Cambridge IGCSE :
The International General Certificate of Secondary Education (IGCSE) is an English language based examination similar to GCSE and is recognized in the United Kingdom as being equivalent to the GCSE for the purposes of recognizing prior attainment.
It was developed by University of Cambridge International Examinations. The examination boards Edexcel and OxfordAQA also offer their own versions of International GCSEs.
The qualifications are based on individual subjects of study, which means that one receives an “IGCSE” qualification for each subject one takes. Typical “core” subjects for IGCSE candidates include a First Language, Second Language, Mathematics and one or more subjects in the Sciences.
The Cambridge IGCSE curriculum offers a variety of routes for learners with a wide range of abilities, including those whose first language is not English. For learners, Cambridge IGCSE helps improve performance by developing skills in creative thinking, enquiry and problem solving. Students normally begin studying the syllabus at the beginning of Year 10 and take the test at the end of Year 11.
International Baccalaureate Curriculum :
IB 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. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes 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 can be expressed as:
• the ability to be better prepared for the 21st century global challenges
• understanding ourselves to connect with others
• awareness that the world is much larger than the community in which we live
• respect and understanding for other perspectives, cultures and languages
• the ability to see oneself as a responsible member of the community and a global citizen.
| Inquirers | We nurture our curiosity, developing skills for inquiry and research.We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. |
| Knowledgeable | We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. |
| Thinkers | We use critical and creative thinking skills to analyse and take responsible action on complex problems.We exercise initiative in making reasoned, ethical decisions. |
| Communicators | We express ourselves confidently and creatively in more than one language and in many ways.We collaborate effectively, listening carefully to the perspectives of other individuals and groups. |
| Principled | We act with integrity and honesty, with a strong sense of fairness, justice and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. |
| Open-minded | We critically appreciate our own cultures and personal histories, as well as the values and traditions of others.We seek and evaluate a range of points of view, and we are willing to grow from the experience. |
| Caring | We show empathy, compassion and respect.We have a commitment to service, and we act to make a positive difference in the lives of others and the world around us. |
| Risk-takers | We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies.We are resourceful and resilient in the face of challenges and change. |
| Balanced | We understand the importance of balancing different aspects of our lives- intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize interdependence with other people and with the world in which we live. |
| Reflective | We thoughtfully consider the world and our own ideas and experience.We work to understand our strengths and weaknesses in order to support our learning and personal development. |
Pre-requisites for success at Diploma Programme
To be a successful IB Diploma student, it is necessary to be punctual both to classes and to school, to have an excellent attendance record, and to complete work on time and to an appropriate standard. In all courses, students must complete mandatory coursework assignments; typically this coursework amounts to 20 – 25% of the final grade for each course, although in some cases it may be higher or lower. The key to doing this work to an acceptable standard is organization, and the importance of keeping to internal deadlines cannot be stressed enough. Additionally students should ensure that he/she is academically honest and has cited all possible sources of info. Failing which the student will not be awarded IB Diploma and has to face consequences as decided by IBO.
Is IB Diploma recognized in India?
The International Baccalaureate has a presence in countries throughout the world and universities worldwide recognize the strength of the IB Diploma Programme. India too is not an exception. India has had an IB World School since 1976. About 169 Indian schools offer either one or more of the IB programmes. Out of which 138 schools offer the Diploma Programme. About 223 Universities admit IB students to their courses. The Association of Indian Universities (AIU), an organization and association of major universities in India, acts as a bureau of information exchange in higher education and recognized the IB Diploma Programme since 1983.
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Group 1 Studies in Language and Literature |
Group 2 Language Acquisition |
Group Individuals and Societies |
Group 4 Sciences |
Group 5 Mathematics |
Group 6 The Arts |
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English A: Language & Literature HL/SL |
English B HL/SL |
Business Management
HL/SL
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Biology HL/SL |
Mathematics: Analysis and Approaches HL/SL |
Music
HL/SL
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Chinese/Korean /Thai/ Any other language other than English Literature Self- taught - SL |
French Ab Initio SL |
Economics HL/SL |
Chemistry HL/SL |
Mathematics: Applications & Interpretation HL/SL |
Theatre Arts HL/SL |
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French B HL/SL |
Environmental System & Societies SL (Interdisciplinary subject) can be taken in either Group 3 or 4 |
Computer Studies HL/SL |
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Visual Arts
HL/SL |
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German Ab Initio SL |
Geography HL/SL |
Design Technology HL/SL |
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German B HL/ SL |
History HL/SL |
Environmental System & Societies SL
(Interdisciplinary subject) can be taken in either Group 3 or 4
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Hindi B HL/SL |
Psychology HL/SL |
Physics HL/SL |
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Spanish Ab Initio SL |
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Spanish B HL/SL |
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| Group 1 Studies in Language and Literature | Group 2 Language Acquisition | Group 3 Individuals and Societies | Group 4 Sciences | Group 5 Mathematics | Group 6 The Arts |
|---|---|---|---|---|---|
| English A: Language & Literature HL/SL | English B HL/SL | Business Management HL/SL | Biology HL/SL | Mathematics: Analysis and Approaches HL/SL | Music HL/SL |
| Chinese/Korean /Thai/ Any other language other than English Literature Self- taught – SL | French Ab Initio SL | Economics HL/SL | Chemistry HL/SL | Mathematics: Applications & Interpretation HL/SL | Theatre Arts HL/SL |
| French B HL/SL | Environmental System & Societies SL (Interdisciplinary subject) can be taken in either Group 3 or 4 | Computer Studies HL/SL | Visual Arts HL/SL | ||
| German Ab Initio SL | Geography HL/SL | Design Technology HL/SL | |||
| German B HL/ SL | History HL/SL | Environmental System & Societies SL (Interdisciplinary subject) can be taken in either Group 3 or 4 | |||
| Hindi B HL/SL | Psychology HL/SL | Physics HL/SL | |||
| Spanish Ab Initio SL | |||||
| Spanish B HL/SL |