The International Baccalaureate Diploma Programme (IBDP)
Curriculum Handbook 2024-25
An IB continuum school where teachers follow one system and, can therefore, focus on their most important job; continuously improving student learning.
Welcome to Neev Academy. We are a culture, ecosystem, community, and dream of learning and growth for children. Our learners succeed academically and grow as humans because Neev recognizes 21st century learners are self-directed in pursuit of challenging goals, disciplinary thinkers who make connections with knowledge, strong collaborators, effective communicators, and community builders.
Neev uniquely blends values with a global curriculum; we are authorised by the IB to offer the Primary Years Programme, the Middle Years Programme and the Diploma Programme. A school with the full continuum of IB education over 12 years has the unique ability to build culture, capabilities and practise for students, teachers and administrators. Focussing on the IB removes the challenges for teachers torn between different philosophies of education and reduces the need to spend a lot of time and energy combining different elements that may be incompatible. IB continuum schools, with dedicated teachers are able to follow one system and pray to one god, continuously improving student learning.
For students, the overlap and continuity between the three programmes leads to the development of international mindedness, an education centered on inquiry and conceptual understanding, fostering desired character traits and skills, and idealistic values such as striving to make the world a better place. Many opportunities to transfer knowledge, a mindset of continuous research and service, develops caring, impactful and self-aware global citizens who are not afraid to make choices.
For teachers, it helps to have a unified vision throughout the school, providing inquiry-based learning, international mindedness and action orientation, a mindset which leads to outstanding academic results as a process rather than a product. The IB programmes and teachers are supported by extensive and continual research into curriculum and pedagogy in a way that few academic boards anywhere in the world are able to sustain, afford or scale.
To offer parallel access to the ICSE board, we maintain a dedicated team of teachers and coordinators. Neev is also a NEASC accredited school; this brings everything together; reinforcing the commitment, capacity, capability and conceptual understanding of our teachers, the self-directed learning of our students, and the trust of our parents. This adds strength to our college bound students for the US, UK, and India.
Choosing a school for your child is one of the hardest decisions parents have to make, and we try to support that quest as simply and directly as possible. Please spend time reading more and also visit us in person to know more about our philosophy. We believe that a child’s education is a partnership between home, school and society. In many ways, few can improve on the age old wisdom that it take an entire village to bring up a child.
KAVITA GUPTA SABHARWAL DIRECTOR
IB CONTINUUM
,srotacude and students with a shared vision and mission to empower young people with the skills, values, and knowledge to create a better and more peaceful world. This is the International Baccalaureate (IB).
IB guide, What is an IB education?
The IB continuum of international education for children aged 3-19 years holds a unique position of respect in the academic world. It challenges students to excel in their studies and in their personal growth. Students are inspired with a quest for learning throughout life that is marked by enthusiasm and empathy. The IB aspires to help schools develop wellrounded students with character: students who can respond to challenges with optimism and an open mind; students confident in their own identities; students who make ethical decisions; students who join with others in celebrating our common humanity; students who are prepared to apply what they learn in real world in complex and unpredictable situations.
The IB offers schools a continuum of four programmes, Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP). Institutions that offer at least three are called continuum schools. Only around 57 of 224 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.
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 time management skills, their deep and vast knowledge and global outlook.
Group 1 (Studies in
Group 2 (Language Acquisition)
Group 3 (Individual and Societies)
Group 4 (Sciences)
Group 5 (Mathematics)
Group 6 (The Arts)
ABOUT NEEV ACADEMY
Neev Academy is an ecosystem of learning and growth where we want learners to become Self-directed, Disciplinary Thinkers, Communicators, Collaborators, Culturally Conscious and Community oriented, as they discover passions and strengths through interdisciplinary learning, travel across India, field trips and inspiring speakers, intra and inter school sports, arts, literary and cultural events, service, internships, and diverse academic choices.
Student initiatives in leadership, service, inclusion, reading, writing, arts and sports, drives our school culture and upholds values. We nurture reading as an essential habit for lifelong learning. Our unique parent community of entrepreneurs, change-makers and risk-takers, educated at leading universities in India and abroad and with global work experience value, support and partner in the progressive learning Neev’s vision delivers. Impact beyond our walls leads to Neev hosting the largest Children’s Literature festival, a book award set up to recognise great children’s literature from India, and our upcoming Teacher Training Institute for education reform.
As Bangalore’s only city center IB school, our 15 acre verdant campus is located to not only avoid long commutes that can be a tradeoff in a rapidly urbanising India, but to be a vibrant learning culture driven by community interaction, and conveniently hosting inter school events. Our International Baccalaureate Diploma Programme (IBDP) with its fifth cohort of IBDP graduates' results and college placements have matched and even surpassed older and more established schools. Our online learning platform and safety practises are best practices.
OUR VISION
Reimagining excellence in education in a changing India.
OUR MISSION
Building knowledge, self-awareness and relationships with people and the environment, to lead happy, healthy, impactful lives.
OUR CORE VALUES
Grit, Honor, Grace.
We see our school mission statement which is aligned with IB mission, as the ultimate objective of any teaching and learning activity; and as a reflection of our intent and planning. That is something we are consciously doing by design, where each unit and learning opportunity carefully represents the purpose of learning for the school community (including all stakeholders).
The IB develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.
GOVERNING BOARD
Our Governing body has members from varied fields of knowledge, skills, and experience (including Finance, Legal, Academics, Administration and Human Resources) and together impact effective governance of the school. They provide strategic leadership, building a strong culture, future oriented thinking, minute analysis, and decisive action in all areas that affect the learning community as a whole, by contributing meaningfully to setting the strategic direction and overseeing implementation.
Alumnus of Harvard Business School, and Bombay University.
Head of School - Neev Academy, Founder Neev Early Years
Board Role - Academic Committee
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 Wharton School, Shri Ram College of Commerce and Mayo College. Entrepreneur, Skill development and Finance
ABHISHEK CHATURVEDI
Alumnus of Symbiosis University. Director of Kanpur Education Society.
Board Role: Finance and Governing Council
Alumnus of IIM Bangalore, Shri Ram College of Commerce, and Rishi Valley School. Entrepreneur and HR expert, Managing Director, TeamLease Services Ltd.
Board Role: Talent Management Council Board Role - Infrastructure Committee
Alumnus of HR College, Government Law College. Founding Partner ASLF Law Offices
Board role - Finance & Governance Committee
Alumnus of Mumbai and Pune universities
Dean of Cathedral and John Connon School, Mumbai, President of the Heads of Anglo-Indian Schools in Maharashtra, Trustee of the Gita Krishnamurthy Foundation, Bangalore, Board of Trustees of St. Thomas’ Cathedral, The Cathedral Vidya School, Lonavala. Assam Member of Valley School, Balipara, Assam, Step by Step School, Noida, CFBC Advisory Board, Member of Managing Council – EUMIND (Europe meets India).
Board role: Academic Leadership Council
PRITI ANAND (EX-OFFICIO MEMBER)
Alumnus of Lady Irwin College, Presentation Convent Delhi
Director Early Years, Neev Schools
Board Role: Finance and Governing Council
Alumnus of Indian Institute of Science (Ph.D in Physics), Bangalore Professor and Dean at The University of Trans-Disciplinary Health Sciences and Technology (TDU), Bangalore Member of the technical secretariat to the Dr. Kasturirangan committee on the National Education Policy (NEP), and Member of the drafting committee of India’s Draft NEP 2019
Board Role: Academic Committee
DR. LEENA CHANDRAN WADIA
INTERNATIONAL BACCALAUREATE
MISSION STATEMENT
The International Baccalaureate® aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The IB provides support to schools to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.
INTERNATIONAL MINDEDNESS
International mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility towards its members. The learner profile and approaches to learning provide the dispositions and foundational skills for the development and demonstration of international mindedness. Internationally minded learners are competent communicators, open-minded and knowledgeable, caring, and principled thinkers, use their curiosity and research skills to inquire about the world, think and reflect critically about opportunities and challenges, act for positive change and take risks to self-develop and understand others.
International mindedness and intercultural understanding hold a prominent place at Neev. We believe this helps in an understanding and appreciation of one’s own culture, identity, personal history and thereby being open to the perspectives, values, and traditions of other individuals and communities. At Neev, this finds expression not only in the general ethos of the school environment but also in academic studies, field trips, and discussions. School-wide reading programs, literature festivals, language day celebrations, and a carefully curated curriculum help widen our learners’ worldview so that they become true connoisseurs of variety and diversity. Embarking on the NEASC journey led us to embed all of this in our definition of desired learning, embodied in 5 pillars of development.
OUR LEARNERS
Being an IB Continuum school, allows our students to access many opportunities to think creatively and critically, establishing a foundation for lifelong learning, and providing them opportunities to gain confidence in themselves, is the bedrock of our school philosophy. Combined with Neev’s values for a grounded education, our learners retain the humility, respect and change making education that an elite education must nurture, and learn to respond to challenges as they gain an invaluable international education that promotes and encourages them to pursue their passions and goals.
THE IB LEARNER PROFILE
The IB model of education is firmly grounded in the IB Learner Profile. The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners are:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
- Curious, independent and collaborative with skills for inquiry and research, and the enthusiasm of sustaining a lifelong love of learning.
- Study a range of disciplines, building conceptual understanding through issues and ideas that have local and global significance.
- 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.
- Integrity and honesty, a strong sense of fairness and justice, and respect for the dignity and rights of people everywhere in all actions.
- Experience and appreciate a range of viewpoints, appreciate our own cultures and personal histories and that of others.
- Empathy, compassion and respect, with a commitment to service, and impacting the lives of others.
- Facing challenge and change with forethought and determination exploring new ideas with resourcefulness and resilience.
- Recognising interdependence with people and the world and the importance of balancing intellectual, physical, and emotional.
- Thoughtful about the world, experiences and ideas, recognising strengths and weaknesses to support growth.
NEEV’S DEFINITION OF DESIRED LEARNING
Our shared belief of high-quality learning leads to five pillars of learning impacts to become lifelong learners. Each impact is further broken down into performance areas which our learners demonstrate as they grow at Neev. Curriculum & Pedagogy at Neev is guided by these pillars of learning so that our learners becomes:
Self-Directed Learners, able to learn autonomously throughout their lives in order to achieve their potential, keep pace with change and meet emerging opportunities.
Performance areas: Curiosity, Goal Setting, Reflection, and Growth mindset
Communicators who engage with people, ideas, stories, and emotions positively and capably across multiple environments as part of their engagement with others and contributions to the world around them.
Performance areas: Expressive, Interpretive, Digital citizenship and Intercultural understanding
Collaborators, able to lead and contribute to the design of thoughtful solutions and responses to opportunities in an increasingly interconnected and complex world.
Performance areas: Contribution to team success, Interpersonal skills, Adaptability, and Considered decision making
Disciplinary Thinkers able to use sophisticated tools and strategies to learn, extend and transfer their learning and engage positively in the complex and ambiguous world around them.
Performance areas: Critical thinking, Creative thinking, Systems thinking, and Building learning context
Community Builders who use their developing skills and dispositions to understand, take personal ownership and commit to supporting the positive development of their local and global communities and all elements involved.
Performance areas: Taking action, Social intelligence, Cultural awareness, and Stewardship
Neev Graduate Profile
Competencies Excellence
Neev Certificate
Core Values
Growth and Accomplishments
Neev Diploma
NEEV LEARNING AND TEACHING PEDAGOGICAL FRAMEWORK
Core Values
Competencies Excellence
Identity Neev Values (Grit, Honor, Grace)
Self Directed Learners
Disciplinary Thinker
Collaborator
Communicator
Community Builder
Academics Excellence
Leadership quality
Personal Accomplishments growth
Multilingualism
OUR LEARNING
ALL IB PROGRAMMES SHARE ESSENTIAL ELEMENTS THAT DRIVE LEARNING
STUDENT AGENCY
Learners who demonstrate the power to act with purpose to achieve the conditions they desire in their own and others’ lives. Academic mindset comes from a feeling of believing in a subject, class or school, knowing their capabilities to learn and seeing value in their participation.
Leadership strategies that include study skills, meta-cognition and goal setting competencies that help persist in learning that is challenging.
KNOWLEDGE ACTION
Approaches to learning are built by developing the skills for research, thinking, self management, social learning and communication.
CONCEPTS
Big Ideas that form the basis of teaching and learning, ensure breadth and depth in the curriculum and promote learning within and across traditional disciplines.
Action (PYP) / Service as Action (SAA - MYP) / Creativity Activity and Service (CAS - DP) Students are encouraged to reflect, to make informed choices and to take action that will help their peers, school staff, and the wider community. PYP (Action), MYP (SAA), DP (CAS).
SKILLS
Approaches to learning are built by developing the skills for research, thinking, self management, social learning and communication.
CONTEXTS
Curriculum embedded in local and global issues as starting points for inquiry and engagement is the best learning that promotes internationally mindedness.
INQUIRY
Knowledge and experience drive new learning; but curiosity is the most effective stimulus for learner motivation.
REFLECTION
Inquiry, conceptual and contextual learning, lead to understanding and awareness of learning styles, strengths and passions; this needs constant reflection leading to goal setting.
MESSAGE FROM IBDP HEAD
RINI GHOSH
IBDP HEAD
John Dewey once said, "Education is not preparation for life; education is life itself." These words ring true in a world where change happens quickly. With its focus on critical thinking, global awareness, and lifelong learning, the IB Diploma prepares you for life in the 21st century as well as for college. At Neev Academy our core values – fostering individuality, nurturing relationships, and fostering a spirit of service – perfectly complement the IB philosophy. Here, you've been empowered to explore your passions, collaborate with diverse peers, and make a positive impact on your community. Remember, as Maya Angelou said, "Success is liking yourself, liking what you do, and liking how you do it." Take the knowledge, skills, and experiences you've gained here, and continue to learn, grow, and make a difference in the world. The future awaits, and we, the IB Diploma team, are confident you'll embrace it with the same enthusiasm and intellectual curiosity you've demonstrated throughout your journey. We believe that being successful in the world that is still be created is adaptibility, collaborator, communicator, empathetic and ethical.
MESSAGE FROM IBDP COORDINATOR
IBDP COORDINATOR
The International Baccalaureate Diploma Programme (IBDP) is a rigorous programme of study that balances rich disciplinary learning with vital humanizing elements—compassion, inter-cultural respect, creativity, metacognition and values deeper critical thinking and conceptual understanding.
As a diploma programme student at Neev, you will be encouraged to develop independence as a self-directed learner by moving beyond the receiving of authoritative knowledge into the realm of autonomous inquiry. This requires the management of a set of skills, an attitude towards synergistic thinking and deeper understanding of concepts that will in turn facilitate access to the knowledge, skills and facilitate transfer of learning that lie within and beyond the disciplines of study.
Reflect on your motives before, during, and at the end of the diploma programme. If your primary motives are learning for its own sake (not learning as means to credentialed higher education) and self-improvement (not unseemly competition), governed by a strong moral compass (not prudential reasons), you will engage with complex global issues and contribute to the creation of good life with sustainable values for yourself and others in school and beyond it.
SAI BHAVYA PRABU
SUBJECTS OFFERED AT NEEV
In addition to the three elements of the DP core, diploma programme students must select six subjects in all - one each from groups 1 to 5. The sixth subject can either be selected from group 6 or additionally from groups 3 or 4. Three subjects must be studied at higher level (HL) and three at standard level (SL).
All subjects in the table below are available at higher level (HL) and standard level (SL), except where indicated.
At Neev Academy, both external students as well as our own MYP students can gain admission in IB diploma Programme. Here are separate requirements to be fullfilled for admission to DP.
For External students
External students must be pursuing grade 10 study from any Indian/International Board(CBSE/ICSE/ State boards/IGCSE/MYP) and a documentary evidence of completing the same within three months of declaration of result by the respective board/s. External st test in the subjects: English and mathematics.
For MYP & ICSE (Internal Students)
Neev Academy Grade 10 pass certificate will be required for our own MYP & ICSE students seeking admission to Diploma Programme. to appear for entrance test for admission to DP.
DP COURSE DESCRIPTIONS
GROUP 1: STUDIES IN LANGUAGE AND LITERATURE
SUBJECT 1: ENGLISH A: LANGUAGE AND LITERATURE (SL AND HL)
Description
Students will have opportunities to explore various non-literary texts and forms of literature from across different cultures. Students will be expected to analyze non-literary texts and literary texts across a number of forms and from different times and places. There will be opportunities for students to consider their own interpretations as well as the perspectives of others to understand how these perspectives are shaped by the culture they belong to and how meaning is created in this process. In this course, students will be able to communicate their responses in a variety of communicative acts. These courses offer scope for students to contribute to their construction in the choice of texts and in the nature of the assessment that corresponds to these texts. This will be done as a part of a dialogue and under the guidance of a teacher while referencing the stipulations and requirements of the course found in the subject guide. Students record the process of arriving at these selections in a learner portfolio.
Literary texts are chosen from poetry, fiction, non-fiction and drama. Non-literary texts are chosen from a wide variety of text types, most of which are encountered everyday—editorials, advertisements, cartoons, magazine covers etc.
CURRICULUM
Students will analyze at least 4 literary texts at standard level 6 at higher level.
The literary texts studied include Ibsen’s A Doll's House, Euripides’ Medea, Satrapi's Persepolis, Williams' 'A Streetcar Named Desire' 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%
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]
HL:
Paper 1: The paper consists of two non-literary passages. Students write an analysis of each of the passages. [135 minutes, 35% weighting]
Paper 2: Students select one question out of four general questions and write an essay comparing two literary works studied in the course. [105 minutes, 25% weighting]
HL essay: Students submit an essay on a literary text or a non-literary text studied in the course. The essay must be 1200-1500 words in length. [20% weighting]
SUBJECT 2: ENGLISH A: LITERATURE (SL AND HL)
Description
In this course students will explore a range of literary texts. Students will be expected to analyze these literary texts across a number of forms and from different times and places. There will be opportunities for students to consider their own interpretations as well as the perspectives of others to understand how these perspectives are shaped by the culture they belong to and how meaning is created in this process. In this course, students will be able to communicate their responses in a variety of communicative acts. These courses offer scope for students to contribute to their construction in the choice of texts and in the nature of the assessment that corresponds to these texts. This will be done as a part of a dialogue and under the guidance of a teacher while referencing the stipulations and requirements of the course found in the subject guide. Students record the process of arriving at these selections in a learner portfolio.
Literary texts are chosen from poetry, fiction, non-fiction and drama. The courses require extensive reading and engagement with a substantial number these texts in order to be able to interpret, analyze and evaluate them.
CURRICULUM OVERVIEW
GRADE 11 & 12 – SL/HL
Students will analyse 9 literary texts at standard level 13 at higher level.
These texts include Manto's Mottled Dawn, T S Eliot's The Wasteland, Satrapi’s Persepolis, Williams's A Streecar Named Desire, Ibsen's A Doll's House, Euripides’ Medea, Strindberg’s Miss Julie, Soseki’s Kokoro, and either
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
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 two literary texts.
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 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]
HL:
Paper 1: The paper consists of two literary passages. Students write an analysis of each of the passages. [135 minutes, 35% weighting]
Paper 2: Students select one question out of four general questions and write an essay comparing two literary works studied in the course. [105 minutes, 25% weighting]
HL essay: Students submit an essay on one literary text studied in the course. The essay must be 1200-1500 words in length. [20% weighting]
GROUP 2: LANGUAGE ACQUISITION
SUBJECTS : LANGUAGE B - HINDI B (SL & HL), FRENCH B (SL ONLY), SPANISH B (SL ONLY)
Description
Language B course aims to develop international-mindedness through the study of language, culture, and ideas and issues of global significance. Students develop the ability to communicate in the target language through the study of language, themes and texts. The five prescribed themes are: identities, experiences, human ingenuity, social organization and sharing the planet. Students who have had some previous experience with a language can opt for language B.
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.
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)
SUBJECTS : LANGUAGE AB INITIO - FRENCH AND SPANISH
Description
This course develops international-mindedness through the study of language, culture, ideas and issues of global significance. Language ab initio aims to develop the ability of a student to communicate in the target language through the study of language, themes and texts. The five prescribed themes are identities, experiences, human ingenuity, social organization and sharing the planet. Students with no previous experience of a language can opt for this course.
CURRICULUM OVERVIEW
GRADE 11 & 12 – SL/HL
While developing the ability to communicate in the target language, students develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts for audiences, contexts and purposes associated with academic and personal interests. For the development of receptive skills, language ab initio students must study authentic texts that explore the culture(s) of the target language.
ASSESSMENT AT A GLANCE
INTERNAL ASSESSMENT (EXTERNALLY MODERATED)
EXTERNAL ASSESSMENT
Paper 2: Receptive skills 105 minutes, 50% weighting
Listening comprehension (45m)
Reading comprehension (1h)
Individual oral assessment: 25% weighting
Paper 1: Productive skills (writing): 75 minutes, 25% weighting
GROUP 3: INDIVIDUALS AND SOCIETIES
SUBJECT 1: BUSINESS MANAGEMENT (SL AND HL)
Description
The IBDP Business Management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. It helps students with decision-making in contemporary contexts of strategic uncertainty. Through the exploration of four under pinning concepts (creativity, ethics, sustainability and change), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment.
5.3 Lean production and quality management (HL only)
5.4 Location
5.5 Break-even analysis
5.6 Production planning (HL only)
5.7 Crisis management and contingency planning (HL only)
5.8 Research and development (HL only)
5.9 Management information systems (HL only)
UNIT 6: BUSINESS MANAGEMENT TOOLKIT
SWOT analysis
Ansoff matrix
STEEPLE analysis
Boston Consulting Group (BCG) matrix
Business plan
Decision trees
Descriptive statistics
Circular business models
Force field analysis (HL only)
Gantt chart (HL only)
Hofstede’s cultural dimensions (HL only)
Porter's generic strategies (HL only)
Contribution (HL only)
Critical path analysis (HL only)
Simple linear regression (HL only)
ASSESSMENT AT A GLANCE
INTERNAL ASSESSMENT (EXTERNALLY MODERATED)
HL & SL: The IA is a Business research project in which students apply appropriate business management tools and theories to a real organizational issue or problem using a conceptual lens.
Maximum 1,800 words 20 hours, 30% SL and 20% HL
EXTERNAL ASSESSMENT
SL:
Paper 1: Based on a pre-released statement that specifies the context and background for the unseen case study.
90 minutes 30 marks 35% weighting
Paper 2: Based on unseen stimulus material with a quantitative focus. 90 minutes 40 marks 35% weighting
HL:
Paper 1: Based on a pre-released statement that specifies the context and background for the unseen case study.
90 minutes 30 marks 25% weighting
Paper 2: Based on unseen stimulus material with a quantitative focus.
105 minutes 50 marks 30% weighting
Paper3: Based on unseen stimulus material about a social enterprise. 75 minutes 25 marks 25% weighting
SUBJECT 2: ECONOMICS (SL AND HL)
Description
The IBDP Economics course at SL and HL enables students to: develop a critical understanding of a range of economic theories, models, ideas and tools in the areas of microeconomics, macroeconomics and the global economy. It helps the students to apply economic theories, models, ideas and tools and analyze economic data to understand and engage with real-world economic issues and problems facing individuals and societies. The course also focuses on developing a conceptual understanding of individuals’ and societies’ economic choices, interactions, challenges and consequences of economic decision-making.
UNIT 1: INTRODUCTION TO ECONOMICS
1.1 What is economics?
1.2 How do economists approach the world?
UNIT 2: MICROECONOMICS
2.1 Demand (includes HL only sub-topics)
2.2 Supply (includes HL only sub topics)
2.3 Competitive market equilibrium
2.4 Critique of the maximizing behavior of consumers and producers
2.5 Elasticity of demand (includes HL only sub topics)
2.6 Elasticity of supply (includes HL only sub-topics)
2.7 Role of government in microeconomics (includes HL only calculation)
2.8 Market failure externalities and common pool or common access resources (includes HL only calculation)
2.9 Market failure public goods
2.10 Market failure asymmetric information (HL only)
2.11 Market failure market power (HL only)
2.12 The market’s inability to achieve equity (HL only)
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)
4.1 Benefits of international trade (includes HL only subtopics and calculation)
4.2 Types of trade protection (includes HL only calculations)
4.3 Arguments for and against trade control/protection
4.4 Economic integration
4.5 Exchange rates (includes HL only sub-topic)
4.6 Balance of payments (includes HL only sub topics)
4.7 Sustainable development (includes HL only sub-topic)
4.8 Measuring development
4.9 Barriers to economic growth and/ or economic development
4.10 Economic growth and/or economic development strategies
ASSESSMENT AT A GLANCE
INTERNAL ASSESSMENT (EXTERNALLY MODERATED)
SL: Portfolio Three commentaries based on different sections of the syllabus and on published extracts from the news media 20 Hours, 30% weighting
HL: Portfolio Three commentaries based on different sections of the syllabus and on published extracts from the news media 20 Hours, 20% weighting
EXTERNAL ASSESSMENT
SL
Paper 1: An extended response paper (25 marks). Students answer one question from a choice of three. 75 minutes, 30% weighting
Paper 2: A data response paper (40 marks). Includes some quantitative questions. Students answer one question from a choice of two. (40 marks).105 minutes, 40% weighting
HL
Paper 1: (1 hour and 15 minutes) An extended response paper (25 marks). Students answer one question from a choice of three. 75 minutes, 20% weighting
Paper 2: A data response paper (40 marks). Includes some quantitative questions. Students answer one question from a choice of two. 105 minutes, 30% weighting
Paper 3: A policy paper (60 marks) Content including HL extension material. Includes both quantitative and qualitative questions. Students answer two compulsory questions. 105 minutes, 30% weighting
SUBJECT 3: HISTORY (SL AND HL)
Description
The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance and perspectives.
CURRICULUM OVERVIEW
Prescribed subject [Paper 1] Neev students study the prescribed subject “Rights and Protest.”
This prescribed subject focuses on the struggles for rights and freedoms in the mid-20th century. Two case studies are to be studied under this prescribed subject.
1. Civil rights movement in the United States (1954-1965)
2. Apartheid South Africa (1948-1964)
World History Topics [Paper 2] Out of 12 options of World History topics the following two topics are studied at Neev.
1. Topic 8: Independence movements (1800-2000)
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 Asia and Oceania” is offered and the students study thefollowing three sections from a choice of 18 sections.
1. Section 6: India, Afghanistan, and Burma (1750-1919)
2. Section 10: Nationalism and independence in India (1919-1964)
3. Section 15: Cold War Conflicts in Asia
ASSESSMENT AT A GLANCE EXTERNAL ASSESSMENT INTERNAL ASSESSMENT
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
Paper 1 [24 marks] Source-based paper based on the five prescribed subjects. Students choose one prescribed subject from a choice of five to answer four structured questions.
60 minutes, 30% weighting
Paper 2 [30 marks] Essay paper based on the 12 world history topics. Answer two essay questions on two different topics.
90 minutes, 45% weighting
HL:
Paper 1 [24 marks] Source-based paper based on the five prescribed subjects. Students choose one prescribed subject from a choice of five to answer four structured questions. 60 minutes, 20% weighting
Paper 2 [30 marks] Essay paper based on the 12 world history topics. Answer two essay questions on two different topics.
90 minutes, 25% weighting
Paper 3 [45 marks] Essay paper based on one of the four regional options. Students answer three questions. 150 minutes, 35% weighting
SL:
SUBJECT 4: GEOGRAPHY (SL AND HL)
Description:
Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. Geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The DP geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies.
CURRICULUM OVERVIEW
Part 1: Geographic themes (seven options)
Two options are studied at SL and three at HL.
Option A: Freshwater
Option B: Oceans and coastal margins
Option C: Extreme environments
Option D: Geophysical hazards
Option E: Leisure, tourism and sport
Option F: Food and health
Option G: Urban environments
Part 2: SL and HL core Geographic perspectives—global change
Unit 1: Changing population
Unit 2: Global climate—vulnerability and resilience
Unit 3: Global resource consumption and security
Part 2: HL core extension
Geographic perspectives—global interactions
Unit 4: Power, places and networks
Unit 5: Human development and diversity
Unit 6: Global risks and resilience
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]
SL:
Paper 1 is based on geographic themes two options: each option has a structured question and one extended answer question from a choice of two [40 marks] 90 minutes, 35% weighting]
Paper 2 is based on geographic perspectives global change: Three structured questions, based on each SL/HL core unit. Infographic or visual stimulus, with structured questions and one extended answer question from a choice of two. [50 marks] 75 minutes, 40% weighting
HL:
Paper 1 is based on geographic themes—three options: each option has a structured question and one extended answer question from a choice of two.[60 marks] 135 minutes, 35% weighting
Paper 2 is based on geographic perspectives global change: three structured questions, based on each SL/HL core unit. Infographic or visual stimulus, with structured questions and one extended answer question from a choice of two. [50 marks] 75 minutes, 25% weighting
Paper 3 is based on geographic perspectives global interactions. Choice of three extended answer questions, with two parts, based on each HL core unit. [28 marks] 60 minutes, 20% weighting
SUBJECT 5: PSYCHOLOGY (SL AND HL)
Description
The IBDP psychology course is a systematic study of behavior and mental processes. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. The holistic approach of the curriculum comprises of biological, cognitive and sociocultural analysis being taught in an integrated way, thus ensuring that students are able to develop an understanding of what all humans share as well as the immense diversity of influences on human behavior and mental process. DP psychology promotes an understanding of the various approaches to research and how they are used to critically reflect on the evidence as well as assist in the design implementation, analysis and evaluation of the students own investigations.
CURRICULUM OVERVIEW
GRADE 11 & 12
Core
•Biological approach to understanding behaviour
•Cognitive approach to understanding behaviour
•Sociocultural approach to understanding behaviour
•Approaches to researching behaviour
Options
•Abnormal psychology
•Developmental psychology
•Health psychology
•Psychology of human relationships
ASSESSMENT AT A GLANCE INTERNAL ASSESSMENT
A report on an experimental study undertaken by the student.
Paper 1
Three short answer questions on the core. One essay from a choice of three on the biological, cognitive and sociocultural approaches. HL only: essays will reference additional HL topic
Paper 2
SL: one question from a choice of three on one option. HL: two questions; one each from a choice of three on two options.
Paper 3
Three short answer questions on approaches to research.
SUBJECT 6: GLOBAL POLITICS (SL AND HL)
Description
The Global Politics course, as part of the International Baccalaureate Diploma Program's Individuals and Societies subject group, offers students an insightful exploration into the intricate world of politics at varying levels - local, national, international, and global. It encourages a systematic and critical examination of key political concepts, contemporary political issues, and the multifaceted nature of political activities. Students are fostered to appreciate diverse perspectives, recognizing that human attitudes, beliefs, and interpretations of political matters are open, contestable and require the tolerance of uncertainty. The course aims to develop skills that enable students to critically analyze theories, concepts, arguments, and data within the realm of global politics. Ultimately, it highlights the relevance of global political study to students' own culture and other societies, underscoring the interconnectedness and complexity of political issues across the globe.
CURRICULUM OVERVIEW
GRADE 11 & 12 - SL/HL
For both SL & HL:
Global politics core topics: Understanding power and global politics. Thematic studies:
1.Rights and Justice
2.Development and sustainability
3.Peace and conflict
HL Extension: Extended inquiries focused on global political challenges. Students conduct independent research on case studies that connect to the following HL topic areas:
1.Borders
2.Environment
3.Equality
4.Health
5.Identity
6.Poverty
7.Security
8.Technology
INTERNAL ASSESSMENT
For SL:
1) Engagement Project:
Total Hours: 25 hours
Marks: Maximum of 24 marks
Weightage: 30% of final grade
ASSESSMENT AT A GLANCE
EXTERNAL ASSESSMENT
External Assessment SL
Paper 1 (1 hour 15 minutes)
Source-based paper that draws from the common SL and HL core topics. Candidates answer four compulsory structured questions. (25 marks) 30%
Weightage
Paper 2 (1 hour 45 minutes)
Extended response paper based on the common SL and HL thematic studies. Candidates must answer two questions: one essay from section A (comprising questions rom each of the thematic studies) and one essay from section B (comprising integrating questions). (30 marks) 40% weightage
For HL:
1) Engagement Project:
Total Hours: 35 hours
Marks: Maximum of 30 marks
Weightage: 20% of final grade
External Assessment HL
Paper 1 (1 hour 15 minutes)
Source-based paper that draws from the common SL and HL core topics. Candidates answer four compulsory structured questions. (25 marks) 20% weightage
Paper 2 (1 hour 45 minutes)
Extended response paper based on the common SL and HL thematic studies. Candidates must answer two questions: one essay from section A (comprising questions from each of the thematic studies) and one essay from section B (comprising integrating questions). (30 marks) - 30% weightage
Paper 3 (1 hour 30 minutes)
Stimulus-based paper related to the HL extension syllabus (global political challenges). Candidates must respond to three questions drawing from their researched case studies. (28 marks) - 30% weightage
GROUP 4: SCIENCES
SUBJECT 1: PHYSICS (SL AND HL)
Description
Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.
A. Space, time and motion
B. The particulate nature of matter
C. Wave behaviour
D. Fields
E. Nuclear and quantum physics
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
30 multiple-choice questions on standard-level material only
No marks are deducted for incorrect answers
Paper 1B—20 marks
Data-based questions.Questions on experimental work
Paper 2— Short answer and extended response questions, 1 hour and 30 minutes Weighting: 44%, Marks: 50
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
SUBJECT 2: CHEMISTRY (SL AND HL)
Description
The DP chemistry course allows students to develop a wide range of practical. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century. By studying chemistry students become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyze results and evaluate and communicate their findings
CURRICULUM OVERVIEW
Structure 1. Models of the particulate nature of matter
Structure 2. Models of bonding and structure
Structure 3. Classification of matter
Reactivity 1. What drives chemical reactions?
Reactivity 2. How much, how fast and how far?
Reactivity 3. What are the mechanisms of chemical change?
ASSESSMENT AT A GLANCE
Internal Assessment (SL&HL)
The internal assessment consists of one task: the scientific investigation.
The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. 20% weightage.
EXTERNAL ASSESSMENT
SL:
Paper 1- 1 hour and 30 minutes, Weighting: 36% Marks: 55
Paper 1 is presented as two separate booklets
Paper 1A—30 marks
30 multiple-choice questions on standard level material only.
No marks are deducted for incorrect answers.
Paper 1B—25 marks
Data-based questions. Questions on experimental work
SL-Paper 2-Short answer and extended response questions, 1 hour and 30 minutes
Weighting: 44%,Marks: 50
HL:
Paper 1- 2 hours, Weighting: 36% Marks: 75
Paper 1 is presented as two separate booklets
Paper 1A—40 marks
40 multiple-choice questions on standard level and additional higher level material
No marks are deducted for incorrect answers.
Paper 1B—35 marks
Data-based questions. Questions on experimental work
HL-Paper 2-Short answer and extended response questions, 2 hours and 30 minutes
Weighting: 44%,Marks: 90
GRADE 11 & 12 – SL/HL
Description SUBJECT 3: BIOLOGY (SL AND HL)
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.
The internal assessment consists of one task: the scientific investigation.
The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. 20% weightage
EXTERNAL ASSESSMENT
SL:
Paper 1 - 1 hour and 30 minutes, Weighting: 36% Marks: 55
Paper 1 is presented as two separate booklets
Paper 1A—30 marks
30 multiple-choice questions on standard level material only.
No marks are deducted for incorrect answers.
Paper 1B—25 marks
Data-based questions.Questions on experimental work
SL-Paper 2 - Short answer and extended response questions, 1 hour and 30 minutes
Weighting: 44%,Marks: 50
HL:
Paper 1 - 2 hours, Weighting: 36% Marks: 75
Paper 1 is presented as two separate booklets
Paper 1A—40 marks
40 multiple-choice questions on standard level and additional higher level material
No marks are deducted for incorrect answers.
Paper 1B—35 marks
Data-based questions.Questions on experimental work
HL-Paper 2 - HL-Paper 2-Short answer and extended response questions, 2 hours and 30 minutes
Weighting: 44%, Marks: 80
SUBJECT 4: ENVIRONMENTAL SYSTEMS AND SOCIETIES (SL ONLY)
Description
This course enables students to satisfy the requirements of both subjects groups simultaneously while studying one course. ESS is firmly grounded in both a scientific exploration of environmental systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment. The interdisciplinary nature of the DP course requires a broad skill set from students, including the ability to perform research and investigations, participation in philosophical discussion and problem-solving. The course requires a systems approach to environmental understanding and promotes holistic thinking about environmental issues. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, knowle They encourage students to develop solutions at the personal, community and global levels.
Core content
1. Foundation (Perspectives, Systems, Sustainability)
2. Ecology
3. Biodiversity and conservation
4. Water
5. Land
6. Atmosphere and Climate Change
7. Natural Resources
8. Human populations and Urban Systems
HL Lens
HL.a Environmental law
HL.b Environmental and ecological economics
HL.c Environmental ethics
Individual investigation -
Written report (between 1500 to 2250 words): 10 hours, 25% weighting
SL
Paper 1: Case study: 60 minutes, 25% weighting
Paper 2 - Short answers and structured essays: 120 minutes 50% weighting
HL
Paper 1: Case study: 120 minutes, 30% weightage
Paper 2- Short answers and structured essays: 150 minutes, 50% weightage
SUBJECT 5: COMPUTER SCIENCE (SL AND HL)
Description
Computer Science is a rigorous and practical problem-solving discipline, which, as a methodology, can be applied to all walks of life. This two-year course gives an understanding of the fundamental concepts of computational thinking, as well as knowledge of how computers and other digital devices operate. The course, underpinned by conceptual thinking, draws on a wide spectrum of knowledge, enables and empowers innovation, exploration and the acquisition of further knowledge. Students study how computer science interacts with and influences cultures, society and how individuals and societies behave, and the ethical issues involved.
CURRICULUM OVERVIEW
GRADE 11 & 12 – SL/HL
Core syllabus content
SL/HL core
Topic 1: System fundamentals Topic 2: Computer organization
Topic 3: Networks
Topic 4: Computational thinking, problem solving and programming
HL extension
Topic 5: Abstract data structures
Topic 6: Resource management
Topic 7: Control Case study Additional subject content introduced by the annually issued case study
Option SL/HL core / HL extension Students study one of the following options:
Option A: Databases
Option B: Modelling and simulation
Option C: Web science
Option D: Object oriented programming (OOP)
ASSESSMENT AT A GLANCE
INTERNAL ASSESSMENT (EXTERNALLY MODERATED)
Written commentary
A report of the development of a computational solution.
Students must produce:
A cover page that follows the prescribed format
A product
Supporting documentation (word limit 2,000 words)
There must be evidence of independent research and investigation for students to reach the top level.
SL: 30 hours, 30% weighting
HL: 30 hours, 20% weighting
EXTERNAL ASSESSMENT
SL:
Paper 1- Case study: 60 minutes, 25% weighting
Paper 2 - Short answers and structured essays: 120 minutes 50% weighting
HL:
Paper 1- Case study: 120 minutes, 30% weightage
Paper 2- Short answers and structured essays: 150 minutes, 50% weightage
GROUP 5: MATHEMATICS
Mathematics is regarded as one of the most important subjects that helps in developing the key skills of logical reasoning and critical thinking in students. It is a mandatory subject in IB Diploma Programme. Acknowledging the fact that individual students have different needs, aspirations, interests and abilities, the IB offers two different DP subjects in mathematics.
1. Mathematics: analysis and approaches and 2. Mathematics: applications and interpretation.
Each course is designed to meet the needs of a particular group of students. Both courses are offered at Standard Level (SL) and Higher Level (HL).
SUBJECT 1: MATHEMATICS ANALYSIS & APPROACHES (SL AND HL)
Description
This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. This course includes topics that are both traditionally part of a pre-university mathematics course (for example Functions, Trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both HL and SL, and proof by induction at HL.
The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course. However, Mathematics Analysis and Approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments.
Students who choose Mathematics analysis and approaches at SL or HL should be comfortable at the manipulation of algebraic expressions, enjoy the recognition of patterns, and understand the mathematical generalizations of these patterns. Students who wish to take Mathematics analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.
Topic 1: Numbers and algebra
Topic 2: Functions
Topic 3: Geometry and Trigonometry
Topic 4:Statistics and Probability
Topic 5: Calculus
While SL students do basics of each topic (approximately 150 teaching hours), HL Students extend additional content in each topic (approximately 240 teaching hours). A formula booklet and a Graphic Display Calculator will be used through the course of study and during assessments as per the requirements.
ASSESSMENT AT A GLANCE
INTERNAL ASSESSMENT (EXTERNALLY MODERATED)
Mathematical exploration:
The exploration is an integral part of the course and its assessment, and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The exploration is a piece of written work that involves investigating an area of mathematics. 20% weighting
EXTERNAL ASSESSMENT
Paper 1(Graphic display calculator not allowed)
Section A: Compulsory short-response questions based on the syllabus.
Section B: Compulsory extended-response questions based on the syllabus. 90 minutes, 40% weighting Paper 2 (Graphic display calculator allowed)
Section A: Compulsory short-response questions based on the syllabus.
Section B: Compulsory extended-response questions based on the syllabus.
90 minutes, 40% weighting
HL:
Paper 1 (Graphic display calculator not allowed)
Section A: Compulsory short-response questions based on the syllabus.
Section B: Compulsory extended-response questions based on the syllabus.
120 minutes, 30% weighting
Paper 2 (Graphic display calculator allowed)
Section A: Compulsory short-response questions based on the syllabus.
Section B: Compulsory extended-response questions based on the syllabus. 120 minutes, 30% weighting
Fig 1: Model of shooting the ball into the bottom two corners b and c
Fig 2: Model of shooting 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.
Solving for the equation of line ac first, we know that the formula for a line on the 3D Plane would be:
SUBJECT 2: MATHEMATICS APPLICATIONS & INTERPRETATION (SL AND HL)
Description
The IBDP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modeling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations.
Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.
Students who choose Mathematics: applications and interpretation at SL or HL should enjoy seeing mathematics used in real-world contexts and to solve real-world problems. Students who wish to take Mathematics: applications and interpretation at higher level will have good algebraic skills and experience of solving real-world problems. They will be students who get pleasure and satisfaction when exploring challenging problems and who are comfortable to undertake this exploration using technology.
GRADE 11 & 12 – SL/HL
Topic 1: Numbers and algebra
Topic 2: Functions
Topic 3: Geometry and Trigonometry
Topic 4: Statistics and Probability
Topic 5: Calculus
While SL students do basics of each topic (approximately 150 teaching hours), HL Students extend additional content in each topic (approximately 240 teaching hours).
A formula booklet and a Graphic Display Calculator will be used through the course of study and during assessments.
INTERNAL ASSESSMENT (EXTERNALLY MODERATED)
Mathematical exploration:
The exploration is an integral part of the course and its assessment, and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The exploration is a piece of written work that involves investigating an area of mathematics. 20% Weighting
AT A GLANCE EXTERNAL ASSESSMENT
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
SL:
DP VISUAL ART EXHIBITION
GROUP 6: THE ARTS
SUBJECT 1: VISUAL ARTS (SL AND HL)
Description
The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wider range of contemporary practices and media.
CURRICULUM OVERVIEW
VISUAL ARTS IN CONTEXT
Examine and compare the work of artists from different cultural contexts.
Consider the contexts influencing their own work and the work of others.
Make art through a process of investigation, thinking creatively and critically experimenting with techniques.
Apply identified techniques to their own developing work.
Develop an informed response to work and exhibitions they have seen and experienced.
Begin to formulate personal intentions for creating and displaying their own artworks.
Look at different techniques for making art.
Investigate and compare how and why different techniques have evolved and the processes involved.
Experiment with diverse media and explore techniques for making art.
Develop concepts through processes informed by skills, techniques and media.
Evaluate how their ongoing work communicates meaning and purpose.
Consider the nature of “exhibition”, and think about the process of selection and the potential impact of their work on different audiences.
Explore ways of communicating through visual and written means. Make artistic choices about how to most effectively communicate knowledge and understanding.
Produce a body of artwork through a process of reflection and evaluation showing a synthesis of skill, media and concept.
Select and present resolved works for exhibition.
Explain the ways in which the works are connected.
Discuss how artistic judgments impact the overall presentation
SL: Exhibition: 40% weighting
- A curatorial rationale that does not exceed 400 words
- 4–7 artworks
- Exhibition text (stating the title, medium, size and intention) for each artwork
HL: Exhibition: 40% weighting
- A curatorial rationale that does not exceed 700 words
- 8 – 11 artworks
- Exhibition text (stating the title, medium, size and intention) for each.
SL:
Comparative study: 20% weighting
10–15 screens which examine and compare at least 3 artworks, at least 2 of which should be by different artists and of different cultures.
A list of sources used.
Process portfolio: 40% weighting
9–18 screens which evidence the student’s sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities. The submitted work should be in atleast 2 art-making forms.
HL: Comparative study: 20% weighting
13–20 screens which examine and compare at least 3 artworks, at least 2 of which should be by different artists and of different cultures.
A list of sources used.
Process portfolio: Weightage - 40% weighting
13–25 screens which evidence the student’s sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities. The submitted work should be in at least 3 art-making forms.
DP CORE
CREATIVITY, ACTIVITY AND SERVICE (CAS)
Creativity, activity, service is at the heart of the Diploma Programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component’s three strands, often interwoven with particular activities, are characterized as follows:
Creativity – Arts and other experiences that involve creative thinking
Activity – Physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Programme
Service – An unpaid and voluntary exchange that has a learning benefit for the student.
Creativity, activity, service encourages students to be involved in activities as individuals and as part of a team that take place in local, national and International contexts. CAS enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme.
EXTENDED ESSAY (EE)
The 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.
THEORY OF KNOWLEDGE (TOK)
The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the DP course in which students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic study and their lives outside the classroom. The course is intended to be challenging and thought-provoking as well as empowering for students. The course centres on the exploration of knowledge questions. These are contestable questions about knowledge itself, such as: “What counts as good evidence for a claim?”, “Are some types of knowledge less open to interpretation than others?”, or “What constraints should there be on the pursuit of knowledge?” While these questions may initially seem slightly intimidating, they become much more accessible when considered with reference to specific examples within the TOK course. There are two assessment tasks in the TOK course.
The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internally assessed component to be completed during the first year of the DP. It is marked by the teacher and is externally moderated by the IB.
The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an extenally assessed component completed in year 2; it is marked by IB examiners. The essay must be a maximum of 1,600 words and must be on one of the six prescribed titles issued by the IB for each examination session.
ASSESSING THE DP CORE
HOW IS THE EXTENDED ESSAY ASSESSED?
HOW IS THEORY OF KNOWLEDGE
ASSESSED?
The extended essay is externally assessed. Students’ essays are sent to examiners around the world and are graded from A to E. The extended essay grade is combined with the ToK grade for students to achieve a maximum of three points.
Students complete a theory of knowledge exhibition, which is internally assessed. Students also write an essay of 1600 words on a prescribed title, which is externally assessed. Students obtain a grade from A to E in ToK. The grade in ToK is combined with the extended essay grade for students to achieve a maximum of three points.
HOW IS CAS ASSESSED?
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 AND THEORY OF KNOWLEDGE GRADES ARE COMBINED USING THIS MATRIX TO DETERMINE THE NUMBER OF POINTS A STUDENT OBTAINS
DP CORE AT NEEV
THEORY OF KNOWLEDGE (TOK)
Neev has a successful ToK course with several students obtaining the highest grade. In May 2023, the results from TOK ensured that the cohort finished the DP with an average of 2.27 out of 3 bonus points. The course is formed on the basis of perspectives, and to this end the school creates opportunities for our students to interact with experts within several areas of knowledge. Students demonstrate this exposure to multiple perspectives and their ability to think critically by working with various IB prompts for their exhibition and essay that covered such elements as value, power, interpretation, and ethical considerations in the creation and sharing of knowledge.
THE EXTENDED ESSAY (EE)
EE at Neev aims to develop students’ research capability by allowing them to go through all steps of research, beginning with exploration and a literature review to a viva voce for reflection on the entire process. Our students have chosen interesting EE topics across subject groups, ranging from literature (analysing the language in a 1000 page cookbook, comparative studies across genres besides individual piece analysis), math (analysing shorelines), and world studies (language learning, maternal care) besides the more typical ones in Physics, Economics, and Business Management. We see a growing maturity in the choices our DP students are making for their research interests.
CREATIVITY, ACTIVITY AND SERVICE (CAS)
All three strands of CAS are equally important at Neev and are expected to be demonstrated across the two years of the DP. Creativity gives students the opportunity to take an idea and develop it into an original product; activity ensures that students develop a healthy lifestyle through physical exercise and exertion; service brings students together with the community around them in response to an authentic need. A few CAS projects created by Neev students often combine more than one CAS strand leading to engagement at several levels of personal and interpersonal learning. A few of the ‘named’ CAS projects are: Griseo helps teenagers cope with stress through webinars and articles. The Joyful Peach curates positive news and aims to spread positivity in the community. Amarte - Art while apart art sessions for people to destress. Susteniri sustainability education through workshops and expert talks. F&F help center video guides for teachers on Zoom, Google Drive & Windows 10. Sole Warriors Shodding migrant worker communities with recycled footwear. Macha’s Bakery Bakes and sells cookies and cakes for migrant worker support many initiatives are unnamed but work towards education, COVID care fundraising and more. Some are award winning individual projects others are collaborations, often across grades.
ASSESSING THE CORE
Theory of Knowledge and the extended essay are assessed, while CAS is not formally assessed but it is necessary to meet all requirements for the award of the diploma. The grade obtained in ToK (A-E) and in the EE (A-E) combine to give each student a maximum of three points. These points are referred to as core points
ASSESSMENT & GRADING
FINAL DP ASSESSMENT
The six subjects
All diploma programme students can score a maximum of 7 points in each of their six DP subjects. Therefore, the maximum number of points that a student can obtain from their six subjects is 42 points.
The DP core
The grade obtained in the extended essay is combined with the grade obtained in theory of knowledge for a student to obtain a maximum of 3 points. These points are referred to as bonus points. Creativity, activity and service (CAS) is not assessed. The maximum score that a student can obtain in the
IB diploma programme is 45 points.
ARRIVING AT TERM GRADES
In the two terms of grade 11, students are given a term grade for each subject that is determined in the following manner
i. Approximately 4 to 6 brief assessments conducted through the term. These are referred to as continuous assessments (CA), and are together weighted at 40%
ii. A term-end examination weighted at 60%
In the first term of grade 12, students are given a term grade based entirely on continuous assessments. There is no term-end examination in this term.
In the second term of grade 12, students obtain a grade based on a mock examination conducted in the month of February.
GRADE BOUNDARIES AND GRADES
Grade boundaries are determined in each term based on the body of work that students have produced against the IB grade descriptors declared in December 2017. Teachers also reference the grade boundaries declared by the IB in previous examination sessions.
PREDICTED GRADES
A student’s predicted grades for each subject that are required for both university applications and by the IB are determined based on the authentic work that a student has produced under appropriate supervision or invigilation against the grade descriptors declared by the IB in December 2017.
Frequently asked questions about the IB Diploma Programme (IBDP)
Is the IB Diploma Programme recognised in India?
Yes, the IB diploma programme has been recognized by the Association of Indian Universities since 1983 which is applicable to all universities in India. The number of students completing the IB and applying to higher education institutes in India has grown substantially in the past few years.
What are the prospects of IB Diploma students getting admission into Indian universities?
Several reputed universities have actually begun to prefer IBDP students. This is clear from the choices made by Neev students themselves over the last few years of the programme—many Neev students, including those who were at the top of their batches have opted for admission in Indian institutes. These include local colleges in Bangalore, established law schools, and universities with a national status. Ashoka university has proven popular with Neev students in the recent past.
Can IB Diploma students appear for entrance examinations for admission to professional courses like medicine and engineering?
Yes, but since most of the entrance tests are conducted in the month of April/May, and the IB exams are also in the month of May, students need to balance the preparation of the entrance exams along with the May IB Diploma Programme examinations, which are both very challenging tasks. This is a decision to be made after a consultation.
What documents are required to apply to Indian universities?
Indian universities usually require an Indian transcript which carries a percentage equivalent of the grades obtained. This is easily obtained from the IB and arrives immediately on the release of results or is dispatched directly to the relevant university or institute of higher education.
A few universities may request for a migration certificate. This is also easily obtained from the IB.
How do IB students fare in college acceptance?
INTERNATIONAL: As per the statistics available, an IBDP student with 37 and above (maximum possible being 45) accumulates good enough credits to get admissions in the best universities around the world. Students with a score lower than 37 (say in the range of 31 to 36) are also well accepted in universities worldwide. All students who have cleared the IB diploma programme requirements with 24 points, which is the minimum, are also accepted in colleges and universities around the world. The idea is to find a college that is the best fit for a particular student.
INDIA: The Association of Indian Universities (AIU) recognizes IBDP as a qualifying secondary school diploma for admission to Indian universities. The AIU also recognises DP for admission to Indian universities provided a student has scored a minimum of 24 points and has passed a minimum of 3 subjects at higher level and 3 subjects at standard level.
Does grade-based marking put IB students at a disadvantage for college admissions vi-a-vis their peers from Indian national systems that offer percentages?
This is not a problem as the IB issues all students who make a request an Indian percentage transcript with percentages listed alongside their grades.
Can an IB student take on the challenge of Indian competitive exams such as IIT JEE, NEET, etc.?
The course content of IB DP for the Sciences and Mathematics is in line with the prescribed syllabus of all India open entrance tests for Engineering or Medicine undergraduate studies. All IITs and other specialized institutes recognize the IB. What subjects should you take if you want to study engineering/medicine?
Physics and Math at the Higher Level and Chemistry at the standard or higher level are recommended for students interested in engineering, either in India or overseas.
Physics, Chemistry, and Biology are required for studying medicine in India. Medicine in the UK requires 2 higher level sciences. Medicine in the US and Canada is a postgraduate degree. Since there is a requirement for students to do three sciences for medicine in India, the IB allows these students to do a non-regular diploma, in which they do a third science in place of a humanities subject.
Is the SAT required for IB students?
The IBDP is not a substitute for these standardized university entrance tests. Most US universities require SAT scores.
IBDP CLASS OF 2023
Learning Journeys
Every year on our learning journeys students explore the wonders of nature and experience the enigma of history, realizing India in all her reality and grandeur. Our DP learning journey, which typically takes place in grade 11, usually covers more than one north eastern state, to understand this distant part of India in an experience that naturally leads to a conversation on 'what does it mean to be Indian?' This learning journey has been organized to give our diploma programme students a chance to experience Nagaland, as it is in many ways representative of the entire region with the diversity of ethnicity and language, and as one of the world’s greatest biodiversity hotspots and for natural beauty, much of it protected by the indigenous knowledge and traditions of its peoples. Climate, landforms, economic progress and biodiversity act as the background for a conversation on culture and identity, and indigenous knowledge systems, as children push themselves intellectually with reading, thinking, questioning; socially by building self-awareness and relationships; and physically with a trek that is at once challenging and incredibly beautiful.
STUDENT ADVANCEMENT CELL
Student Advancement Cell (SAC) at Neev Academy provides each child with support, services and opportunities to motivate them in growing and exploring their interests and passions while recognising their strengths and challenges in turn assisting them to be - college, career and citizen ready.
Academic support by the Learning Support team, helping in recognising and approaching challenges in meeting academic requirements.
Social emotional support by the school psychologist includes proactive age and grade appropriate whole class lessons and individual skill building sessions with students who need additional support.
College Guidance systematically services the high school students to increase familiarity with universities for easy accessibility and clearer understanding and tracks academic growth.
Student life moves beyond core academics to provide opportunities to students to participate in events that build community spirit and showcase individual skills inside and outside of school.
All verticals of the department support and reflect the school’s core belief and the IB’s mission of encouraging every student, irrespective of capability, ability, country of origin, economic status, sex or religion, to become active, compassionate, life-long learners.
Social and Emotional Well being
Grade 1-12
Learning Support
Grade 1-12
Student Life
Grade 1-12
College Guidance
Grade 9 -12
In addition Neev Academy is a college board test center for SAT exams (CEEB Code - 671201) and the SAC oversees these examinations and all other standardised tests in the school.
LEARNING SUPPORT ADMISSION CRITERIA
The environment at Neev Academy is inclusive of physical and curriculum support. There is no discrimination against any conditions. However, the LS services at Neev are limited. The degree and severity of the support will determine if the environment is best suited for the student. Students with mild to moderate learning differences would be considered for admission. To support the interventions and modifications being extended within the school, the students may be required to avail specialized therapies from external sources. Neev may not be the appropriate environment for students with moderate to severe learning or behavioural needs.
STUDENT LIFE ENRICHMENT OPPORTUNITIES AT NEEV
Interest and Choice Learning : A variety of learning camps and clubs during and beyond school hours is offered to the students to build strong teams and develop a culture of sports, music, drama, writing and debate School Camps & ClubsCareer exploration & Internships
Student Government : The student government at Neev, has a range of representation through all grade levels ensuring that students actively experience the working of a democracy. Leaders range from the President at the top to the House captains, vice captains, Class & CAS representatives giving a fairly good representation of all the sections of the student body. There is also a student-led newspaper - Neev Times.
Career exploration & Internships
Academic competitions (Olympiads, Subject specific prizes, Writing tournaments, etc.)
Inter & Intra School competitions and events (MUN, Sports, Hackathons, etc.)
Ideas@Neev (Speaker series of eminent scholars, entrepreneurs, and thought leaders from different spheres)
Service opportunities (Global issues network, Service internships, etc.)
HIGH SCHOOL STUDENT GOVERNMENT WORKSHOP
High School Student Government Workshop : Students from the Executive Council, House Council and Neev Times participated in a team-building activity led by the school psychologist. This interactive session focused on enhancing their critical thinking, problem-solving, communication, and collaboration skills. The session concluded with small group discussions, where they formulated a common plan of action to achieve their goals for the year in alignment with the charter.
UNIVERSITY OFFERS (COUNTRY WISE)
INDIA
Ahmedabad University
Ashoka University
Atria University
Azim Premji University
Bennett University
FLAME University
Krea University
Manipal Institute of Technology
O.P. Jindal Global University
PES University
Plaksha University
St Joseph’s College
USA
Arizona State University
Babson College
Baylor University
Binghamton University
Boston University
Brandeis University
Brown University
CalPoly Pomona
Case Western Reserve University
College of William & Mary
College of Wooster
Cornell University
Culinary Institute of America
De Montfort University
Denison University
Drexel University
Earlham College
Emerson College
Falmouth University
Fordham University
Franklin & Marshall College
George Mason University
George Washington University
Georgia Institute of Technology
Georgia State University
Hampshire College
Indiana University – Indianapolis
Indiana University - Bloomington
Iowa State University
Ithaca College
Knox College
Massachusetts College of Art & Design
Massachusetts Institute of Technology
Michigan State University
Middlebury College
Mount Holyoke College
New York University
North Carolina State University
Northeastern University
Ohio State University
Ohio Wesleyan University
OTIS College of Art & Design
Pace University
Pennsylvania State University
Pratt Institute
Purdue University
Rhode Island School of Design
Rochester Institue of Technology
Rutgers University
San Diego State University
Savannah College of Art and Design
School of the Art Institute of Chicago
Simmons University
Smith College
St.Olaf College
Swarthmore College
Syracuse University
Temple University
Texas Tech University
The New School
University of Texas at Austin
University of Texas at Dallas
Trinity University
University at Buffalo
University of Alabama at Birmingham (UAB)
University of Arizona
University of California - Berkeley
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 California – Davis
University of Massachusetts, Amherst
University of Michigan Dearborn
University of Michigan - Ann Arbor
University of Minnesota - Duluth
University of Minnesota - Twin Cities
University of Pittsburgh
University of Rochester
University of San Francisco
University of South Florida
University of Southern California
University of Texas A&M
University of Texas 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
Wheaton College
Wichita State University
Birkbeck University of London
Birmingham City University
Brunel University London
Cardiff University
Coventry University
Durham University
Hult International Business School
Imperial College London
King's College London
Kingston University
Lancaster University
Leeds Trinity University
London School of Economics
London School of Economics and Political Science
London Southbank University
Loughborough University
Middlesex University
Newcastle University
Northumbria University
Oxford Brookes University
Queen Mary University of London
Queen's University Belfast
AUSTRALIA UK
Royal Holloway
Sheffield Hallam University
SOAS University of London
Solent University
University of the Arts London
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 Manchester
University of Nottingham
University of Plymouth
University of Portsmouth
University of Reading
University of Sheffield
University of Southampton
University of St Andrews
University of Strathclyde
University Of Surrey
University of the Arts London
University of the Creative Arts London
University of Warwick
University of Westminster
Bond University
Monash University
University of Melbourne
University of Sydney
CANADA
Concordia University
Dalhousie University
McGill University
McMaster University
Ontario College of Art & Design
Queen's University
Simon Fraser University
University of Alberta
University of British Columbia
University of Guelph
University of Ottawa
University of Toronto
University of Waterloo
Wilfred Laurier
York University
SINGAPORE
Lasalle College of the Arts
Nanyang Academy of Fine Arts
Nanyang Technological University
National University of Singapore
EUROPE
Amsterdam University
École Polytechnique
Eindhoven University of Technology
IE University Spain
Leiden University
Maastricht University
TU/ Delft
Twente University
University of Groningen
Utrecht University
Nuova Accademia di Belle Arti (NABA)
MALAYSIA
University of Nottingham
MIDDLE EAST
Weill Cornell Medicine-Qatar
IRELAND
National University of Ireland, Galway
Royal College of Surgeons in Ireland
ACADEMIC INTEGRITY
Academic honesty in an integral part of learning at Neev. To this end, students are introduced to practices that lead automatically to a culture of honesty. This includes providing students with the means and support to conduct research the evaluation of sources, how to reference a source, how to avoid collusion and other forms of malpractice. The school takes a very strong stance against academic dishonesty. Students are cautioned that academic dishonesty might lead to the loss of the IB.
