ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT (EXTERNALLY MODERATED) HL & SL: The IA is a Business research project in which students apply appropriate business management tools and theories to a real organizational issue or problem using a conceptual lens.

Maximum 1,800 words 20 hours, 30% SL and 20% HL

EXTERNAL ASSESSMENT SL: Paper 1: Based on a pre-released statement that specifies the context and background for the unseen case study.

90 minutes 30 marks 35% weighting Paper 2: Based on unseen stimulus material with a quantitative focus.

90 minutes 40 marks 35% weighting HL: Paper 1: Based on a pre-released statement that specifies the context and background for the unseen case study.

90 minutes 30 marks 25% weighting Paper 2: Based on unseen stimulus material with a quantitative focus.

105 minutes 50 marks 30% weighting Paper3: Based on unseen stimulus material about a social enterprise.

75 minutes 25 marks 25% weighting

Project on utilization of scarce resources

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SUBJECT 2: ECONOMICS (SL AND HL) Description The IBDP Economics course at SL and HL enables students to: develop a critical understanding of a range of economic theories, models, ideas and tools in the areas of microeconomics, macroeconomics and the global economy. It helps the students to apply economic theories, models, ideas and tools and analyze economic data to understand and engage with real-world economic issues and problems facing individuals and societies. The course also focuses on developing a conceptual understanding of individuals’ and societies’ economic choices, interactions, challenges and consequences of economic decision-making.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL UNIT 1: INTRODUCTION TO ECONOMICS 1.1 What is economics?

1.2 How do economists approach the world?

UNIT 2: MICROECONOMICS 2.1 Demand (includes HL only sub-topics) 2.2 Supply (includes HL only sub topics) 2.3 Competitive market equilibrium 2.4 Critique of the maximizing behavior of consumers and producers 2.5 Elasticity of demand (includes HL only sub topics) 2.6 Elasticity of supply (includes HL only sub-topics) 2.7 Role of government in microeconomics (includes HL only calculation) 2.8 Market failure externalities and common pool or common access resources (includes HL only calculation) 2.9 Market failure public goods 2.10 Market failure asymmetric information (HL only) 2.11 Market failure market power (HL only) 2.12 The market’s inability to achieve equity (HL only)

UNIT 3: MACROECONOMICS 3.1 Measuring economic activity and illustrating its variations 3.2 Variations in economic activity aggregate demand and aggregate supply 3.3 Macroeconomic objectives (includes HL only calculation) 3.4 Economics of inequality and poverty (includes HL only calculation) 3.5 Demand management (demand side policies) monetary policy(includes HL only sub-topics) 3.6 Demand management fiscal policy (includes HL only sub-topics)3.7 Supply-side policies

UNIT 4: THE GLOBAL ECONOMY 4.1 Benefits of international trade (includes HL only subtopics and calculation) 4.2 Types of trade protection (includes HL only calculations) 4.3 Arguments for and against trade control/protection 4.4 Economic integration 4.5 Exchange rates (includes HL only sub-topic) 4.6 Balance of payments (includes HL only sub topics) 4.7 Sustainable development (includes HL only sub-topic) 4.8 Measuring development 4.9 Barriers to economic growth and/ or economic development 4.10 Economic growth and/or economic development strategies

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ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT (EXTERNALLY MODERATED) SL: Portfolio Three commentaries based on different sections of the syllabus and on published extracts from the news media 20 Hours, 30% weighting HL: Portfolio Three commentaries based on different sections of the syllabus and on published extracts from the news media 20 Hours, 20% weighting

EXTERNAL ASSESSMENT SL Paper 1: An extended response paper (25 marks). Students answer one question from a choice of three. 75 minutes, 30% weighting Paper 2: A data response paper (40 marks). Includes some quantitative questions. Students answer one question from a choice of two.

(40 marks).105 minutes, 40% weighting HL Paper 1: (1 hour and 15 minutes) An extended response paper (25 marks).

Content including HL extension material. Students answer one question from a choice of three. 75 minutes, 20% weighting Paper 2: A data response paper (40 marks).

Content including HL extension material. Includes some quantitative questions.

Students answer one question from a choice of two. 105 minutes, 30% weighting Paper 3: A policy paper (60 marks) Content including HL extension material.

Includes both quantitative and qualitative questions.

Students answer two compulsory questions. 105 minutes, 30% weighting

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SUBJECT 3: HISTORY (SL AND HL) Description The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance and perspectives.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL Prescribed subject [Paper 1] Neev students study the prescribed subject “The move to global war” This prescribed subject focuses on military expansion from 1931 to 1941. Two case studies are to be studied under this prescribed subject.

1.

Japanese expansionism from 1931 to 1941.

2.

German and Italian expansionism from 1933 to 1940.

World History Topics [Paper 2] Out of 12 options of World History topics the following two topics are studied at Neev

1.

Topic 11. Causes and effects of 20th-century wars

2.

Topic 12. The Cold War: Superpower tensions and rivalries (20th century)

HL options provide an opportunity for in-depth study of the history of a particular region. At Neev the regional option “History of Europe” is offered and the students study the following three sections from a choice of 18 sections.

1.

2.

3.

Section 13: Europe and the First World War (1871–1918) Section 14: Inter-war domestic developments in European states (1918–1939) Section 15: Diplomacy in Europe (1919–1945)

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT

(EXTERNALLY MODERATED)

EXTERNAL ASSESSMENT

SL: Historical investigation: Students are required to complete a historical investigation into a topic of their choice.

20 hours, 25% weighting

SL: Paper 1 [24 marks] Source-based paper based on the five prescribed subjects. Students choose one prescribed subject from a choice of five to answer four structured questions.

60 minutes, 30% weighting

HL: Historical investigation: Students are required to complete a historical investigation into a topic of their choice.

20 hours, 20% weighting

Paper 2 [30 marks] Essay paper based on the 12 world history topics.

Answer two essay questions on two different topics.

90 minutes, 45% weighting HL: Paper 1 [24 marks] Source-based paper based on the five prescribed subjects. Students choose one prescribed subject from a choice of five to answer four structured questions.

60 minutes, 20% weighting Paper 2 [30 marks] Essay paper based on the 12 world history topics. Answer two essay questions on two different topics.

90 minutes, 25% weighting Paper 3 [45 marks] Essay paper based on one of the four regional options. Students answer three questions.

150 minutes, 35% weighting

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SUBJECT 4: GEOGRAPHY (SL AND HL) Description: Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. Geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The DP geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL Part 1: Geographic themes (seven options) Two options are studied at SL and three at HL. Option A: Freshwater Option B: Oceans and coastal margins Option C: Extreme environments Option D: Geophysical hazards Option E: Leisure, tourism and sport Option F: Food and health Option G: Urban environments Part 2: SL and HL core Geographic perspectives—global change Unit 1: Changing population Unit 2: Global climate—vulnerability and resilience Unit 3: Global resource consumption and security Part 2: HL core extension Geographic perspectives—global interactions Unit 4: Power, places and networks Unit 5: Human development and diversity Unit 6: Global risks and resilience

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT (EXTERNALLY MODERATED) SL: Written report based on a fieldwork question: 20 hours, weighting 25% [25 marks] HL: Written report based on a fieldwork question: 20 hours, weighting 20% [25 marks]

EXTERNAL ASSESSMENT SL: Paper 1 is based on geographic themes two options: each option has a structured question and one extended answer question from a choice of two [40 marks] 90 minutes, 35% weighting] Paper 2 is based on geographic perspectives global change: Three structured questions, based on each SL/HL core unit. Infographic or visual stimulus, with structured questions and one extended answer question from a choice of two. [50 marks] 75 minutes, 40% weighting HL: Paper 1 is based on geographic themes—three options: each option has a structured question and one extended answer question from a choice of two.[60 marks] 135 minutes, 35% weighting Paper 2 is based on geographic perspectives global change: three structured questions, based on each SL/HL core unit. Infographic or visual stimulus, with structured questions and one extended answer question from a choice of two. [50 marks] 75 minutes, 25% weighting Paper 3 is based on geographic perspectives global interactions. Choice of three extended answer questions, with two parts, based on each HL core unit. [28 marks] 60 minutes, 20% weighting

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SUBJECT 5: PSYCHOLOGY (SL AND HL) Description The IBDP psychology course is a systematic study of behavior and mental processes. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. The holistic approach of the curriculum comprises of biological, cognitive and sociocultural analysis being taught in an integrated way, thus ensuring that students are able to develop an understanding of what all humans share as well as the immense diversity of influences on human behavior and mental process. DP psychology promotes an understanding of the various approaches to research and how they are used to critically reflect on the evidence as well as assist in the design implementation, analysis and evaluation of the students own investigations.

CURRICULUM OVERVIEW

ASSESSMENT AT A GLANCE

GRADE 11 & 12

INTERNAL ASSESSMENT

EXTERNAL ASSESSMENT

Core • Biological approach to understanding behaviour • Cognitive approach to understanding behaviour • Sociocultural approach to understanding behaviour • Approaches to researching behaviour

A report on an experimental study undertaken by the student.

Paper 1 Three short answer questions on the core. One essay from a choice of three on the biological, cognitive and sociocultural approaches. HL only: essays will reference additional HL topic

Options • Abnormal psychology • Developmental psychology • Health psychology • Psychology of human relationships

Paper 2 SL: one question from a choice of three on one option. HL: two questions; one each from a choice of three on two options.

Paper 3 Three short answer questions on approaches to research.

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SUBJECT 6: GLOBAL POLITICS (SL AND HL) Description

The Global Politics course, as part of the International Baccalaureate Diploma Program's Individuals and Societies subject group, offers students an insightful exploration into the intricate world of politics at varying levels - local, national, international, and global. It encourages a systematic and critical examination of key political concepts, contemporary political issues, and the multifaceted nature of political activities. Students are fostered to appreciate diverse perspectives, recognizing that human attitudes, beliefs, and interpretations of political matters are open, contestable and require the tolerance of uncertainty. The course aims to develop skills that enable students to critically analyze theories, concepts, arguments, and data within the realm of global politics. Ultimately, it highlights the relevance of global political study to students' own culture and other societies, underscoring the interconnectedness and complexity of political issues across the globe.

CURRICULUM OVERVIEW GRADE 11 & 12 - SL/HL

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT (EXTERNALLY MODERATED)

For both SL & HL:

For SL:

Core Units : 1. Power, Sovereignty & International Relations 2. Human Rights 3. Development 4. Peace & Conflict

1) Engagement Activity: A written report (2,000-word maximum) on a political issue explored through engagement and research  Carries 25% of Weightage in the overall grade  Is for 20 Marks

For HL exclusively - 6 Optional Themes (in-depth exploration) 1. Poverty 2. Environment 3. Health 4. Borders 5. Security 6. Identity

Key Concepts : Power, Sovereignty, Legitimacy, Interdependence, Human Rights, Justice, Liberty, Equality, Development, Globalization, Sustainability, Peace, Conflict, Violence and Non-Violence

For HL: 1) Engagement Activity:  Carries 20% of Weightage in the overall grade  Is for 20 Marks 2) Oral Case-Study Presentation ▪ Two video recorded oral presentation (10 minutes maximum each) of two case ▪ Studies chosen from two different HL extension topics.  Is for 20 Marks and Carries 20% Weightage.

EXTERNAL ASSESSMENT SL & HL: Paper 1 (1 Hr 15 Mins) - 25 Marks Stimulus-based paper based on a topic from one of the four core units. Four compulsory short-answer/structured questions.

Weightage for SL - 30% , for GL - 20% Paper 2 (for SL) - 50 Marks - 45% weightage Extended response paper based on the four core units.

Students must write two essays from a choice of eight, each selected from a different core unit.

Paper 2 (for HL) - 75 Marks - 40 % weightage Extended response paper based on the four core units.

Students must write Three essays from a choice of eight, each selected from a different core unit.

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GROUP 4: SCIENCES SUBJECT 1: PHYSICS (SL AND HL) Description Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject.

Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.

CURRICULUM OVERVIEW

ASSESSMENT AT A GLANCE

GRADE 11 & 12 – SL/HL

INTERNAL ASSESSMENT (SL&HL)

EXTERNAL ASSESSMENT

A.

Space, time and motion

B.

The particulate nature of matter

The internal assessment consists of one task: the scientific investigation.

C.

Wave behaviour

D.

Fields

E.

Nuclear and quantum physics

SL: Paper 1- 1 hour and 30 minutes, Weighting: 36% Marks: 45 Paper 1 is presented as two separate booklets Paper 1A—25 marks 30 multiple-choice questions on standard-level material only No marks are deducted for incorrect answers Paper 1B—20 marks Data-based questions.Questions on experimental work Paper 2— Short answer and extended response questions, 1 hour and 30 minutes Weighting: 44%, Marks: 50

The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.20% weightage

HL: Paper 1- 2 hours, Weighting: 36% Marks:60 Paper 1 is presented as two separate booklets Paper 1A—40 marks 40 multiple-choice questions on a standard level and additional higher-level material No marks are deducted for incorrect answers.

Paper 1B—20 marks Data-based questions.Questions on experimental work HL-Paper 2-Short answer and extended response questions, 2 hours and 30 minutes Weighting: 44%, Marks: 90

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SUBJECT 2: CHEMISTRY (SL AND HL) Description The DP chemistry course allows students to develop a wide range of practical. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century. By studying chemistry students become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyze results and evaluate and communicate their findings CURRICULUM OVERVIEW

ASSESSMENT AT A GLANCE

GRADE 11 & 12 – SL/HL

Internal Assessment (SL&HL)

EXTERNAL ASSESSMENT

Structure 1. Models of the particulate nature of matter

The internal assessment consists of one task: the scientific investigation.

SL: Paper 1- 1 hour and 30 minutes, Weighting: 36% Marks: 55

Structure 2. Models of bonding and structure Structure 3. Classification of matter Reactivity 1. What drives chemical reactions?

Reactivity 2. How much, how fast and how far?

Reactivity 3. What are the mechanisms of chemical change?

The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. 20% weightage.

Paper 1 is presented as two separate booklets Paper 1A—30 marks

30 multiple-choice questions on standard level material only.

No marks are deducted for incorrect answers.

Paper 1B—25 marks

Data-based questions. Questions on experimental work

SL-Paper 2-Short answer and extended response questions, 1 hour and 30 minutes Weighting: 44%,Marks: 50 HL:

Paper 1- 2 hours, Weighting: 36% Marks: 75

Paper 1 is presented as two separate booklets Paper 1A—40 marks

40 multiple-choice questions on standard level and additional higher level material No marks are deducted for incorrect answers.

Paper 1B—35 marks

Data-based questions. Questions on experimental work

HL-Paper 2-Short answer and extended response questions, 2 hours and 30 minutes Weighting: 44%,Marks: 90

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SUBJECT 3: BIOLOGY (SL AND HL) Description Biology is the study of life. By studying biology in the DP students become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyze results, collaborate with peers and evaluate and communicate their findings.

CURRICULUM OVERVIEW

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT (SL&HL)

GRADE 11 & 12 – SL/HL Organising theme (broad concepts)

Unity and Diversity

(EXTERNALLY MODERATED)

LEVEL OR ORGANISATION MOLECULES

CELLS

ORGANISMS

ECOSYSTEMS

A2.1 Origins of cells (HL)

A3.1 Diversity of organisms

A4.1 Evolution & speciation

13.2 Classification & cladistics HI

A4.2 Conservation & biodiversity (no AHL)

A1.1 Water A2.2 Cell structure A1.2 Nucleic acids A2.3 Viruses (HL)

Farm

B1.1 Carbohydrates and lipids (no AHL

B2.1 Membranes & membrane transport

B3.1 Gas Exchange

B4.1 Adaptation to the environment

B1.2 Proteins

B2.2 Organelles and compartmentalisation

B3.2 Transport

B1.2 Ecological Niches (no AHL)

B2.3 Cell specialization

B3.3 Muscle and mobility (HL)

C2.1 Chemical signalling (HL)

C3.1 Integration of body systems

C4.1 Populations and communities (no AHL)

C2.2 Neural signalling

C3.2 Defence against disease (no AHL)

C4.2 Transters of energy & matter (no AHLI

and Function

Interaction and

C1.1 Enzymes & Metabolism C1.2 Cell respiration

interdependerce C1.3 Photosynthesis

Continuity and change

DILL DNA reglication

D2.1 Cell and nuclear division

D3.1 Regroduction

Da.1 Natural Selection

D1.2 Protein synthesis

D2.2 Gene expression (HL)

D3.2 Inheritance

D4.2 Stability & change

D1.2 Mutations and gene editing

02.3 Water potential

D3.3 Homeostasis

04.3 Climate change

The internal assessment consists of one task: the scientific investigation.

The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. 20% weightage

EXTERNAL ASSESSMENT SL: Paper 1 - 1 hour and 30 minutes, Weighting: 36% Marks: 55 Paper 1 is presented as two separate booklets Paper 1A—30 marks 30 multiple-choice questions on standard level material only.

No marks are deducted for incorrect answers.

Paper 1B—25 marks Data-based questions.Questions on experimental work SL-Paper 2 - Short answer and extended response questions, 1 hour and 30 minutes Weighting: 44%,Marks: 50 HL: Paper 1 - 2 hours, Weighting: 36% Marks: 75 Paper 1 is presented as two separate booklets Paper 1A—40 marks 40 multiple-choice questions on standard level and additional higher level material No marks are deducted for incorrect answers.

Paper 1B—35 marks Data-based questions.Questions on experimental work HL-Paper 2 - HL-Paper 2-Short answer and extended response questions, 2 hours and 30 minutes Weighting: 44%, Marks: 80

31

32

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SUBJECT 4: ENVIRONMENTAL SYSTEMS AND SOCIETIES (SL ONLY) Description This course enables students to satisfy the requirements of both subjects groups simultaneously while studying one course. ESS is firmly grounded in both a scientific exploration of environmental systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment. The interdisciplinary nature of the DP course requires a broad skill set from students, including the ability to perform research and investigations, participation in philosophical discussion and problem-solving. The course requires a systems approach to environmental understanding and promotes holistic thinking about environmental issues. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, knowledge transfer and use of primary sources.

They encourage students to develop solutions at the personal, community and global levels.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL Core content 1. Foundations of environmental systems and societies 2. Ecosystems and ecology 3. Biodiversity and conservation 4. Water and aquatic food production systems and societies 5. Soil systems and terrestrial food production systems and societies 6. Atmospheric systems and societies 7. Climate change and energy production 8. Human systems and resource use

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT

EXTERNAL ASSESSMENT

Individual investigation Written report (between 1500 to 2250 words): 10 hours, 25% weighting

Paper 1: Case study: 60 minutes, 25% weighting Paper 2 - Short answers and structured essays: 120 minutes 50% weighting

(EXTERNALLY MODERATED)

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SUBJECT 5: COMPUTER SCIENCE (SL AND HL) Description Computer Science is a rigorous and practical problem-solving discipline, which, as a methodology, can be applied to all walks of life. This two-year course gives an understanding of the fundamental concepts of computational thinking, as well as knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL Core syllabus content SL/HL core Topic 1: System fundamentals Topic 2: Computer organization Topic 3: Networks Topic 4: Computational thinking, problem solving and programming HL extension Topic 5: Abstract data structures Topic 6: Resource management Topic 7: Control Case study Additional subject content introduced by the annually issued case study Option SL/HL core / HL extension Students study one of the following options: Option A: Databases Option B: Modelling and simulation Option C: Web science Option D: Object oriented programming (OOP)

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT

(EXTERNALLY MODERATED)

Written commentary A report of the development of a computational solution.

Students must produce: A cover page that follows the prescribed format A product Supporting documentation (word limit 2,000 words) There must be evidence of independent research and investigation for students to reach the top level.

SL: 30 hours, 30% weighting HL: 30 hours, 20% weighting

EXTERNAL ASSESSMENT SL: Paper 1 Section A consists of several compulsory short answer questions Section B consists of three compulsory structured questions.

90 minutes, 45% weighting Paper 2 An examination paper of between two and five compulsory questions; linked to the option studied.

60 minutes, 25% weighting HL: Paper 1 Section A consists of several compulsory short answer questions.

Section B consists of five compulsory structured questions.

130 minutes, 40% weighting Paper 2 An examination paper of between three and seven compulsory question; linked to the option studied.

80 minutes, 20% weighting Paper 3 An examination paper consisting of four compulsory questions based on a pre seen case study.

60 minutes, 20% weighting

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GROUP 5: MATHEMATICS Mathematics is regarded as one of the most important subjects that helps in developing the key skills of logical reasoning and critical thinking in students. It is a mandatory subject in IB Diploma Programme. Acknowledging the fact that individual students have different needs, aspirations, interests and abilities, the IB offers two different DP subjects in mathematics.

1. Mathematics: analysis and approaches and 2. Mathematics: applications and interpretation.

Each course is designed to meet the needs of a particular group of students. Both courses are offered at Standard Level (SL) and Higher Level (HL).

SUBJECT 1: MATHEMATICS ANALYSIS & APPROACHES (SL AND HL) Description This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. This course includes topics that are both traditionally part of a pre-university mathematics course (for example Functions, Trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both HL and SL, and proof by induction at HL. The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course. However, Mathematics Analysis and Approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.

Students who choose Mathematics analysis and approaches at SL or HL should be comfortable at the manipulation of algebraic expressions, enjoy the recognition of patterns, and understand the mathematical generalizations of these patterns. Students who wish to take Mathematics analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

CURRICULUM OVERVIEW

EXAMPLE OF MATH EXPLORATION

36

GRADE 11 & 12 – SL/HL Topic 1: Numbers and algebra

Fig 1: Model of shooting the ball into the bottom two corners b and c

Topic 2: Functions Topic 3: Geometry and Trigonometry Topic 4:Statistics and Probability Topic 5: Calculus While SL students do basics of each topic (approximately 150 teaching hours), HL Students extend additional content in each topic (approximately 240 teaching hours). A formula booklet and a Graphic Display Calculator will be used through the course of study and during assessments as per the requirements.

Fig 2: Model of shooting the ball into the top two corners b and c

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT (EXTERNALLY MODERATED)

EXTERNAL ASSESSMENT

Mathematical exploration: The exploration is an integral part of the course and its assessment, and is compulsory or both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The exploration is a piece of written work that involves investigating an area of mathematics. 20% weighting

SL: Paper 1(Graphic display calculator not allowed) Section A: Compulsory short-response questions based on the syllabus.

Section B: Compulsory extended-response questions based on the syllabus. 90 minutes, 40% weighting Paper 2 (Graphic display calculator allowed) Section A: Compulsory short-response questions based on the syllabus.

Section B: Compulsory extended-response questions based on the syllabus.

90 minutes, 40% weighting

Fig 3: A revised edition of shooting the ball into top corners, diagram not to scale

Fig 4: Representing the elevation of the ball from the penalty spot/origin.

HL: Paper 1 (Graphic display calculator not allowed) Section A: Compulsory short-response questions based on the syllabus.

Section B: Compulsory extended-response questions based on the syllabus.

120 minutes, 30% weighting Paper 2 (Graphic display calculator allowed) Section A: Compulsory short-response questions based on the syllabus.

Section B: Compulsory extended-response questions based on the syllabus. 120 minutes, 30% weighting Paper 3 (Graphic display calculator allowed) Two compulsory extended response problem- solving questions. 60 minutes, 20% weighting

Solving for the equation of line ac first, we know that the formula for a line on the 3D Plane would be: x y z

l =

m n

l-a +

m-b n-c

(x - a)2 + (y - b)2 + (z - c)2 = r2

SUBJECT 2: MATHEMATICS APPLICATIONS & INTERPRETATION (SL AND HL)

37

Description The IBDP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modeling.

To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations.

Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

Students who choose Mathematics: applications and interpretation at SL or HL should enjoy seeing mathematics used in real-world contexts and to solve real-world problems. Students who wish to take Mathematics: applications and interpretation at higher level will have good algebraic skills and experience of solving real-world problems. They will be students who get pleasure and satisfaction when exploring challenging problems and who are comfortable to undertake this exploration using technology.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL Topic 1: Numbers and algebra Topic 2: Functions Topic 3: Geometry and Trigonometry Topic 4: Statistics and Probability Topic 5: Calculus While SL students do basics of each topic (approximately 150 teaching hours), HL Students extend additional content in each topic (approximately 240 teaching hours).

A formula booklet and a Graphic Display Calculator will be used through the course of study and during assessments.

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT

(EXTERNALLY MODERATED) Mathematical exploration: The exploration is an integral part of the course and its assessment, and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The exploration is a piece of written work that involves investigating an area of mathematics. 20% Weighting

EXTERNAL ASSESSMENT SL: Paper 1 (Graphic display calculator allowed) Compulsory short-response questions based on the syllabus. 90 minutes, 40% weighting Paper 2 (Graphic display calculator allowed) Compulsory extended-response questions based on the syllabus.

90 minutes, 40% weighting HL: Paper 1 (Graphic display calculator allowed) Compulsory short-response questions based on the syllabus. 120 minutes, 30% weighting Paper 2 (Graphic display calculator allowed) Compulsory extended-response questions based on the syllabus.

120 minutes, 30% weighting Paper 3 (Graphic display calculator required) Two compulsory extended response problem-solving questions.

60 minutes, 20% weighting

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DP VISUAL ART EXHIBITION

ASSESSMENT AT A GLANCE

GROUP 6: THE ARTS SUBJECT 1: VISUAL ARTS (SL AND HL)

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Description

The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wider range of contemporary practices and media.

CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL VISUAL ARTS IN CONTEXT Examine and compare the work of artists from different cultural contexts.

Consider the contexts influencing their own work and the work of others.

Make art through a process of investigation, thinking creatively and critically experimenting with techniques.

Apply identified techniques to their own developing work.

Develop an informed response to work and exhibitions they have seen and experienced.

Begin to formulate personal intentions for creating and displaying their own artworks.

Look at different techniques for making art.

Investigate and compare how and why different techniques have evolved and the processes involved.

Experiment with diverse media and explore techniques for making art.

Develop concepts through processes informed by skills, techniques and media.

Evaluate how their ongoing work communicates meaning and purpose.

Consider the nature of “exhibition”, and think about the process of selection and the potential impact of their work on different audiences.

Explore ways of communicating through visual and written means.

Make artistic choices about how to most effectively communicate knowledge and understanding.

Produce a body of artwork through a process of reflection and evaluation showing a synthesis of skill, media and concept.

Select and present resolved works for exhibition.

Explain the ways in which the works are connected.

Discuss how artistic judgments impact the overall presentation

ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT (EXTERNALLY MODERATED)

EXTERNAL ASSESSMENT

SL: Exhibition: 40% weighting - A curatorial rationale that does not exceed 400 words - 4–7 artworks - Exhibition text (stating the title, medium, size and intention) for each artwork

SL: Comparative study: 20% weighting 10–15 screens which examine and compare at least 3 artworks, at least 2 of which should be by different artists and of different cultures.

A list of sources used.

HL: Comparative study: 20% weighting 13–20 screens which examine and compare at least 3 artworks, at least 2 of which should be by different artists and of different cultures.

A list of sources used.

Process portfolio: 40% weighting 9–18 screens which evidence the student’s sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities. The submitted work should be in atleast 2 art-making forms.

Process portfolio: Weightage - 40% weighting 13–25 screens which evidence the student’s sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities. The submitted work should be in at least 3 art-making forms.

HL: Exhibition: 40% weighting - A curatorial rationale that does not exceed 700 words - 8 – 11 artworks - Exhibition text (stating the title, medium, size and intention) for each.

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DP CORE CREATIVITY, ACTIVITY AND SERVICE (CAS) Creativity, activity, service is at the heart of the Diploma Programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component’s three strands, often interwoven with particular activities, are characterized as follows: 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.

Creativity, activity, service encourages students to be involved in activities as individuals and as part of a team that take place in local, national and International contexts. CAS enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme.

EXTENDED ESSAY (EE) The extended essay of 4,000 words gives students the opportunity to investigate a topic of special interest, usually one of the student’s six diploma programme subjects.

It acquaints them with the independent research and writing skills expected at university. It is intended to promote high-level research and writing skills, intellectual discovery and creativity from approximately 40 hours of work under the guidance of a supervisor.

EXTENDED ESSAYS

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THEORY OF KNOWLEDGE (TOK) The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the DP course in which students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic study and their lives outside the classroom. The course is intended to be challenging and thought-provoking as well as empowering for students. The course centres on the exploration of knowledge questions. These are contestable questions about knowledge itself, such as: “What counts as good evidence for a claim?”, “Are some types of knowledge less open to interpretation than others?”, or “What constraints should there be on the pursuit of knowledge?” While these questions may initially seem slightly intimidating, they become much more accessible when considered with reference to specific examples within the TOK course. There are two assessment tasks in the TOK course.

The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internally assessed component to be completed during the first year of the DP. It is marked by the teacher and is externally moderated by the IB. The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an extenally assessed component completed in year 2; it is marked by IB examiners. The essay must be a maximum of 1,600 words and must be on one of the six prescribed titles issued by the IB for each examination session.

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44

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ASSESSING THE DP CORE

CAS HOW IS THE EXTENDED ESSAY ASSESSED?

HOW IS THEORY OF KNOWLEDGE ASSESSED?

HOW IS CAS ASSESSED?

The extended essay is externally assessed. Students’ essays are sent to examiners around the world and are graded from A to E. The extended essay grade is combined with the ToK grade for students to achieve a maximum of three points.

Students complete a theory of knowledge exhibition, which is internally assessed.

Students also write an essay of 1600 words on a prescribed title, which is externally assessed.

Students obtain a grade from A to E in ToK. The grade in ToK is combined with the extended essay grade for students to achieve a maximum of three points.

There is no formal assessment in CAS. However, successful completion of all CAS requirements is an essential prerequisite for award of the IB Diploma. Students need to regularly document their CAS experiences and provide a reflection for each completed activity.

Students are encouraged to use a variety of media and text types for their reflection.

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THE EXTENDED ESSAY AND THEORY OF KNOWLEDGE GRADES ARE COMBINED USING THIS MATRIX TO DETERMINE THE NUMBER OF POINTS A STUDENT OBTAINS

DP CORE AT NEEV THEORY OF KNOWLEDGE (TOK)

THE EXTENDED ESSAY (EE)

EE at Neev aims to develop students’ research capability by allowing them to go through all steps of research, beginning with exploration and a literature review to a viva voce for reflection on the entire process. Our students have chosen interesting EE topics across subject groups, ranging from literature (analysing the language in a 1000 page cookbook, comparative studies across genres besides individual piece analysis), math (analysing shorelines), and world studies (language learning, maternal care) besides the more typical ones in Physics, Economics, and Business Management. We see a growing maturity in the choices our DP students are making for their research interests.

TOK/EE

A

B

C

D

A

3

3

2

2

B

3

2

2

1

C

2

2

1

0

D

2

1

0

0

E

E

Falling condition

Neev has a successful ToK course with several students obtaining the highest grade.

In May 2023, the results from TOK ensured that the cohort finished the DP with an average of 2.27 out of 3 bonus points. The course is formed on the basis of perspectives, and to this end the school creates opportunities for our students to interact with experts within several areas of knowledge.

Students demonstrate this exposure to multiple perspectives and their ability to think critically by working with various IB prompts for their exhibition and essay that covered such elements as value, power, interpretation, and ethical considerations in the creation and sharing of knowledge.

Falling condition

CREATIVITY, ACTIVITY AND SERVICE (CAS)

All three strands of CAS are equally important at Neev and are expected to be demonstrated across the two years of the DP. Creativity gives students the opportunity to take an idea and develop it into an original product; activity ensures that students develop a healthy lifestyle through physical exercise and exertion; service brings students together with the community around them in response to an authentic need. A few CAS projects created by Neev students often combine more than one CAS strand leading to engagement at several levels of personal and interpersonal learning. A few of the ‘named’ CAS projects are: Griseo helps teenagers cope with stress through webinars and articles. The Joyful Peach curates positive news and aims to spread positivity in the community. Amarte - Art while apart art sessions for people to destress.

Susteniri sustainability education through workshops and expert talks. F&F help center video guides for teachers on Zoom, Google Drive & Windows 10. Sole Warriors Shodding migrant worker communities with recycled footwear. Macha’s Bakery Bakes and sells cookies and cakes for migrant worker support many initiatives are unnamed but work towards education, COVID care fundraising and more. Some are award winning individual projects others are collaborations, often across grades.

ASSESSING THE CORE

Theory of Knowledge and the extended essay are assessed, while CAS is not formally assessed but it is necessary to meet all requirements for the award of the diploma.

The grade obtained in ToK (A-E) and in the EE (A-E) combine to give each student a maximum of three points. These points are referred to as core points

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ASSESSMENT & GRADING FINAL DP ASSESSMENT The six subjects All diploma programme students can score a maximum of 7 points in each of their six DP subjects. Therefore, the maximum number of points that a student can obtain from their six subjects is 42 points.

The DP core The grade obtained in the extended essay is combined with the grade obtained in theory of knowledge for a student to obtain a maximum of 3 points.

These points are referred to as bonus points. Creativity, activity and service (CAS) is not assessed. The maximum score that a student can obtain in the IB diploma programme is 45 points.

ARRIVING AT TERM GRADES In the two terms of grade 11, students are given a term grade for each subject that is determined in the following manner i.

Approximately 4 to 6 brief assessments conducted through the term. These are referred to as continuous assessments (CA), and are together weighted at 40%

ii.

A term-end examination weighted at 60%

In the first term of grade 12, students are given a term grade based entirely on continuous assessments. There is no term-end examination in this term.

In the second term of grade 12, students obtain a grade based on a mock examination conducted in the month of February.

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GRADE BOUNDARIES AND GRADES Grade boundaries are determined in each term based on the body of work that students have produced against the IB grade descriptors declared in December 2017. Teachers also reference the grade boundaries declared by the IB in previous examination sessions.

PREDICTED GRADES A student’s predicted grades for each subject that are required for both university applications and by the IB are determined based on the authentic work that a student has produced under appropriate supervision or invigilation against the grade descriptors declared by the IB in December 2017.

DIPLOMA PROGRAMME TIMETABLE BLOCKS AT NEEV (INDICATIVE) Every attempt is made to accommodate students' subject combinations. However, subjects do need to run simultaneously in a timetable based on blocks of subjects, placing some restrictions on full flexibility. These blocks have been designed to allow for the most efficacious combinations of facilitating subjects based on university requirements in different parts of the world.

BLOCK 1

BLOCK 2

BLOCK 3

ENGLISH L&L SL

FRENCH AB INITIO

MATH AA HL

ENGLISH L&L HL

FRENCH B SL

MATH AA SL

SPANISH AB INITIO

MATH AI HL

ENGLISH LIT HL & SL

SPANISH B SL

MATH AI SL

HINDI B HL & SL

BLOCK 4

BLOCK 5

BLOCK 6

ECONOMICS HL & SL

CHEMISTRY HL & SL

PHYSICS HL & SL

HISTORY HL & SL

ECONOMICS HL & SL

PSYCHOLOGY HL & SL

BUSINESS MANAGEMENT HL & SL

BIOLOGY HL & SL

GEOGRAPHY HL & SL

VISUAL ART HL & SL GLOBAL POLITICS HL & SL

ESS SL COMPUTER SCIENCE HL & SL

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Frequently asked questions about the IB Diploma Programme (IBDP) Is the IB Diploma Programme recognised in India?

Yes, the IB diploma programme has been recognized by the Association of Indian Universities since 1983 which is applicable to all universities in India. The number of students completing the IB and applying to higher education institutes in India has grown substantially in the past few years.

What are the prospects of IB Diploma students getting admission into Indian universities?

Several reputed universities have actually begun to prefer IBDP students. This is clear from the choices made by Neev students themselves over the last few years of the programme—many Neev students, including those who were at the top of their batches have opted for admission in Indian institutes. These include local colleges in Bangalore, established law schools, and universities with a national status. Ashoka university has proven popular with Neev students in the recent past.

Can IB Diploma students appear for entrance examinations for admission to professional courses like medicine and engineering?

Yes, but since most of the entrance tests are conducted in the month of April/May, and the IB exams are also in the month of May, students need to balance the preparation of the entrance exams along with the May IB Diploma Programme examinations, which are both very challenging tasks. This is a decision to be made after a consultation.

What documents are required to apply to Indian universities?

Indian universities usually require an Indian transcript which carries a percentage equivalent of the grades obtained. This is easily obtained from the IB and arrives immediately on the release of results or is dispatched directly to the relevant university or institute of higher education.

A few universities may request for a migration certificate. This is also easily obtained from the IB. How do IB students fare in college acceptance?

INTERNATIONAL: As per the statistics available, an IBDP student with 37 and above (maximum possible being 45) accumulates good enough credits to get admissions in the best universities around the world. Students with a score lower than 37 (say in the range of 31 to 36) are also well accepted in universities worldwide. All students who have cleared the IB diploma programme requirements with 24 points, which is the minimum, are also accepted in colleges and universities around the world. The idea is to find a college that is the best fit for a particular student.

INDIA: The Association of Indian Universities (AIU) recognizes IBDP as a qualifying secondary school diploma for admission to Indian universities. The AIU also recognises DP for admission to Indian universities provided a student has scored a minimum of 24 points and has passed a minimum of 3 subjects at higher level and 3 subjects at standard level.

Does grade-based marking put IB students at a disadvantage for college admissions vi-a-vis their peers from Indian national systems that offer percentages?

This is not a problem as the IB issues all students who make a request an Indian percentage transcript with percentages listed alongside their grades.

Can an IB student take on the challenge of Indian competitive exams such as IIT JEE, NEET, etc.?

The course content of IB DP for the Sciences and Mathematics is in line with the prescribed syllabus of all India open entrance tests for Engineering or Medicine undergraduate studies. All IITs and other specialized institutes recognize the IB. What subjects should you take if you want to study engineering/medicine?

Physics and Math at the Higher Level and Chemistry at the standard or higher level are recommended for students interested in engineering, either in India or overseas.

Physics, Chemistry, and Biology are required for studying medicine in India. Medicine in the UK requires 2 higher level sciences. Medicine in the US and Canada is a postgraduate degree. Since there is a requirement for students to do three sciences for medicine in India, the IB allows these students to do a non-regular diploma, in which they do a third science in place of a humanities subject.

Is the SAT required for IB students?

The IBDP is not a substitute for these standardized university entrance tests. Most US universities require SAT scores.

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DP RESULTS IBDP CLASS OF 2022

1.53 85.85

5.12

5.76/7

2.2/3

100%

14.35%

31.98

25% 37/45

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DP RESULTS IBDP CLASS OF 2023

30.24/45

79.67%

100%

4.83

37/45

5.78

40% 2.27/3

Learning Journeys Every year on our learning journeys students explore the wonders of nature and experience the enigma of history, realizing India in all her reality and grandeur. Our DP learning journey, which typically takes place in grade 11, usually covers more than one north eastern state, to understand this distant part of India in an experience that naturally leads to a conversation on 'what does it mean to be Indian?' This learning journey has been organized to give our diploma programme students a chance to experience Nagaland, as it is in many ways representative of the entire region with the diversity of ethnicity and language, and as one of the world’s greatest biodiversity hotspots and for natural beauty, much of it protected by the indigenous knowledge and traditions of its peoples. Climate, landforms, economic progress and biodiversity act as the background for a conversation on culture and identity, and indigenous knowledge systems, as children push themselves intellectually with reading, thinking, questioning; socially by building self-awareness and relationships; and physically with a trek that is at once challenging and incredibly beautiful.

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STUDENT ADVANCEMENT CELL Student Advancement Cell (SAC) at Neev Academy provides each child with support, services and opportunities to motivate them in growing and exploring their interests and passions while recognising their strengths and challenges in turn assisting them to be - college, career and citizen ready.

Academic support by the Learning Support team, helping in recognising and approaching challenges in meeting academic requirements.

Social emotional support by the school psychologist includes proactive age and grade appropriate whole class lessons and individual skill building sessions with students who need additional support.

College Guidance systematically services the high school students to increase familiarity with universities for easy accessibility and clearer understanding and tracks academic growth.

Student life moves beyond core academics to provide opportunities to students to participate in events that build community spirit and showcase individual skills inside and outside of school.

57 All verticals of the department support and reflect the school’s core belief and the IB’s mission of encouraging every student, irrespective of capability, ability, country of origin, economic status, sex or religion, to become active, compassionate, life-long learners.

Social and Emotional Well being

Grade 1-12

Learning Support

Grade 1-12

Student Life

Grade 1-12

College Guidance

Grade 9 -12

In addition Neev Academy is a college board test center for SAT exams (CEEB Code - 671201) and the SAC oversees these examinations and all other standardised tests in the school.

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LEARNING SUPPORT ADMISSION CRITERIA The environment at Neev Academy is inclusive of physical and curriculum support. There is no discrimination against any conditions. However, the LS services at Neev are limited. The degree and severity of the support will determine if the environment is best suited for the student. Students with mild to moderate learning differences would be considered for admission. To support the interventions and modifications being extended within the school, the students may be required to avail specialized therapies from external sources. Neev may not be the appropriate environment for students with moderate to severe learning or behavioural needs.

STUDENT LIFE ENRICHMENT OPPORTUNITIES AT NEEV Interest and Choice Learning : A variety of learning camps and clubs during and beyond school hours is offered to the students to build strong teams and develop a culture of sports, music, drama, writing and debate School Camps & ClubsCareer exploration & Internships Student Government : The student government at Neev, has a range of representation through all grade levels ensuring that students actively experience the working of a democracy. Leaders range from the President at the top to the House captains, vice captains, Class & CAS representatives giving a fairly good representation of all the sections of the student body. There is also a student-led newspaper - Neev Times.

Career exploration & Internships Academic competitions (Olympiads, Subject specific prizes, Writing tournaments, etc.)

Inter & Intra School competitions and events (MUN, Sports, Hackathons, etc.)

Ideas@Neev (Speaker series of eminent scholars, entrepreneurs, and thought leaders from different spheres) Service opportunities (Global issues network, Service internships, etc.)

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HIGH SCHOOL STUDENT GOVERNMENT WORKSHOP

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UNIVERSITY OFFERS INDIA

Ahmedabod University Ashoka University Azim Premji University Bennett University Flame University Krea University Manipal Institute of Technology O.P. Jindal Global University Plaksha University St Joseph's College PES University

USA

Arizona State University Babson College Baylor University Binghamton University Boston University Brandeis University Brown University ColPoly Pomona College of Wooster Cornell University Culinary lnstiMe of America Denison University Drexel University Earlham College Fordham University Franklin & Marshall College George Washington University Hampshire College Indiana University Iowa State University Ithaca College Indiana UniversityPurdue University Indianapolis Knox College Massachusetts College of Art & Design Middlebury College Mount Holyoke College New York University l\lorth Carolina State University l\lortheastem University Ohio State University OTIS College of Art & Design Pace University Pennsylvania State University Pratt lnstiMe Purdue University Rhode Island School of Design

Rochester lnstiMe of Technology Rutgers University San Diego State University Savannah College of Art and Design School of the Art Institute of Chicago School of Visual Arts Simmons University Smith College Swarthmore College Syracuse University Temple University College of Wooster Savannah College of Art and Design Trinity University University at Buffalo University of Arizona University of California - Berkeley University of California - San Diego University of California - Davis University of California - Irvine University of California - Merced University of Califonnia - Santa Cruz University of Califonnia - Los Angeles University of Califonnia - Riverside University of Califonnia - Santa Barbara University of Colorado Boulder University of Connecticut University of Illinois at Urbana-Champaign University of Maryland University of Massachusetts, Amherst University of Michigan-Ann Arbor University of Minnesota - Duluth University of Minnesota - Twin Cities University of Pittsburgh University of Rochester

UK

Birmingham City University Cardiff University Coventry University Durham University Imperial College London Klng's College London Klngston University Lancaster University London School of Economics Loughborough University Newcastle University Northumbria University Oxford Brookes University

Queen Mary University of London Queen's University Belfast Royal Holloway Sheffield Hallam University SOAS University of London Solent University University College London University of Bath University of Birmingham University of Brighton University of Bristol University of Dundee University of Edinburgh University of Exeter University of Hertfordshire University of Leeds University of Manchester University of Nottingham University of Plymouth University of Portsmouth University of Reading University of Sheffield University of Southampton University of St Andrews University of Strathclyde University Of Surrey University of the Arts London University of the Creative Arts London University of Warwick University of Westminster

CANADA

Concordia University Dalhousie University McGill University McMaster University Ontario College of Art & Design Queen's University Simon Fraser University University of Alberta University of British Columbia University of Guelph University of Ottawa University of Toronto University of Waterloo Wilfred Laurier York University

SINGAPORE Lasalle College of the Arts Nanyang Academy of Fine Arts Nanyang Technological University National University of Singapore

IRELAND

National University of Ireland, Galway Royal College of Surgeons in Ireland

AUSTRALIA Bond University Monash University University of Melbourne University of Sydney

MALAYSIA

University of Nottingham

EUROPE

Amsterdam University Ecole Polytechnique Eindhoven University of Technology IE University Spain Leiden University Maastricht University TU/ Delft Twente University University of Groningen utrecht University

MIDDLE EAST Weill Cornell Medicine-Qatar

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ACADEMIC INTEGRITY Academic honesty in an integral part of learning at Neev. To this end, students are introduced to practices that lead automatically to a culture of honesty. This includes providing students with the means and support to conduct research the evaluation of sources, how to reference a source, how to avoid collusion and other forms of malpractice.

The school takes a very strong stance against academic dishonesty. Students are cautioned that academic dishonesty might lead to the loss of the IB.

A C A D E M Y

admissions.academy@neevschools.com | +91-9148146446