· School must be accredited by the International Baccalaureate (IB) of Geneva

· School must offer at least one of the three programs offered by IB

· School should have a cohort of IB trained Teachers and cater for ongoing professional development

· State of the Art infrastructural requirements and rich research resources in the form of laboratories and library.

IB Diploma Program (DP) – a two year rigorous pre-university course (grades 11–12) that prepares students to enter top Universities in the world including India. IB offers

· a formal external examination at the completion of the DP program for age group 16 to 19 years.

· IB Middle Years Program (MYP) – a program for age group 11-16 (grades 6–10)

· IB Primary Years Program (PYP) – a program for age group 3-12 (grades Nursery–5)

• There are 2,094* schools spread over 125 countries all along the globe
• · There are 62* IB schools in India.

· 1968 in Geneva, Switzerland with the objective to provide a rigorous, consistent high School curriculum for the children of globally mobile families.

· The IB program is practical and application –based. It has broader spectrum of subjects that lead to holistic development. IB examinations test student’s Knowledge, not their memory and speed. There are no externally evaluated examinations till the Middle years Program (Class 10). The focus of IB Pedagogy is on ‘how to learn’ rather than what to learn.

· The purpose of the IB is to produce global citizens, but it can be well- integrated with the local curriculum.

· Development of a curriculum which is essentially dynamic and continuously evolving to meet changing demands of the young

· Training of teachers to deliver the ever changing curriculum

· Assessment of the students based on the ever changing curriculum

· 5 year reviews of the Programmes for quality check

Schools can choose to offer any or all of the programmes. Each program has independent process for accreditation. IB offers specific authorisation separately for each program

Transcending the curriculum goals, the inculcation of the attributes of the “Learner profile” is the mission of IB.

IB students have to be Inquirers, Knowledgeable, Thinkers,Communicators,Principled,Open-Minded,Caring,Risk-takers,Balanced and Reflective

Each of the three programs and more specifically the DP program is designed in a way that students from different streams could adapt to the program requirements. Students find application based curriculum and project work quite encouraging and interesting. Each year many students join IB schools in grades 9 and 11 and have performed well consistently

· A comprehensive program with inter relatedness between different subjects and themes

· Opportunity to engage in structured, purposeful inquiry thus helping students to construct their own learning and understanding.

· Develop a deep understanding of important and enduring concepts

· Conduct research into knowledge which has local and global significance

· Ability to relate classroom learning to real life situations and apply it in the here & now to bring about immediate change in own life & environment

· Acquire and practice a range of essential disciplinary and trans disciplinary skills

· Be encouraged to develop positive attitudes towards learning, the environment & other people

· Have the opportunity for involvement in responsible action and community service

· Develop independent thinking, yet appreciating that people with different views could also be right

· International mindedness by getting exposed to other world languages, cultures and practices, yet remain rooted in one’s own

· To become an informed participant in world affairs

· The programme inculcates values and builds character

· The curriculum is working to define a balanced program of concepts, knowledge, skills, attitudes and actions for children

· The curriculum sets high standards for and has high expectations of students

· The teachers plan the program together, providing a coherent education

· The curriculum promotes good teaching practice, both through the written curriculum documents and by sharing ideas among authorized schools

· It incorporates a range of assessment, recording and reporting strategies

CLS is typically for learners aged 11 to 14 years (classes 6-8). It gives schools a flexible framework for developing skills and understanding in English, Mathematics and Science. Other Subjects studied by the students are Hindi; French/Spanish/German; History, Geography.

The Cambridge Lower Secondary testing structure is used to assess the learner performance and report progress to learners and parents. Cambridge Lower Secondary assessment uses internationally benchmarked tests, giving parents extra trust in the feedback they receive.

There are two assessment options:

· Cambridge Lower Secondary Progression Tests (marked in school)

· Cambridge Lower Secondary Checkpoint (marked by Cambridge examiners).

Cambridge Lower Secondary Progression Tests

Cambridge Lower Secondary Progression Tests provide valid internal assessment of knowledge, skills and understanding in English as a first or second language, mathematics and science. The tests:

· enable learning to be assessed each year

· provide detailed information about the performance of each learner for stages 7, 8 and 9

· enable teachers to give structured feedback to learners and parents

· enable teachers to compare the strengths and weaknesses of individuals and groups

· are marked by teachers at the school

· come with clear guidance, standards and mark schemes

Cambridge Lower Secondary Checkpoint is a diagnostic testing service that helps learners by giving comprehensive feedback on their strengths and weaknesses in each subject area.

We offer Cambridge Lower Secondary Checkpoint tests once a year and they are usually taken at the end of Cambridge Lower Secondary( that means end of Grade 8). The tests are marked in Cambridge and each learner receives a statement of achievement and a diagnostic report. The Cambridge Global Perspectives assessment is marked by teachers and moderated in Cambridge.

Understanding the values delivered by CLS program Cambridge now promises to offer new courses so that the learners get more prepared for Cambridge upper secondary

Cambridge Learners build more than just a deep understanding of their subject. Being a student of Cambridge program means developing of higher order thinking skills to apply what they have learnt.

Cambridge IGCSE is a passport to the best international universities around the world and is a qualification that is held in high regard.

· Recognition by International Employers of top companies across the globe understand and value the Cambridge IGCSE course and the skills it equips learners with. The Cambridge IGCSE is a popular pick for top tech companies, and business giants alike.

Learner-Centric Approach The IGCSE places the learner at the centre of the curriculum, and has teaching and learning practices that are designed to optimise learning. Individual students’ needs take high priority in the curriculum.

· Inquiry-based learning Learning through exploration and real-life connections, through inquiry is central to the Cambridge IGCSE course. The programme encourages students to investigate issues, develop their own questions and analysis to go further in their understanding.

· A Global Community One of the most compelling reasons to choose Cambridge IGCSE is that Cambridge Learners & Faculty alike are part of a global network of a community of learners that share resources, information and tools to take learning to the next level.

· Rigorous Assessment Cambridge Assessments are one of the most reliable and trusted assessment systems in the world- the assessments are fair as well as flexible. The assessment system focuses on enduring conceptual learning and promotes the development of higher order thinking skills.