DP handbook 2022 by Neev Schools

ACADEMY The Diploma Programme (DP) Curriculum Handbook 2022-23 An IB continuum school where teachers follow one system and, can therefore, focus on their most important job; continuously improving student learning.

KAVITA GUPTA SABHARWAL DIRECTOR

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 Forlearning.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.

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.

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.

andImaginestudents

IB CONTINUUM

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 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 groups and the DP Core,comprising theory of 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 timemanagement skills, their deep and vast knowledge and global outlook.

PYP 1-5 MYP 6-10 DP 11&12

educators,schools,ofcommunityworldwidea 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). 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 40 of 200 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. 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.

CONTENTS About Neev Academy Governing GroupSubjectsMessageOurOurInternationalBoardBaccalaureatelearnerslearningfromDPLeadershipOfferedatNeev1(StudiesinLanguage & Literature) Group 2 (Language Acquisition) Group 3 (Individual and Societies) Group 4 (Sciences) Group 5 (Mathematics) Group 6 (The Arts) DP AssessmentCore & Grading DP StudentResultsAdvancement Cell University Offers Academic Honesty 55545048454038352518161412100805040201

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.

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. Reimagining excellence in education in a changing India. Grit, Honor, Grace.Building knowledge, self-awareness and relationships with people and the environment, to lead happy, healthy, impactful lives. OUR MISSION

1 UR VISION

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 second 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.

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.

ABOUT NEEV ACADEMY

PRITI ANAND (EX-OFFICIO MEMBER)

Alumnus of Mount Holyoke College, Columbia University School of Journalism and Women’s Christian College, Chennai. Indian author, Journalist & Columnist Board role - Academic Committee Alumnus of Harvard Business School, and Bombay University. Head of School - Neev Academy, Founder Neev Early Years Board Role - Academic Committee

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.

Alumnus of Symbiosis University. Director of Kanpur Education Society. Board role - Infrastructure Committee

ABHISHEK CHATURVEDI

Presentation Convent Delhi Director Early Years, Neev Schools Board role - Academic Committee Alumnus of HR College, Government Law College. Founding Partner ASLF Law Offices Board role - Finance & Governance Committee

GOVERNING BOARD

Alumnus of Wharton school, Shri Ram College of Commerce and Mayo College. Entrepreneur, Skill development and Finance expert with active roles in National reform, Board role - Finance and Governance Committee Alumnus of IIM Bangalore, Shri Ram College of Commerce, and Rishi Valley School. Entrepre neur and HR expert, Managing Director, TeamLease Services Ltd. Board Role - HR Committee Board Role - Infrastructure Committee

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.

MISSION STATEMENT

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 Internationalothers.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.

Internationalmindedness 4

EngagementGlobal

INTERNATIONAL MINDEDNESS understandingIntercultural Multilingualism

INTERNATIONAL BACCALAUREATE

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

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.

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

OUR

LEARNERS

IB learners are:

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

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

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.

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

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

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

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

THE IB LEARNER PROFILE 5

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

BaRCarOpPCThinKInquirersnowledgeablekersommunicatorsrincipleden-mindedingisk-takerslancedReflective

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

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.

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 :

NEEV’S DEFINITION OF DESIRED LEARNING

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.

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.

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

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

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

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

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

NEEV LEARNING AND TEACHING PEDAGOGICAL FRAMEWORK Neev Certificate Neev Diploma Competencies Excellence Growth and Accomplishments Neev Graduate Profile Core Values (Grit,Honor,Grace)NeevIdentityValues Self Directed Learners Disciplinary CommunityCommunicatorCollaboratorThinkerBuilder Academics Excellence Leadership quality Personal Accomplishments growth Multilingualism Core Values Competencies Excellence 7

OUR LEARNING ALL IB PROGRAMMES

SKILLS

SHARE ESSENTIAL ELEMENTS THAT DRIVE LEARNINGAction(PYP)/Serviceas

ACTIONINQUIRYREFLECTION

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

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

CONCEPTSCONTEXTS

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

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

mindednessLearners 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.

STUDENT AGENCY KNOWLEDGE

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

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

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)

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.

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 GOURI KAR HEAD OF SENIOR SCHOOL, YEMALUR CAMPUS

HEAD OF SENIOR SCHOOL MESSAGE 11

IBDP COORDINATOR MESSAGE 12

The diploma programme at Neev is distinguished by its being part of a full-continuum of IB learning that binds the entire community with a shared culture. The principles of education described above are made manifest in a programme with significant student autonomy, learning that sees individual identity in the context of relationships in the community, and opportunities to build a profile informed by a range of perspectives.

They also allow learners to make connexions between disciplines, allowing for interdisciplinary approaches to difficult problems. Students who fulfill all conditions necessary for the diploma in the liberal spirit that underpins the programme are well-equipped to work with latest approaches in education that they will encounter at university.

OR, YEMALUR CAMPUS

The diploma programme is also conceptual, and built to encourage autonomy—vital features for success in institutes of higher education, and for life. Concepts allow for the organization of vast propositional knowledge and skills, as well as the more important ability to transfer knowledge out of the classroom into the complexity of real-world situations.

The International Baccalaureate Diploma Programme is distinguished from all other pre-university programmes by a range of aspects. These include a balance between the depth and breadth of learning, indicating a respect across disciplines and subject groups, as well as an intention to educate beyond disciplinary mastery—the creative, the physical,the community oriented, the globally sensitive, the ethical, the metacognitive. These aspects are formed into integral aspects of a whole curriculum that has come from a collaboration of international perspectives.

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.

GROUPSSUBJECT ACADEMYNEEVATOFFEREDSUBJECTS ENGLISH LITERATUREENGLISHLITERATUREANDLANGUAGEA:A: HINDI FRENCHB B (SL (SLINITIOSPANISH(SLSPANISH(SLINITIOFRENCHONLY)ABONLY)BONLY)ABONLY) PSYCHOLOGY(SLSOCIETIESSYSTEMSENVIRONMENTALGEOGRAPHYHISTORYECONOMICSMANAGEMENTBUSINESSANDONLY) SCIENCECOMPUTERSOCIETIESSYSTEMSENVIRONMENTALHEALTHEXERCISESPORTS,BIOLOGYCHEMISTRYPHYSICSANDSCIENCEAND(SLONLY) INTERPRETATIONAPPLICATIONMATHEMATICSAPPROACHESANALYSISMATHEMATICS&& VISUAL ARTS GROUP LITERATUREANDLANGUAGESTUDIES1:IN GROUP ANDINDIVIDUALS3:SOCIETIES GROUP SCIENCES4: GROUP MATHEMATICS5: GROUP 6: THE ARTS GROUP ACQUISITIONLANGUAGE2: 13

SUBJECTS OFFERED AT NEEV

DESCRIPTIONSCOURSE

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.

Description SUBJECT 1: ENGLISH A: LANGUAGEAND LITERATURE (HL AND SL) CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT EXTERNAL ASSESSMENT 15

GROUP 1: STUDIES IN LANGUAGE AND LITERATURE

HL: Paper 1: The paper consists of two non-literary passages. Students write an analysis of each of the passages. [135 minutes, 35% 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]

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]

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. Students will analyze at least 4 literary texts at standard level 6 at higher level. The literary texts studied include the poems of Carol Ann Duffy, Shakespeare’s Macbeth, Euripides’ Medea, Roy’s The God of Small Things, Fontane’ Effi Briest, Cather’s My Antonia and others. Students have some freedom in the selection of texts.

SL/HL: Individual Oral. This component requires the skills of communi cation, close reading and analysis. 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. The student speaks for 10 minutes followed by 5 minutes of questions by the teacher. Weighting: SL: 30% HL: 20% SL: Paper 1: From two non-literary passages, students choose one and write an analysis. [75 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, 35% weighting]

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. 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 optionor 2: the gothic: Hamlet, The Castle of Otranto, Frankenstein, Dracula, the stories of Edgar Allan Poe SL/HL: Individual Oral This component requires the skills of communication, close reading and Studentsanalysis. 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 Weighting:teacher.SL: 30% HL: 20% SL: Paper 1: From two literary passages, students choose one and write an analysis. [75 minutes, 35% weighting]

Description SUBJECT 2: ENGLISH A: LITERATURE (HL AND SL) CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT EXTERNAL ASSESSMENT 16

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 IndividualSL: oral assessment : 25% IndividualHL: oral assessment : 25% 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)

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.

SUBJECTS : LANGUAGE B - HINDI B, FRENCH B (SL ONLY), SPANISH B (SL ONLY) CURRICULUM OVERVIEW ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT (EXTERNALLY MODERATED) EXTERNAL ASSESSMENTGRADE 11 & 12 – SL/HL 17

GROUP 2: LANGUAGE ACQUISITION

Individual oral assessment: 25% weighting Paper 1: Productive skills(writing): 60 minutes, 25% weighting Paper 2 Receptive skills: 105 minutes, 50% weighting Listening comprehension (45m) Reading comprehension (1h) INITIO (SL ONLY)

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

SUBJECT : LANGUAGE AB

Description

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.

- FRENCH AND SPANISH CURRICULUM OVERVIEW ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT (EXTERNALLY MODERATED) EXTERNAL ASSESSMENT 18

GRADE 11 & 12 – SL/HL

GROUP 3: INDIVIDUALS AND SOCIE TIES

range

The IBDP Business Management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to a of tools techniques. It helps students with decision-making in contemporary contexts of strategic uncertainty. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex

and dynamic business environment. UNIT 1: BUSINESS ORGANIZATION AND ENVIRONMENT 1.1 Introduction to business management 1.2 Types of organizations 1.3 Organizational objectives 1.4 Stakeholders 1.5 External environment 1.6 Growth and evolution 1.7 Organizational planning tools (HL only) UNIT 2: HUMAN RESOURCE MANAGEMENT 2.1 Functions and evolution of human resource management 2.2 Organizational structure 2.3 Leadership and management 2.4 Motivation 2.5 Organizational (corporate) culture (HL only) 2.6 Industrial/employee relations (HL only) Description SUBJECT 1: BUSINESS MANAGEMENT SL AND HL CURRICULUM OVERVIEW GRADE 11 & 12 – SL/HL UNIT 3: FINANCE AND ACCOUNTS 3.1 Sources of finance 3.2 Costs and revenues 3.3 Break-even analysis 3.4 Final accounts (some HL only) 3.5 Profitability and liquidity ratio analysis 3.6 Efficiency ratio analysis (HL only) 3.7 Cash flow 3.8 Investment appraisal (some HL only) 3.9 Budgets (HL only) UNIT 4: MARKETING 4.1 The role of marketing 4.2 Marketing planning (including introduction to the four Ps) 4.3 Sales forecasting (HL only) 4.4 Market research 4.5 The four Ps (product, price, promotion, place) 4.6 The extended marketing mix of seven Ps (HL only) 4.7 International marketing (HL only) 4.8 E-commerce UNIT 5: OPERATIONS MANAGEMENT Operations management 5.1 The role of operations management 5.2 Production methods 5.3 Lean production and quality management(HL only) 5.4 Location 5.5 Production planning (HL only) 5.6 Research and development (HL only) 5.7 Crisis management and contingency planning (HL only) 19

and

apply

SL: Paper1: structured questions 75 minutes, 30% weighting Paper 2: structured and extended response questions 105 minutes, 45% weighting HL: Paper 1: Structured and extended response questions 135 minutes, 35% weighting Paper 2: Structured and extended response questions 135 minutes, 40% weighting Project on utilization of scarce resources SL: Written commentary students produce a written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. Maximum 1,500 words 15 hours, 25% weighting HL: Research project Students research and report on an issue facing an organization or a decision to be made by an organization (or several organizations). Maximum 2,000 words 30 hours, 25% weighting INTERNAL ASSESSMENT (EXTERNALLY MODERATED) EXTERNAL ASSESSMENTASSESSMENTATAGLANCE 20

4.6

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. HL AND 1: Introduction to approach the world? (includes HL only sub-topics) (includes HL only sub topics) market of themaximizing behavior of and of demand (includes HL only sub topics) of supply (includes HL only sub-topics) of in (includes HL only externalities and common pool or common access resources (includes HL only calculation) failure public goods failure asymmetric information (HL only) power (HL only) market’s inability to achieve equity (HL only)

1.21.1economicsWhatiseconomics?Howdoeconomists

microeconomics

2.11 Market failuremarket

4.3

Description SUBJECT 2: ECONOMICS

GRADE 11 & 12 – SL/HL Unit 3: Macroeconomics 3.1 Measuring economic activity and illustrating its 3.2variationsVariations in economic activity aggregate demand and aggregate supply 3.3 Macroeconomic objectives (includes HL only 3.4calculation)Economics of inequality and poverty (includes HL only 3.5calculation)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

4.2

CURRICULUM OVERVIEW

2.6 Elasticity

2.3 Competitive

2.8calculation)Marketfailure

equilibrium 2.4 Critique

2.9 Market

2.12 The

government

Unit 4: The global economy Benefits of international trade(includes HL only subtopics and calculation) Types of trade protection (includes HL only calculations) Arguments for and against trade control/protection 4.4 Economic integration 4.5 Exchange rates (includes HL only sub-topic) Balance of payments (includes HL only sub topics) 4.7 Sustainable development (includes HL only sub-topic) Measuring development 4.9 Barriers to economic growthand/or economic 4.10developmentEconomic growth and/oreconomic development strategies

4.1

2.7 Role

2.2 Supply

consumers

4.8

Unit 2: Microeconomics 2.1 Demand

SL Unit

producers 2.5 Elasticity

2.10 Market

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

INTERNAL ASSESSMENT (EXTERNALLY MODERATED) EXTERNAL ASSESSMENTASSESSMENTATAGLANCE

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 responsepaper (40 marks). Includes some quantitative questions.Students answer one question from a choice of two. (40 marks).105 minutes, 40% weighting

HL Paper 1: (1hour 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% Paperweighting3:Apolicy paper (60 marks) Content including HL extension material. Includes both quantitative and qualitative questions. Students answer twocompulsory questions. 105 minutes, 30% weighting 22

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. 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.

INTERNAL (EXTERNALLYASSESSMENTMODERATED)

3. Section 15: Diplomacy in Europe (1919–1945)

1. Japanese expansionism from 1931 to 1941.

SL: Historical investigation: Students are required to complete a historical investigation into a topic of their choice. 20 hours, 25% weighting HL:Historical investigation: Students are required to complete a historical investigation into a topic of their choice. 20 hours, 20% weighting

1. Section 13: Europe and the First World War (1871–1918)

CURRICULUM OVERVIEW ASSESSMENT AT A GLANCEEXTERNAL ASSESSMENT

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.

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% EssayPaperweighting2[30marks]paperbased 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

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

Description SUBJECT 3: HISTORY HL AND SL

2. Section 14: Inter-war domestic developmentsin European states (1918–1939)

Part 1: Geographic themes seven options

PartUrbanFoodLeisure,Geophysicalenvironmentshazardstourismandsportandhealthenvironments2:SLandHLcoreGeographic

Two options are studied at SL, and three at HL Freshwater drainage basins Oceans and coastal margins Extreme

perspectives global change Population distribution changing population

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.

Global climate vulnerability and resilience Global resource consumption and security

Part two: HL core extension (HL only) Geographic perspectives globalPower,interactionsplacesand networks

Human development and diversity Global risks and resilience

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]

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 andone 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

Description: SUBJECT 4: GEOGRAPHY SL AND HL

CURRICULUM OVERVIEW ASSESSMENT AT A GLANCE EXTERNAL ASSESSMENTGRADE 11 & 12 – SL/HL INTERNAL (EXTERNALLYASSESSMENTMODERATED) 24

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]

CURRICULUM OVERVIEW ASSESSMENT AT A GLANCE

Description SUBJECT

Approaches to researching behavior Options comprise of units : Abnormal

Paper 1: Based on the core units. Three short answer questions on the core. One essay from a choice of three on the biological, cognitive and sociocultural approach. Essays will be based on the additional chapters in each core unit. HL: 120 minutes, 40% weighting SL: 120 minutes, 50% weighting Paper 2: Based on the optional units. HL: Two questions; one each from a choice of three on two optional units.120 minutes, 20% weighting

Social cultural approach to understanding behavior

The core and the options component. The core comprises of the following units : Biological approaches to understanding behavior

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. 5: HL AND SL

sectionchooseHLsectionchooseSLPsychologyHealthDevelopmentalpsychologypsychologyPsychologyofhumanrelationshipsstudentshavetheoptiontooneunitfromthisstudentshavetheoptiontotwounitsfromthis

PSYCHOLOGY

SL: One question from a choice of three on one optional unit. 60 minutes, 25% weighting Paper 3: Three short answer questions on approaches to research. 60 minutes, 20% weighting

Cognitive approach to understanding behavior

The psychology syllabus comprises two components

Experimental study A report on an experimental study done by the student. SL and HL students write the same report and are assessed the same way. The Internal Assessment has a 2200 word limit. HL: 20% weighting SL: 25% weighting

INTERNAL ASSESSMENT EXTERNAL ASSESSMENTGRADE 11 & 12

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. Individual investigation Investigation and write-up of 6 to 12 pages: 10 hours 20% investigation Investigation and write-up of 6 to 12 pages: 10 hours 20% weighting

HL:weightingIndividual

CURRICULUM OVERVIEW ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT EXTERNAL ASSESSMENTGRADE 11 & 12 – SL/HL Description 26

SL: Paper 1 - 30 multiple choice questions: 45 minutes 20% weighting Paper 2 - Short answer and extended response questions (Core) 75 minutes 40% weighting Paper 3 - Data- and practical based questions plus, short answer and extended response questions on the option 60 minutes 20% weighting HL: Paper 1 - 40 multiple choice questions: 60 minutes 20% Paper 2 Short answer and extended response questions (Core and AHL) 135 minutes 36% weighting Paper 3 Data and practical based questions plus, short answer and extended response questions on the option. 75 minutes 24% weighting

GROUP 4: SCIENCES SUBJECT 1: PHYSICS SL AND HL 1.CoreMeasurements and uncertainties 2. Mechanics 3. Thermal physics 4. Waves 5. Electricity and magnetism 6. Circular motion and gravitation 7. Atomic, nuclear and particle physics 8. Energy Additionalproductionhigherlevel (HL only) 9. Wave phenomena 10. Fields 11. Electromagnetic induction 12. Quantum and nuclear physics Option (Choice of one out of four) A. Relativity B. Engineering physics C. Imaging D. Astrophysics SL:

SL: Paper 1 - 30 multiple choice questions (Core): 45 minutes 20% weighting Paper 2 - Short answer and extended response questions (Core) 75 minutes 40% weighting Paper 3 - Data- and practical based questions plus, short answer and extended response questions on the option 60 minutes 20% weighting HL: Paper 1 - 40 multiple choice questions Core and AHL: 60 minutes 20% weighting Paper 2 - Short answer and extended response questions (Core and AHL) 135 minutes 36% weighting Paper 3 - Data and practical based questions plus, short answer and extended response questions on the option 75 minutes 24% weighting

(AHL) HL only 12. Atomic structure 13. The periodic table the transition metals 14. Chemical bonding and structure 15. Energetics/thermochemistry 16. Chemical kinetics 17. Equilibrium 18. Acids and bases 19. Redox processes 20. Organic chemistry 21. Measurement and analysis Option (Choice of one out of four) A. Materials B. Biochemistry C. Energy D. Medicinal chemistry

CURRICULUM OVERVIEW ASSESSMENT AT A GLANCEEXTERNAL ASSESSMENTGRADE 11 & 12 – SL/HL INTERNAL (EXTERNALLYASSESSMENTMODERATED) 27

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 higher level

Description SUBJECT 2: CHEMISTRY SL AND HL 1.CoreStoichiometric relationships 2. Atomic structure 1. Stoichiometric relationships 2. Atomic structure 5. Energetics/thermochemistry 6. Chemical kinetics 7. Equilibrium 8. Acids and bases 9. Redox processes 10. Organic chemistry 11. Measurement and data processing Additional

SL: Individual investigationInvestigation and write-up of 6 to 12 pages: 10 hours 20% weighting HL: Individual investigationInvestigation and write-up of 6 to 12 pages: 10 hours 20% weighting

(AHL) HL only 7. Nucleic acids 8. Metabolism, cell respiration and 10.9.photosynthesisPlantbiologyGeneticsand evolution 11. Animal physiology Option (Choice of one out of four) A. Neurobiology and behaviour B. Biotechnology and bioinformatics C. Ecology and conservation D. Human physiology

Description SUBJECT 3: BIOLOGY SL AND HL 1.CoreCell biology 2. Molecular biology 3. Genetics 4. Ecology 5. Evolution and biodiversity 6. Human physiology Additional higher

SL: Individual investigationInvestigation and write-up of 6 to 12 pages: 10 hours 20% weighting HL: Individual investigation -Investigation and write-up of 6 to 12 pages: 10 hours 20% weighting

SL: Paper 1 - 30 multiple- choice questions (Core): 45 minutes 20% weighting Paper 2 - Data-based, short answer and extended response questions 75 minutes 40% weighting Paper 3 - Data-based, short answer and extended response questions 60 minutes 20% weighting HL: Paper 1 - 40 multiple choice questions Core and AHL: 60 minutes 20% weighting Paper 2 - Data-based, short answer and extended response questions 135 minutes 36% weighting Paper 3 Data-based, short answer and extended response questions on the option75 minutes 24% weighting

CURRICULUM OVERVIEW ASSESSMENT AT A GLANCEEXTERNAL ASSESSMENTGRADE 11 & 12 – SL/HL INTERNAL ASSESSMENT (EXTERNALLY MODERATED) 28

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. level

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.

Description SUBJECT 4: ENVIRONMENTAL SYSTEMS AND SOCIETIES (SL ONLY) 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 Individual investigationWritten 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 CURRICULUM OVERVIEWEXTERNAL ASSESSMENT GRADE 11 & 12 – SL/HL INTERNAL ASSESSMENT (EXTERNALLY MODERATED) ASSESSMENT AT A GLANCE 31

Section B: Students answer one extended-response question on the core (from a choice of three). 75 minutes, 35% weighting Paper 3 Syllabus content: Options several short-answer questions (all compulsory) in each of the two options studied: 60 minutes, 25% weighting PaperHL: 1 syllabus content: core & AHL 40 multiple-choice questions: 60 minutes, 20% weighting Paper 2: Syllabus content: Core and AHL Section A: Students answer one data based question and several short-answer questions on the core and AHL (all compulsory).

SL:Internal assessment –individual investigation: 10 hours 20% weighting HL: Internal assessment –individual investigation: 10 hours 20% weighting PaperSL: 1 Syllabus content: Core 30 multiple-choice questions on the core syllabus: 45 minutes, 20% weighting Paper 2: Section A: Students answer one data-based question and several short answer questions on the core (all compulsory).

Section B: Students answer two extended-response questions on the core and AHL (from a choice of four). 135 minutes, 35% weighting Paper 3: Syllabus content: Options. Several short-answer and extended-response questions (all compulsory) in each of the two options studied. 75 minutes, 25% weighting

ASSESSMENT AT A GLANCE EXTERNAL ASSESSMENTGRADE 11 & 12 – SL/HL INTERNAL ASSESSMENT (EXTERNALLY MODERATED) ASSESSMENT AT A GLANCECURRICULUM OVERVIEW 32

The IBDP course in sports, exercise and health science involves the study of the science that underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental) investigations in both laboratory field settings. Description SUBJECT 5: SPORTS, EXERCISE AND HEALTH SCIENCE SL AND HL ThereCore are six compulsory topics in the core 1. Anatomy 2. Exercise physiology 3. Energy systems 4. Movement analysis 5. Skill in sports 6. Measurement and evaluation of human performance For only There are seven additional topics for higher level. 7. Further anatomy 8. The endocrine system8. The endocrine system 9. 10.FatigueFriction and drag 11. Skill acquisition and analysis 12. Genetics and athletic performance 13. Exercise and immunity ThereOptionsare four options. Students are required to study any two options. A. Optimizing physiological performance B. Psychology of sports C. Physical activity and health D. Nutrition for sports, exercise and health

COMPUTER SCIENCE SL AND

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) Written commentary A report of the development of a computational solution. Students must produce: A cover page that follows the prescribed format

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.

An examination paper consisting of four compulsory questions based on a pre seen case study.60 minutes, 20% weighting AT GLANCEEXTERNAL

CURRICULUM OVERVIEW ASSESSMENT

Topic 6: Resource management

Description SUBJECT 6: HL Core syllabus content

ASSESSMENTGRADE 11 & 12 – SL/HL INTERNAL ASSESSMENT (EXTERNALLY MODERATED) 35

SL: Paper 1 Section A consists of several compulsory short answer questions Section B consists of three compulsory structured questions. 90 minutes, 45% Paperweighting2Anexamination 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

SL/HL core Topic 1: System fundamentals Topic 2: Computer organization Topic 3: Networks Topic 4: Computational thinking, problem solving and programming HL Topicextension5:Abstract data structures

A Supportingproduct 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

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 toinvestigation, conjecture and proof, for instance the study of sequences and series at both HL and SL, and proof by induction at HL.

Description SUBJECT 1: MATHEMATICS ANALYSIS & APPROACHES SL AND 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.

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).

GROUP 5: MATHEMATICS

Two compulsory extended response problem- solving questions. 60 minutes, 20% weighting OF EXTENDED ESSAY IN MATHSFig1:Model of shooting the ball into the bottom two corners b and c Fig 2: Model of shootiung the ball into the top two corners b and c 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.

Topic 5: Calculus

Section A: compulsory short-response questions based on the Sectionsyllabus.B:compulsory extended-response questions based on the syllabus. 90 minutes, 40% weighting HL: Paper 1 (Graphic display calculator not allowed)

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

CURRICULUM OVERVIEW ASSESSMENT AT A EXTERNAGLANCELASSESSMENT GRADE 11 & 12 – SL/HL INTERNAL (EXTERNALASSESSMENTLYMODERATED)

Topic 3: Geometry and Trigonometry

line ac first, we

EXAMPLE

Topic 4:Statistics andProbability

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

Solving for the equation of know that

SL: Paper 1(Graphic display calculator not allowed)

the formula for a line on the 3D Plane would be: (x - a)2 + (y - b)2 + (z - c)2 = r2 zyx mln += l - a m - b n - c 37

Topic 1: Numbers and algebra

Topic 2: Functions

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

CURRICULUM OVERVIEW ASSESSMENT AT A GLANCEEXTERNAL ASSESSMENTGRADE 11 & 12 – SL/HL INTERNAL ASSESSMENT (EXTERNALLY MODERATED)

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.

Topic 4: Statistics andProbability

Topic 2: Functions Topic 3: Geometry and Trigonometry

Description SUBJECT 2: MATHEMATICS APPLICATIONS & INTERPRETATION SL AND HL

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. 38

Topic 1: Numbers and algebra

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. 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

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

Explore ways of communicating through visual and written means. Make artistic choices about how to most effectively communicate knowledge and understanding.

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 critically and 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. Visual arts methods

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 form 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

Look at different techniques for making art.

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

Select and present resolved works for exhibition. Explain the ways in which the works are connected. Discuss how artistic judgments impact the overall presentation

INTERNAL ASSESSMENT (EXTERNALLY MODERATED) EXTERNAL ASSESSMENT

VISUAL ARTS IN CONTEXT

Experiment with diverse media and explore techniques for making art. Develop concepts through processes informed by skills, techniques and media.

GROUP 6: THE

Evaluate how their ongoing work communicates meaning and purpose.

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.

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

GRADE 11 & 12 – SL/HL ASSESSMENT AT A GLANCE AR TS VISUAL ARTS SL AND HL

SUBJECT 1:

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

Description

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

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

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

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 ESSAY (EE)

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.

DP CORE 41

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, ACTIVITY AND SERVICE (CAS)

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 deve opment 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.

42 THEORY OF KNOWLEDGE (TOK)

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.

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.

CAS

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.

HOW IS THE EXTENDED ESSAY ASSESSED?

HOW IS THEORY OF ASSESSED?KNOWLEDGE

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. 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.

HOW IS CAS ASSESSED?

ASSESSING THE DP CORE

CAS A Visit to St. John’s Hospital Building the foundation for a house in Varthur Village Visit to Nightingale old age home and helping elders to make newspaper bags 44

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.

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.

THEORY OF KNOWLEDGE (TOK)

DP CORE AT NEEV

TOK/EEA B C D E233A 12 1 1 0 00 2 2 2 2 2 3 EDCB Falling condition conditionFalling 45

CREATIVITY, ACTIVITY AND SERVICE (CAS)

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

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

Neev has a successful ToK course with several students obtaining the highest grade. In May 2021, 50% of the class obtained grade A, and approximately 45% obtained grade B. IDEAS@NEEV is a lecture series we began with leading industrialists, entrepreneurs, historians, artists, writers. This led to us our first TOK symposium in January 2021, for a week of sessions by eminent from science, visual art, language and math; this was interspersed by DP students sharing their growing understanding with the community, and finally led to the TOK exhibition in April 2021, with the enrichment evident in student presentations, which had complex ideas made simple through analysis.

THE EXTENDED ESSAY (EE)

The six subjects

FINAL DP ASSESSMENT

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.

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 Theassessed.maximum score that a student can obtain in the IB diploma programme is 45 points.

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.

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%

ASSESSMENT & GRADING

The DP core

ARRIVING AT TERM GRADES

GRADE BOUNDARIES AND GRADES

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.

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.

DIPLOMA PROGRAMME TIMETABLE BLOCKS AT NEEV (INDICATIVE) BLOCK 1 BLOCK 2 BLOCK 3 ENGLISH L&L SL ENGLISH L&L HL ENGLISH LIT HL & SL FRENCH AB INITIO FRENCH B SL SPANISH AB INITIO SPANISH B SL HINDI B HL & SL MATH AA HL MATH AA SL MATH AI HL MATH AI SL PSYCHOLOGY HL & SL CHEMISTRY HL & SL ECONOMICS HL & SL BUSINESS MANAGEMENT HL & SL VISUAL ART HL & SL PHYSICS HL & SL BIOLOGY HL & SL ESS SL BLOCK 4 BLOCK 5 BLOCK 6 COMPUTER SCIENCE HL & SL ECONOMICS HL & SL HISTORY HL & SL 48 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. GEOGRAPHY HL & SL COMPUTER SCIENCE HL & SL

DP RESULTS 49 IBDP CLASS OF 2021

DP RESULTS IBDP CLASS OF 2022 51

Our service guides our students to leave school - college, career and citizen ready. All students achieve their potential when offered the right combination of opportunities, support and services to help them develop in a positive way.

THE STUDENT ADVANCEMENT CELL

Academic Mentoring Support to track individual student’s academic and emotional growth. This is completely driven by the academic faculty the SAC supports them and the students through the year

SAC BRINGS TOGETHER

College Guidance & counselling to advice and guide each student through high school helping them reach their desired career and college goals

Social Emotional Wellbeing and counselling conducted by the school psychologist to support every student’s social and emotional growth

Learning Enrichment & Support team to cater to every student's academic strengths and challenges and executive funtioning skill building

5053

Student life opportunities to help students pursue individual interests and passions and to make their individual contributions to society. These opportunities could be academic or non academic

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

STUDENT ADVANCEMENT CELL 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.

Whether through mentoring on academic or personal matters, self reflection and skill building workshops, university application guidance or implementing policies and procedures, our goal is to help students achieve their academic and extracurricular goals.

The Student Advancement Cell (SAC) at Neev Academy values GRIT = Passion + Perseverance, enabling individual student growth. To ensure every student is growing and advancing in the best possible way, SAC provides each student with unique opportunities to explore and demonstrate their interests and passions, while recognizing their strengths and approaching their challenges with a growth mindset. Each student at Neev is monitored under 1 umbrella of SAC from Grade 1 to Grade 12. The work of this team begins with reflective learning, and advances to guided growth and self directed choices over the years. We support all transition points for students between programmes, changes within programmes, learning differences, enrichment workshops, internships and service programmes and finally college placements.

Student

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

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

standardised tests in the school. Social and Emotional Well being Lear ning Suppor t Student Life College Guidance Grade 1-12 Grade 1-12 Grade 1-12 Grade 9 -12 54

economic

learners.

every

In addition Neev Academy is a college board test center for (CEEB Code - 671201) and the SAC and all other

All vertical’s of the department support and reflect the school’s core belief and the IB’s mission of encouraging student, irrespective of capability, ability, country of origin, status, religion, compassionate, life-long

oversees these examinations

sex or

SAT exams

to become active,

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

Service opportunities (Global issues network, Service internships, etc.)

STUDENT LIFE ENRICHMENT OPPORTUNITIES AT NEEV

Career exploration & Internships

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.

School Camps & ClubsCareer exploration & Internships

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

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.

Academic competitions (Olympiads, Subject specific prizes, Writing tournaments, etc.)

Ideas@Neev (Speaker series of eminent scholars, entrepreneurs, and thought leaders from different spheres)

LEARNING SUPPORT ADMISSION CRITERIA

HIGH SCHOOL STUDEN GOVERNMENT WORKSHOP 56

Holloway Queen’s University Belfast University of Bristol University of Creative Arts London University of Exeter University of Edinburgh Lancaster University University of Manchester University of Westminster University of Warwick University of Nottingham Newcastle University University of Dundee University of Leeds University of Birmingham SOAS University of London University of Portsmouth Solent QueenLoughboroughUniversityUniversityMaryUniversityof London University of St Andrews University Of Surrey University of Reading Kingston University Penrhyn Road Campus Birmingham City University The University of Sheffield Sheffield Hallam University University of Strathclyde Oxford Brookes University Cardiff UniversityLondonNorthumbriaUniversityUniversityofSouthamptonUniversitySchoolofEconomicsofWarwickBondUniversityMonashUniversity

Royal

UNIVERSITY OFFERS USA UK Arizona State University Babson TheMountMiddleburyUniversityHampshireFranklinFordhamDrexelBrownBostonAmericanUniversityUniversityUniversityUniversityUniversityUniversityTempleSchoolOTISMassachusettsGeorgeWichitaUniversityUniversityUniversityUniversityUniversityUniversityUniversityUniversityUniversityUniversityUniversityUniversityRutgersRochesterPennPurduePrattPaceOhioKnoxIUPUIIowaEarlhamCollegeCollegeStateUniversityCollegeStateUniversityUniversityInstituteUniversityStateUniversityInstituteofTechnologyUniversityoftheUniversityoftheAtlanticofCalifornia-DavisofCalifornia-SanDiegoofCaliforniaIrvineofCalifornia-BerkeleyofColoradoBoulderofIllinoisUrbanaChampaignofMassachusettsAmherstofRochesterofTexasDallasofTexasA&MofTexasTylerStateUniversityWashingtonUniversityCollegeofArt&DesignCollegeofArt&DesignoftheArtInstituteofChicagoUniversityofMinnesotaTwinCitiesofMinnesota-DuluthofConnecticutofMichiganAnnArborofPittsburgofVirginiaUniversity,Washington,D.C.UniversityUniversityUniversityUniversity&MarshallCollegeCollegeofMarylandCollegeHolyokeCollegeSavannahCollegeofArtandDesign INDIAMALAYSIA University of Nottingham Ahmedabad University Ashoka University OP Jindal Global University St Joseph’s College of Commerce FLAME University SINGAPORE Lasalle College of the Arts Nanyang Technological University National University of Singapore Simmons University Smith WheatonVirginiaUniversityUniversityUniversityUniversityUniversityUniversityUniversitySyracuseSwarthmoreBinghamtonUniversityCollegeatBuffaloUniversityCollegeUniversityofCaliforniaMercedofCalifornia,RiversideofCalifornia,SantaBarbaraofCaliforniaSantaCruzofCalifornia,LosAngelesofSouthernCaliforniaofWisconsin-MadisonTechCollege EUROPE Leiden EindhovenUniversityÉcoleIETU/TU/UniversityUniversityMaastrichtUniversityUniversityofUtrechtofAmsterdamEindhovenDelftUniversitySpainPolytechniqueofGroningenUniversityofTechnology CANADA University of Alberta Concordia University Dalhousie University Ontario College of Art & Design McMaster University Queen’s University University of British Columbia University Of Toronto University of Waterloo McGill YorkUniversityUniversityUniversityofGuelphofOttawaUniversity AUSTRALIA

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 .

ACADEMIC HONESTY

admissions.academy@neevschools.com | +91-9148146446 A C A D E M Y