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International Baccalaureate Diploma Programme
The International Baccalaureate Organisation (IBO) is an international educational organisation that develops well rounded curriculums for students from primary school to the pre-university stage. The International Baccalaureate Diploma Programme (IBDP) is the flagship curriculum of the IBO and is a two year programme that prepares students with the skills they need when they get to college. The IBDP is accepted in most countries and is recognized as a rigorous programme that prepares students for the skills they need when they enter college.

The IBDP consists of the Diploma Programme Core and six subject groups. The Core consists of three elements – Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Activity and Service (CAS). The Core develops in students the crucial skills to think critically about knowledge itself, to conduct independent research and to build themselves into contributing members of society.

The six subject areas are Group 1 (Studies in Language and Literature), Group 2 (Language Acquisition), Group 3 (Individuals and Societies), Group 4 (Sciences), Group 5 (Mathematics), and Group 6 (The Arts). Students doing the IBDP are expected to take one subject from each group, with the exception of Group 6 (The Arts), which they can substitute with an additional subject in either Group 3 or Group 4.

Most subjects are offered at the standard level and higher level. Standard level subjects include 150 hours of instruction over two years while higher level subjects include 240 hours of instruction. Students doing the IBDP are expected to take 3 or 4 higher levels subjects.

The Learner Profile
The IB Learner Profile includes the following ten attributes: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective. The IBDP aims to develop these attributes in the students who undertake the programme.

Assessment in the IBDP consists of internal assessments and external assessments. Every subject has an assessed component that is marked internally by the school’s teachers and moderated externally by IB examiners. In addition to the internal assessments, every subject has externally assessed components, most of which are in the form of exams that the students write at the end of the second year of the IBDP. The examinations are conducted in May of the graduating year.

The IBDP results are declared in July. Each of the subjects in the six subject areas is graded on a scale from 1 to 7, 7 being the best. TOK and EE, which are given letter grades from A to E, A being the best, can contribute up to 3 bonus points. This gives a maximum of 45 points that a student can score.

IBDP Subjects at BIS
Group 1: English A: Language and Literature (HL/SL)
Group 2: French (ab initio SL/B SL), Hindi (B SL), Spanish (ab initio SL/B SL)
Group 3: Business Management (HL/SL), Economics (HL/SL), History (HL/SL), Psychology (HL/SL)
Group 4: Biology (HL/SL), Chemistry (HL/SL), Computer Science (HL/SL), Food Science and Technology (SL), Physics (HL/SL)
Group 3/4: Environmental Systems and Societies (SL) which can function as a Group 3 or Group 4 subject
Group 5: Mathematics: Analysis and Approaches (HL/SL), Mathematics: Applications and Interpretation (HL/SL)
Group 6: Visual Art (HL/SL)

Further Information
For further information, either visit the IBO website or use our contact us page.

Creativity, Activity and Service (CAS)

Creativity, Activity and Service (CAS) is one of the essential components of the IB Diploma Programme. It enables students to show initiative, demonstrate perseverance and develops skills such as collaboration, problem solving and decision making.

CAS is the experiential learning component of Bangalore International School and is mandatory for all students. Contributing to the society is a philosophy in which we all believe at BIS. With this belief we run the CAS programme for the entire school. Students are encouraged to form clubs of their interest. These clubs are managed by students themselves, with teachers acting as facilitators. Middle and High School students form separate groups so that every student gets an opportunity to develop leadership skills. Through CAS activity, students develop empathy, belongingness and a sense of being a part of the larger society. Their personal and interpersonal development through experiential learning is enhanced. They are involved in challenging and life changing experiences through self-discovery and awareness. They understand their own strengths and limitations, identify goals and devise strategies for personal growth.

At the end of the year, students are appreciated and rewarded for their proactive contribution and collaborative work.