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IBDP Entry requirements 14

26 33 38 39 42 DP Subject Banding 2027-28

IB Assessment Structure

DP Timetable

50-51 52 53 54 58 59

seventh

SUBJECTS OFFERED AT NEEV ACADEMY

ENGLISH A: LANGUAGE AND LITERATURE (SL & HL)

HINDI B (SL & HL)

ENGLISH A: LITERATURE (SL & HL)

FRENCH AB INITIO SL

FRENCH B (SL & HL)

BUSINESS MANAGEMENT (SL & HL) ECONOMICS (SL & HL) HISTORY (SL & HL)

SPANISH B (SL & HL)

GEOGRAPHY (SL & HL)

SPANISH AB INITIO SL

PSYCHOLOGY (SL & HL)

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

MATHEMATICS ANALYSIS & APPROACHES (SL & HL) MATHEMATICS APPLICATION & INTERPRETATION (SL & HL)

VISUAL ARTS (SL & HL)

At Neev Academy, both external students as well as our own MYP/ICSE students can gain admission in IB diploma Programme. Here are separate requirements to be fullfilled for admission to DP.

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.

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.

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 works 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 internal 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, articles, advertisements, cartoons, magazine covers, appeals, reviews etc.

Students will analyze at least 4 literary works at standard level and at least 6 literary works at higher level. Additionally they will also analyze around 60 non-literary texts and at least 6 bodies of work. The literary works studied include Ibsen's A Dol's House or Hedda Gabler, Euripides' Medea, Marijane Satrapi's Persepolis, Tennessee Williams' A Streetcar Named Desire, Margaret Atwood's poems, Kendrick Lamar's lyrics, Manto's Mottled Dawn and others. The selection is dynamic, and changes every other year, keeping in mind contexrual and relevant themes, accessibility, and cohort interest.

SL/HL: Individual Oral This component requires the skills of communication, 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 work and a non-literary text. They also explore the global issue in the larger work and body of work. The student speaks for 10 minutes followed by 5 minutes of questions and answers section led by the teacher [Weighting: SL: 30% HL: 20%]

SL Paper 1: Students choose one of two unseen non-literary passages and write a guided analysis of the selected passage. Duration: 75 minutes | Weighting: 35% Paper 2: Students choose one of four general questions and write a comparative essay exploring two literary works studied during the course. Duration: 105 minutes | Weighting: 35% HL Paper 1: Students respond to two unseen non-literary passages, writing a guided analysis of each passage. Duration: 135 minutes | Weighting: 35% Paper 2: Students choose one of four general questions and write a comparative essay exploring two literary works studied during the course. Duration: 105 minutes | Weighting: 25% HL Essay: Students write an independent critical essay on a literary or non-literary text studied during the course. The essay must be 1,200–1,500 words. Weighting: 20%

In this course students will explore a range of literary work. 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 internal 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 leamer portfolio. Literary texts are chosen from poetry, fiction, non-fiction and drama. The courses require extensive reading and engagement with a substantial number of these texts in order to be able to interpret, analyze and evaluate them.

Students will analyse 7 literary works at the standard level and 10 at the higher level. These texts include Manto's Mottled Dawn, T.S Eliot's The Wasteland, Satrapi's Persepolis, Williams' A Streecar Named Desire, Ibsen's A Doll's House, Euripides' Medea, Soseki's Kokoro, Ocean Vuon's poems and others.

SL/HL: Individual Oral

SL:

This component requires the skills of

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

communication, close reading and analysis.

75 minutes, 35% weighting

Students will choose a global issue and

Paper 2: Students select one question out of four general questions and write an

examine the ways in which this Issue is

essay comparing two literary works studied in the course.

presented through extracts from two literary

105 minutes, 35% weighting

Students have the option to pick a cluster of works from the ones given below: Option 1: Indian Fiction Lahiri's The Namesake, Tamas, Karnad's Hayavadana or Option 2: Gothic Fiction Shakespeare's Hamlet, Shelley's Frankenstein, Lindsay's Picnic at Hanging Rock or Option 3: Dystopic Fiction Orwell's 1984, Ogawa's Memory Police, Beckett's Waiting for Godot.

The student speaks for 10 minutes followed by

Paper 1: The paper consists of two literary passages. Students write an analysis

5 minutes of questions by the teacher.

of each of the passages.

Weighting: SL: 30% HL: 20%

135 minutes, 35% weighting

work. HL:

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

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.

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.

SL: Individual oral assessment: 25% HL: Individual oral assessment: 25%

SL Paper 1: Productive skills (writing): 75 minutes, 25% weighting Paper 2: Receptive skills 105 minutes, 50% weighting Listening comprehension: 45minutes, 25% weighting Reading comprehension: 60minutes, 25% weighting HL Paper 1: Productive skills (writing) 90 minutes, 25% weighting Paper 2 Receptive skills 2 hours, 50% weighting Listening comprehension (1h) Reading comprehension (1h)

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 little or no previous experience of a language can opt for this course.

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.

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)-25% weighting Reading comprehension (1h)-25% weighting

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 behaviour of consumers and producers (HL only) 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 economic development 4.10 Economic growth and economic development strategies

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, social, economic and ideological, in order to provide a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, understanding competing perspectives on the interpretation of history, and making connections across space and time. There are 4 key concepts that are integrated throughout the DP history course: change and continuity, cause and consequence, significance, and perspectives.

Paper 1 (Focused Study): Neev students study the focused study ‘independence and identity’. This source-based paper concentrates on the struggle for independence and the formation of new identities in two examples: 1. The Haitian revolution (1780-1825) 2. Kenyan independence (1945-1978) Paper 2: Thematic Study. At Neev, the selected thematic study is Popular Movements. The following case studies are studied by students:

SL: Historical investigation: Students are required to complete a historical investigation into a topic of their choice. 30% weighting HL: Historical investigation: Students are required to complete a historical investigation into a topic of their choice. 20% weighting

SL: Paper 1 (24 marks): Source based paper on the focused studies. Students will answer 3 static questions linked to an inquiry question. 75 mins, 30% weighting Paper 2 (25 marks): In Section A, students answer one conceptual question linked to their thematic study. In Section B, students answer one short response question and write one essay response on their thematic study. 105 mins, 40% weighting

1. The American rights movement (1954-1970) 2. The Egyptian revolution (2011-2014) 3. Indian Independence (1919-1964)

HL: Paper 1 (24 marks): Source based paper on the focused studies. Students will answer 3 static questions linked to an inquiry question. 75 mins, 20% weighting

Paper 3: HL options provide an opportunity for in-depth study of a particular region. At Neev, the regional study of “History of Asia and Oceania” is offered and students study the following two sections from a choice of 12 sections.

Paper 2 (25 marks): In Section A, students answer one conceptual question linked to their thematic study. In Section B, students answer a short response question and write one essay response on their thematic study. 105 mins, 25% weighting

Regional Study 2: The Mughal empire and the British East India Company (1526-1858)

Paper 3 (30 marks): Essay based paper on the regional study. Students answer two questions from each of the prescribed regional studies. 120 mins, 35% weighting

Regional Study 6: Independence in India (1857-1964)

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.

Part 1: Geographic themes (seven options) Two options are studied at SL and three at HL Option A: Freshwater diainege basins Option B: Oceans and coastal margins Option C: Extreme environments Option D: Geophysical hazards Option E: Leisure, tourism and sport Option G: Urban environments Option F: Food and health Part 2: SL and HL core Geographic perspectives-global change Unit 1: Population Ditribution Unit 2: Global climate-vulnerability and resilience Unit 3: Global resource consumption and security Part 2: HL core extension Geographic perspectives-global interactions Linit 4: Power, places and networks Unit 5: Human development and diversity Unit 6: Globel risks and resilience

SL: Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation. 20 hours, weighting 25% (25 marks) HL: Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation. 20 hours, weighting 20% (25 marks)

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 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 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

Psychology enables the study of human behaviour. It explores why are behaviours of each individual so different from one another? Why do we behave one way in groups and another when alone? How do our social and cultural background, our genetic inheritance and our developing cognition affect our behaviour? and so on. As the study of human behaviour, psychology is relevant across almost every field, including education, healthcare, business, sports, law, and social sciences. In the DP Psychology course, students develop an understanding of psychological concepts, theories, and research methods while learning to think critically, evaluate evidence, and recognize that knowledge evolves. The goal of the DP psychology is to promote psychological literacy- the ability to understand ourselves and others through personal, social, and cultural awareness.

Contexts 1) Health and well being 2) Human Relationships 3) Human development 4) Learning and cognition Content 1) Biological approach 2) Cognitive approach 3) Sociocultural approach 4) Research methodology Concept 1) Bias 2) Causality 3) Measurement 4) Responsibility 5) Perspective 6) Change HL Only • The role of culture, motivation and technology in shaping human behaviour • Data analysis and interpretation

The IB Psychology 2027 Internal Assessment is a written research proposal where students design a hypothetical study, without collecting data, to address a specific real-world problem. Marks- 24 marks SL- 30% HL- 20%

Paper 1 (1 hour 30 minutes) Integration of the concepts, content and contexts (35 marks) Section A: two compulsory short-answer questions from two of the three content areas Section B: two compulsory short-answer questions asking students to apply their knowledge of content to an unseen situation, each from one of four contexts Section C: students answer one of two concept-based extended response questions, each from a different context SL- 35% HL- 25% Paper 2 (1 hour 30 minutes) Applying concepts and content to research contexts (35 marks) Section A: four compulsory questions that focus on the class practicals Section B: evaluation of an unseen research study with regard to two or more concepts SL- 35% HL- 25% HL Only Paper 3 (1 hour 45 minutes) Data analysis and interpretation of research data (30 marks) Four source-based questions with quantitative and qualitative findings will be provided. The focus of the questions will be from one of the HL extensions. HL- 30%

A Space, time and motion A.1 Kinematics A.2 Forces and momentum A.3 Work, energy and power A.4 Rigid body mechanics A.5 Galilean and special relativity B. The particulate nature of matter B.1 Thermal energy transfers B.2 Greenhouse effect B.3 Gas laws B.4 Thermodynamics B.5 Current and circuits

D. Fields D.1 Gravitational fields D.2 Electric and magnetic fields D.3 Motion in electromagnetic fields D.4 Induction E. Nuclear and quantum physics E.1 Structure of the atom E.2 Quantum physics E.3 Radioactive decay E.4 Fission E.5 Fusion and stars

C. Wave behaviour C.1 Simple harmonic motion C.2 Wave model C.3 Wave phenomena C.4 Standing waves and resonance C.5 Doppler effect

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.

SL: Paper 1- 1 hour and 30 minutes, Weighting: 36% Marks: 45 Paper 1 is presented as two separate booklets Paper 1A-25 marks 25 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 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

Structure 1. Models of the particulate nature of matter Structure 1.1 - Introduction to the particulate nature of matter Structure 1.2 - The nuclear atom Structure 1.3 - Electron configurations Structure 1.4 - Counting particles by mass: The mole Structure 1.5 - Ideal gases Structure 2. Models of bonding and structure Structure 2.1 - The ionic model Structure 2.2 - The covalent model Structure 2.3 - The metallic model Structure 2.4 - From models to materials Structure 3. Classification of matter Structure 3.1 - The periodic table: Classification of elements Structure 3.2 - Functional groups: Classification of organic compounds Reactivity 1. What drives chemical reactions? Reactivity 1.1 - Measuring enthalpy change Reactivity 1.2 - Energy cycles in reactions Reactivity 1.3 - Energy from fuels Reactivity 1.4 - Entropy and spontaneity (Additional higher level) Reactivity 2. How much, how fast and how far? Reactivity 2.1 - How much? The amount of chemical change Reactivity 2.2 - How fast? The rate of chemical change Reactivity 2.3 - How far? The extent of chemical change Reactivity 3. What are the mechanisms of chemical change? Reactivity 3.1 - Proton transfer reactions Reactivity 3.2 - Electron transfer reactions Reactivity 3.3 - Electron sharing reactions Reactivity 3.4 - Electron-pair sharing reactions

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 18-25 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

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.

Syllabus content Topic 1. Foundation 1.1. Perspectives 1.2. Systems 1.3. Sustainability Topic 2. Ecology Topic 3. Biodiversity and conservation Topic 4. Water

Individual InvestigationWritten Report (between 1500-3000 words): 10 hours, 25% weighting (SL) 10 hours, 20% weighting (HL)

Topic 5. Land Topic 6. Atmosphere and climate change Topic 7. Natural resources Topic 8. Human populations and urban systems Higher Level (HL) lens HL.a Enviromental law HL.b Enviromental and ecological economics HL.c Enviromental ethics

SL Paper 1: Case study: 60 mintues, 25% weighting, 35 marks. Paper 2- Short answers and structured essays: 120 minutes, 50% weighting, 60 marks. HL Paper 1: Case study: 120 mintues, 30% weighting, 70 marks. Paper 2: Short answers and structured essays: 150 minutes, 50% weighting, 80 marks.

SL/HL core Theme A: Concepts of computer science A1 Computer fundamentals (11 hrs) A2 Networks (11 hrs) A3 Databases (11 hrs) A4 Machine learning (5 hrs) Theme B: Computational thinking and problem-solving B1 Computational thinking (5 hrs) B2 Programming (40 hrs) B3 Object-oriented programming (7 hrs) HL Theme A: Concepts of computer science A1 Computer fundamentals (18 hrs) A2 Networks (18 hrs) A3 Databases (18 hrs) A4 Machine learning (18 hrs) Theme B: Computational thinking and problem-solving B1 Computational thinking (5 hrs) B2 Programming (42 hrs) B3 Object-oriented programming (23 hrs) B4 Abstract data types—HL only

Solution Practical application of skills through the development of a product and associated Documentation This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Solution (35 hours) The development of a computational solution. Students must produce: • Supporting documentation (word limit 2,000 words). • Video • Appendices (30 marks) SL: 35 hours, 30 % Weighting HL: 35 hours, 20 % Weighting

SL Paper 1 (1 hour 15 minutes) Section A—extended response questions linked to theme A: Concepts of computer science Section B—short-response questions linked to the pre-seen case study (50 marks) Weighting: 35% Paper 2 (1 hour 15 minutes) Extended response questions linked to theme B: Computational thinking and problem-solving (50 marks) Weighting: 35% HL: Paper 1 (2 hours) Section A—extended-response questions linked to theme A: Concepts of computer science Section B—short- and extended-response questions linked to the pre-seen case study (80 marks) Weighting: 40% Paper 2 (2 hours) Extended-response questions linked to theme B: Computational thinking and problem-solving (80 marks) Weighting: 40%

34 Topic 1: Numbers and algebra Topic 2: Functions Topic 3: Geometry and Trigonometry Topic 4:Statistics and Probability Topic 5: Calculus Development of investigational, problem-solving and modelling skills and the exploration of an area of mathematics

TYPE OF ASSESSMENT

FORMAT OF ASSESSMENT

TIME (HOURS)

WEIGHTING OF FINAL GRADE (%)

1.5

EXTERNAL Paper 1

No technology allowed. Section A: compulsory short‑response questions based on the syllabus. Section B: compulsory extended‑ response questions based on the syllabus.

Paper 2

Technology allowed. Section A: compulsory short‑response questions based on the syllabus. Section B: compulsory extended‑ response questions based on the syllabus.

Paper 3

Technology allowed.

Two compulsory extended‑response problem‑solving questions.

INTERNAL EXPLORATION

CREATE

CONNECT

COMMUNICATE

INEGRATION OF CREATE, CONNECT, COMMUNICATE

Students will;

Explore and apply a variety of art-making forms, media, and creative strategies.

Investigate artworks from diverse historical periods, cultures, and contexts through guided studio engagements and instructional practices.

Use visual and written presentation methods to express artistic ideas, processes, and intentions.

The majority of teaching hours in visual arts are devoted to making art as inquiry.

Examine how artworks reflect, respond to, and are shaped by the times and places in which they were created.

Participate in dialogue and critique to discuss, interpret, and respond to their own and others’ artwork.

Make creative decisions to develop, refine, and resolve artworks.

Analyze the relationships among artwork, artist, and audience, considering how meaning is created, shared, and received.

Learn how to curate artwork by selecting, organizing, and arranging works for a specific audience or purpose.

Follow lines of inquiry from initial conception through planning, making, and final realization.

Situate their own art-making in relation to personal, social, cultural, and historical contexts.

Develop and refine a personal visual language to communicate ideas and meaning.

Consider the cultural significance of artworks, materials, symbols, and artistic practices.

Engage in experimentation and problem-solving as part of the artistic process.

Compare and contrast artistic traditions, perspectives, and approaches across different contexts.

Move from idea generation to completed artwork through an intentional creative process.

Draw connections between their own creative choices and broader artistic, cultural, and community conversations.

Apply curation and presentation choices that consider audience, context, and intended meaning.

Reflect on how context influences interpretation and how their work may be understood by different audiences.

Develop ethical and responsible practices when sharing artwork, including attribution, consent, and cultural representation.

Generate ideas through investigation, observation, and sustained inquiry. Experiment with materials, techniques, and processes to test possibilities and make discoveries.

Component 1: Resolved artworks HL: 40%, SL: 40% HL students submit six mandatory files. Five image or video files (each up to three minutes long) of artworks—each accompanied by a title and details on medium and size. Two optional supporting image files per artwork can be submitted to show details or additional views. One PDF file of up to eight screens including the rationale (which must not exceed 700 words) and five artwork texts (with a total word count not exceeding 1,000 words). SL students submit six mandatory files. Five image or video files (each up to three minutes long) of artworks—each accompanied by a title and details on medium and size. Two optional supporting image files per artwork can be submitted to show details or additional views. One PDF file of up to two screens for the rationale (which must not exceed 700 words).

Communicate meaning through artist statements, labels, reflections, titles, and other written forms.

Give and receive constructive feedback to strengthen artistic communication and understanding.

Share artwork in physical, digital, and virtual spaces to engage with wider audiences. Situate their artwork within personal, cultural, historical, and contemporary contexts.

Students integrate the core areas of create, connect and communicate through the pursuit of personal lines of inquiry and while developing a coherent body of resolved artworks. They learn to: • • • •

develop their artistic intentions and creative processes connect their art-making with the work of others create their artworks in context communicate with audiences.

Teachers plan time and set reasonable deadlines for students to prepare the three summative assessment tasks.

Use teacher-introduced methods to digitally document artwork through photography, scanning, cataloguing, and archiving. Create digital portfolios, online galleries, or curated collections to present and share their work. Reflect on how their artwork is received and understood by different viewers.

Component 2: Art-making inquiry portfolio HL: 30%, SL: 40% HL & SL students submit two mandatory files. One PDF file of up to 15 screens, including visual evidence accompanied by written materials. The total word count must not exceed 3,000 words. One separate text file listing the sources.

Component 3: HL(Artist project), SL(Connection study) HL: 30%, SL: 20% HL students submit three mandatory files. One PDF file of up to 12 screens including visual evidence and supporting written materials. The total word count must not exceed 2,500 words and the student must comply with the exact word counts set for each section. One video file up to three minutes long presenting the project artwork realized in the chosen context. The video is submitted accompanied by the artwork details and a short text with the finalized artistic intentions (100 words maximum). One separate text file listing the sources. SL students submit two mandatory files. One PDF file of up to 10 screens including visual evidence and supporting written materials. The total word count must not exceed 2,500 words. One separate text file listing the sources.

: :

The extended essay is an element of the core of the Diploma Programme (DP), which is a rigorous pre- university course of study designed for students in the 16 to 19 age range. It is a piece of independent research and writing on a topic chosen by the student in consultation with a designated supervisor in the school. The extended essay is presented as a formal piece of academic writing containing no more than 4,000 words accompanied by a reflective statement. The essay is the result of approximately 40 hours of work by the student. The extended essay process helps to prepare students for the research-driven environment of university or college. Research Process The research process involves the following steps, though the order may unfold differently for different students. • Choose a broad topic then refine and focus it. • Decide the appropriate pathway: interdisciplinary or subject-focused. • Choose the approved DP subject(s). • Undertake some preparatory reading. • Form a well-focused research question. • Plan the research and writing process. • Plan a structure for the essay. This may change as the research develops. • Carry out the research. Formal presentation The required elements of the final submission are as follows. • Title page • Contents page • Introduction • Body of the essay • Conclusion • References and bibliography Reflection process Reflection is the process by which students recapture their experience and think about its impact on them as learners. This includes how they envisage applying what they have learned to other circumstances, including future studies, career, or life in general. To assist students with this, there are three mandatory, formal reflection sessions with the supervisor. The reflection sessions also give students the opportunity to: • Reflect on their engagement with the research process • Consider the effectiveness of their choices • Re - examine their ideas and decide whether changes are needed. The final reflection session is the viva voce, a short interview (10-15 minutes) between the student and the supervisor. The viva voce serves to check academic integrity, reflect on successes and difficulties, and think about what has been learned. Reflective thinking is recorded as a 500-word reflective statement. The student writes the statement at the end of the extended essay process and includes it on the Reflection and progress form (RPF). The form also notes the student’s attendance at each reflection session.

DP SUBJECT BANDING 2027-28

BAND 1

BAND 2

BAND 3

BAND 4

BAND 5

BAND 6

English LAL HL/SL

Business Management HL/SL

Biology HL/SL

Visual Arts HL/SL

French B/Ab

English Lit HL/ SL

Math AA HL/SL

History HL/SL

Physics HL/SL

Economics HL/SL

Spanish B/Ab

Math AA HL

Math AI HL/SL

Geography HL/SL

Chemistry HL/SL

Psychology HL/SL

Hindi B HL/SL

Psychology HL/SL

Computer Science HL/SL

Physics HL/SL

Economics HL/SL

Environment Systems

Chemistry HL/SL

Biology HL/SL

& Societies HL/SL

Environment Systems

Business Management

Math AI HL

*Please select one subject per band. 3 HL subjects and 3 SL subjects.

Neev has a successful Tok course with several students obtaining the highest grade. In May 2023, the resulta from TOK ensured that the cohort finished the DP with an average of 2.27 out of 3 baonus points. The course is formed on the basis of perspectives, and to this end the school creates opportunities for 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

The Extended Essay is an independent piece of research, culminating with a 4,000-word paper The axtandad essay provides: practical preparation for undergraduate research. It offers an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student's six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.

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 leaming. A few of the "named' CAS projects are: Griseo helps teenagers cope with stress through webinars and artickes. 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 coolves 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.

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

IB ASSESSMENT STRUCTURE

ed end Ext say Es

Assessments

Th Kn eory ow led of ge

Six courses, 3 HL, 3SL

Exams 75 to 80%

Coursework 20 to 25%

NOT Assessed: Creativity, Activity, Service (a requirement to complete the Diploma Programme)

Neev Assessment Structure DP Yr. 1 - Term 1 Summative Assessment 1 (November)

Term 1

• Teachers will conduct assessments for learning in class to check for concept clarity. Formative assessments will be conducted as assessments of learning to ensure students can demonstarte required knowledge and understanding and ensure skill progression. • Students will engage in a Skill Based Research project aligned with the skill expectations of the IB Internal Assessment.

The exact dates for all summative assessments will be included in the Academic Coursework Timeline Calendar, which will be shared with students and parents.

Neev Assessment Structure DP Yr. 1 - Term 2 Summative Assessment 2 (April)

Term 2

• Teachers will conduct assessments for learning in class to check for concept clarity. Formative assessments will be conducted as assessments of learning to ensure students can demonstarte required knowledge and understanding and ensure skill progression. • Students will engage in a Mock Research project aligned with the skill expectations of the IB Internal Assessment.

The exact dates for all summative assessments will be included in the Academic Coursework Timeline Calendar, which will be shared with students and parents.

Neev Assessment Structure DP Yr. 2 - Term 1 Summative Assessment 3 (August)

Term 1

• Teachers will conduct assessments for learning in class to check for concept clarity. Formative assessments will be conducted as assessments of learning to ensure students can demonstarte required knowledge and understanding and ensure skill progression. • Students will submit their Draft IA, which will be graded according to its actual weightage.

The exact dates for all summative assessments will be included in the Academic Coursework Timeline Calendar, which will be shared with students and parents.

Neev Assessment Structure DP Yr. 2 - Term 2 Summative Assessment 4 - Mock Examination (February) Final IBDP Examination (April - May)

Term 2

• Teachers will conduct assessments for learning in class to check for concept clarity. Formative assessments will be conducted as assessments of learning to ensure students can demonstarte required knowledge and understanding and ensure skill progression. • Students will submit their Final IA, which will be graded according to its actual weightage.

The exact dates for all summative assessments will be included in the Academic Coursework Timeline Calendar, which will be shared with students and parents.

Grade boundaries are determined in each term based on the body of work that students have produced against the IB grade descriptors Published in December 2017 and updated in February 2025. Teachers also reference the grade boundaries declared by the IB in previous exarnination sessions.

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.

DP Timetable - 1 Neev Academy, Neev Academy, SY no. 16, Kempapura, Yemalur main road, Bangalore

Snack Break Homeroom 1 2 3 4 5 Lunch 6 8:00 - 8:25 8:30 - 9:20 9:25 - 10:15 10:15 - 10:30 10:30 - 11:20 11:25 - 12:15 12:20 - 13:10 13:10 - 13:50 13:50 - 14:40

Mo Tu We Th Fr Timetable generated: 1/8/2026

B5-11 Anshu / Babul / Manish / Nandita / Leesha / Biji

B6-11

B2-11

Biswajit / RuchiB / Vinita / Arushie / Rohini / Shirali

Damayanti / Hare Ram / Neeta / Baishali

B6-11

B3-11

Biswajit / RuchiB / Vinita / Arushie / Rohini / Shirali

B6-11

Biswajit / RuchiB / Vinita / Arushie / Rohini / Shirali

Babul / Manish / Samir / S.Nidhi

B2-11

Damayanti / Hare Ram / Neeta / Baishali

B1 -11 B4-11

Vaishali / Karthika / Damayanti / Hare Ram / Moumita

Pradeep / Bindu.P / Shreya / Leesha / Roopak

B6-11 B1 -11 B4-11

Biswajit / RuchiB / Vaishali / Karthika Vinita / Arushie / / Damayanti / Hare Rohini / Shirali Ram / Moumita

B1 -11

Vaishali / Karthika / Damayanti / Hare Ram / Moumita

B3-11 Babul / Manish / Samir / S.Nidhi

B1 -11 B2-11

Vaishali / Karthika / Damayanti / Hare Ram / Moumita

Pradeep / Bindu.P / Shreya / Leesha / Roopak

Damayanti / Hare Ram / Neeta / Baishali

B4-11

Pradeep / Bindu.P / Shreya / Leesha / Roopak

B4-11 B1 -11 B3-11

B2-11

Damayanti / Hare Ram / Neeta / Baishali

B5-11

Anshu / Babul / Manish / Nandita / Leesha / Biji

B5-11

Anshu / Babul / Manish / Nandita / Leesha / Biji

B5-11

Pradeep / Bindu.P Vaishali / Karthika / Shreya / Leesha / Damayanti / Hare / Roopak Ram / Moumita

Babul / Manish / Samir / S.Nidhi

Anshu / Babul / Manish / Nandita / Leesha / Biji

B4-11

PHE

B3-11

NEW TEACHER( PHE) / Edwin

Babul / Manish / Samir / S.Nidhi

Pradeep / Bindu.P / Shreya / Leesha / Roopak

B2-11

Damayanti / Hare Ram / Neeta / Baishali

aSc Timetables Online

DP Timetable - 2 Neev Academy, Neev Academy, SY no. 16, Kempapura, Yemalur main road, Bangalore

Snack Break Homeroom 1 2 3 4 5 Lunch 6 8:00 - 8:25 8:30 - 9:20 9:25 - 10:15 10:15 - 10:30 10:30 - 11:20 11:25 - 12:15 12:20 - 13:10 13:10 - 13:50 13:50 - 14:40

Mo Tu We Th Fr Timetable generated: 1/8/2026

B2-12

B5-12 B4-12 B1-12

Hare Ram / Baishali / Neeta

B4-12

B3-12

Leesha / Nandita / Roopak / Devleena / Pallavi

S.Nidhi / Samir / Remya / Babul

B1-12

B3-12 B1-12

PHE

B2-12

Moumita / Amrita / Vaishali

S.Nidhi / Samir / Remya / Babul

Jeeva / Bhapi

Hare Ram / Baishali / Neeta

B5-12

B2-12 B3-12 B4-12

Leesha / Nandita / Remya / Anshu / Babul

B6-12 B2-12 Arushie / Rohini / Vinita / RuchiB / Ramya / Shirali

Hare Ram / Baishali / Neeta

Leesha / Nandita / Roopak / Devleena / Pallavi

B5-12

Leesha / Nandita / Remya / Anshu / Babul

Moumita / Amrita / Vaishali

B6-12 Arushie / Rohini / Vinita / RuchiB / Ramya / Shirali

Moumita / Amrita / Vaishali

S.Nidhi / Samir / Remya / Babul

B3-12 S.Nidhi / Samir / Remya / Babul

Leesha / Nandita / Roopak / Devleena / Pallavi

B5-12

Leesha / Nandita / Remya / Anshu / Babul

B1-12 Moumita / Amrita / Vaishali

B6-12

Arushie / Rohini / Vinita / RuchiB / Ramya / Shirali

B4-12

Leesha / Nandita / Roopak / Devleena / Pallavi

aSc Timetables Online

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? In the past several Neev students have preferred going to reputed Indian Universities after IBDP. IB provides students applying to Indian universities with an alternate transcript with percentages for university application. However this transcript is only issued with the final result of the student. Can IB Diploma students take on the challenge of Indian competitive examinations? Yes, however students must balance preparation for entrance tests with their IB examinations, both of which require considerable time, effort and commitment. The decision should be made after careful consideration and consultation, taking into account the student’s individual circumstances and readiness. Entrance test dates vary on a yearly basis and can coincide with IB examinations making it difficult to manage both. Is the SAT required for IB Diploma students? The IBDP is not a substitute for SATs. The SAT requirement along with other university exams varies for every college. Do students studying the IB diploma program get credits in US universities? / Do students pursuing the IB Diploma Programme receive academic credits at universities in the United States? Yes, IBDP students may be eligible to transfer IB credits towards college coursework, although the number of credits awarded and the eligibility criteria vary by institution and individual IB subject scores.

Thinking globally and acting locally, our students get opportunities for immersion in the traditions and culture of our diverse country. Learning journeys are embedded into the curriculum and allow students to understand the grandeur and reality of India; from Hampi in the south to Ladakh and Rajasthan, Himachal Pradesh and Punjab in the North, and from Gujarat in the west to Nagaland in the east. The trips are built around the concept of cultural and self-identity and historical enquiry, trekking, and exploring regional identities and indigenous knowledge systems developed over centuries.

The Student Advancement Cell supports and provides services and opportunities to students through Learning Support, Social-emotional support and College Counseling. Neev is an inclusive school with students with mild to moderate learning difficulties. All students are supported for academic and executive functioning difficulties by the learning support team, academic teachers for remedial lessons, and the school psychologist for behavior concerns. The college counselor works closely with students in high school.

The environment at Neev Academy is inclusive, supported by curricular adaptations and physical accommodations to address the diverse needs of students. The current Learning Support team is equipped to support students with mild to moderate learning difficulties, with needs assessed in consultation with specialised professionals and resources both within and outside the school. Students with more complex learning or behavioural needs may require a level of specialised support beyond the scope of the school’s current provision. While the school interventions and learning support within its existing framework, some students may also need specialised therapies or additional interventions through external professionals and service providers to complement the support offered at school. Skill-building sessions support students’ academic, social-emotional and behavioural development, while encouraging them to engage with increasing levels of challenge in their learning.

INDIA

Ahmedabad University Ashoka University Atria University Azim Premji University Bennett University BITS, Pilani Christ University Fergusson College FLAME University Krea University Manipal Academy of Higher Education Manipal Institute of Technology Manipal University, Jaipur National Institute of Design National Institute of Fashion Technology, Delhi Nayanta University O.P. Jindal Global University PES University Plaksha University Shiv Nadar University St. Joseph's University, Bengaluru University of Liverpool Bengaluru

USA American University Arizona State University Babson College Baylor University Binghamton University Boston University Brandeis University Brown University Bryant University Bucknell University CalPoly Pomona Carnegie Mellon University Case Western Reserve University Catholic University Colgate University College of William & Mary College of Wooster Culinary Institute of America De Montfort University Denison University Drexel University Earlham College Eckerd College Emerson College Emory University Fordham University Franklin & Marshall College George Mason University George Washington University Georgia Institute of Technology Georgia State University Hampshire College Indiana University Indianapolis Iowa State University Ithaca College Kelley School of Business - Indiana,

Bloomington Knox College Lafayette College Lehigh University Loyola University Chicago Massachusetts College of Art & Design Massachusetts Institute of Technology Miami University Michigan State University Middlebury College Mount Holyoke College New Jersey University of Technology New York University North Carolina State University Northeastern University Occidental College Ohio State University Ohio Wesleyan University OTIS College of Art & Design Pace University Penn State University Pratt Institute Purdue University Rhode Island School of Design Rensselaer Polytechnic Institute Rice University Rochester Institue of Technology Rollins College 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 Stanford University Stevens Institute of Technology St. Olaf College SUNY, Binghamton University Swarthmore College Syracuse University Temple University Texas A&M University Texas Tech University The New School, Parsons Trinity University Tufts University Union College University at Buffalo University of Alabama at Birmingham (UAB) University of Arizona University of California, Berkeley University of California, Davis University of California, Irvine University of California, Los Angeles University of California, Merced University of California, Riverside University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Chicago University of Cincinnati University of Colorado Boulder University of Connecticut University of Delaware

University of Illinois Urbana-Champaign University of Maryland University of Massachusetts, Amherst University of Massachusetts, Lowell University of Michigan, Dearborn University of Michigan, Ann Arbor University of Minnesota, Duluth University of Minnesota, Twin Cities University of North Carolina at Charlotte University of Pittsburgh University of Rochester University of San Diego University of San Francisco University of South Florida University of Southern California University of Texas A&M University of Texas at Austin University of Texas at Dallas University of Texas at Tyler University of the Atlantic University of Virginia University of Washington University of Wisconsin-Madison Virginia Polytechnic Institute Virginia Tech Washington University in St. Louis Wentworth Institute of Technology Wheaton College Wichita State University Worcester Polytechnic Institute

Abertay University Arts University Plymouth Birkbeck University of London Birmingham City University Brunel University London Cardiff University City, University of London Coventry University Durham University Falmouth University Glasgow Caledonian University Goldsmiths, University of London Hult International Business School Imperial College London King's College London Kingston University Lancaster University Leeds Trinity University London School of Economics and Political Science London Southbank University Loughborough University Middlesex University Newcastle University Northeastern University Northumbria University Oxford Brookes University Queen Mary University of London Queen's University Belfast Royal Holloway Sheffield Hallam University SOAS University of London

FINAL DESTINATIONS OF THE CLASS OF 2026 INDIA

USA

EUROPE

SINGAPORE

KOREA

11 13

Scholarships are ranging from $3,000 per year to $30,000 per year Solent University Staffordshire University Teesside University University College London University of Aberdeen University of Bath University of Birmingham University of Brighton University of Bristol University of Dundee University of East London University of Edinburgh University of Exeter University of Glasgow University of Hertfordshire University of Hull University of Leeds University of Liverpool University of Manchester University of Newcastle 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 Sussex University of the Arts London University of the Creative Arts London University of Warwick University of Westminster

IRELAND

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

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

EUROPE

Delft University of Technology École Polytechnique Eindhoven University of Technology IE University Spain IFM Business School Switzerland Leiden University Radboud University Sciences Po France Strate School of Design France Maastricht University Technical University of Denmark Tilburg University Twente University University of Amsterdam University of Groningen Utrecht University Nuova Accademia di Belle Arti (NABA)

SINGAPORE

Lasalle College of the Arts Nanyang Academy of Fine Arts Nanyang Technological University National University of Singapore Singapore Management University Singapore University of Social Sciences

MALAYSIA

University of Nottingham

MIDDLE EAST

American University in Dubai, UAE Rochester Institue of Technology, UAE Weill Cornell Medicine - Qatar

HONG KONG

Hong Kong University The Chinese University of Hong Kong The Hong Kong University of Science and Technology

JAPAN

Waseda University

SOUTH KOREA Yonsei University

AUSTRALIA

Bond University Monash University University of Melbourne University of Sydney