Our Curriculum

Our Curriculum - Primary Years Programme

Introduction to the PYP

At Podar International School, we follow the IB Primary Years Programme from Grade 1 to Grade 5.

The PYP is a curriculum framework based on the most current best practiced educational research from around the world.

The PYP prepares students for the intellectual challenges of further education and their future careers while focussing on the development of the whole child as an inquirer, both in the classroom and in the world at large.

The programme aims to develop students’ academic, social and emotional wellbeing. through a focus on international mindedness and strong personal values.

Elements of the PYP framework

The PIS curriculum is built on the PYP framework of the 5 essential elements – knowledge, conceptual understandings, skills, dispositions and action.


Characteristics of the PYP framework

The PYP framework supports the symbiotic relationship between the learner, learning and teaching and the learning community.
The transdisciplinary model permeates all three pillars of the PYP curriculum framework—the learner, learning and teaching, and the learning community. Together, the PYP framework and elements within it contribute to a learning experience that is transdisciplinary.


The pillars of the PYP curriculum framework

The transdisciplinary model extends across all three pillars of the PYP curriculum framework—the learner, learning and teaching, and the learning community.

  • The learner: describes the outcomes for individual students and the outcomes they seek for themselves (what is learning?)
  • Learning and teaching: articulates the distinctive features of learning and teaching (how best to support learners?)
  • The learning community: emphasizes the importance of the social outcomes of learning and the role that IB communities play in achieving these outcomes (who facilitates learning and teaching?)

The Learner Profile

The IB learner profile represents a broad range of human capacities and responsibilities that encompass intellectual, personal, emotional and social growth.

Developing and demonstrating the attributes of the learner profile provides an important foundation for international-mindedness.
The learner profile supports students in taking action for positive change.


The Learner Profile in action

The learner profile supports students in developing international-mindedness and in taking action for positive change. Exercising their agency, students take ownership of their learning, express their ideas and opinions, and reflect on their development of the learner profile attributes.

Students have a range of opportunities to develop, demonstrate and reinforce attributes of the learner profile in the daily life of the learning community. For example, these opportunities arise:

  • as part of the school curriculum—through the transdisciplinary units of inquiry and through subject specific investigations.
  • through interactions in a variety of learning spaces—in the library, music room, makerspace through social interactions—break/recess and lunch, sport and interest groups, after school activities during field trips—museum visits, interschool sports events, camps.
  • through school events—assemblies, drama productions, sports days.
  • at home and in the wider community—interactions with family, friends, local businesses, sports clubs, interest groups.

A model of transdisciplinary learning

The PYP programme ensures that learning is engaging, relevant, challenging and significant.

A transdisciplinary approach encapsulates these aspects of learning. Transdisciplinary learning in the PYP conveys learning that has relevance between, across and beyond subjects and transcends borders that confine them to connect to what is real in the world.

The elements provide the foundation for students to develop transdisciplinary thinking, to explore real-life issues and to effect change. They support the development of “internationally minded people who recognize their common humanity and shared guardianship of the planet” (IBO 2017: 2).

Learning through the transdisciplinary themes


Approaches to learning

Approaches to learning (ATL) are grounded in the belief that learning how to learn is fundamental to a student’s education.

Five categories of interrelated skills and associated sub-skills support students of all ages to become self-regulated learners.

The IB’s ATL aim to support student agency and the development of cognitive and metacognitive skills and dispositions so that students view learning as something that they “do for themselves in a proactive way, rather than as a covert event that happens to them in reaction to teaching” (Zimmerman 2000: 65). Together, these ATL help students think, research, communicate, socialize and manage themselves effectively.

Embedded within the ATL are digital literacy skills that can be an invaluable resource for information gathering or processing, as well as for critical and creative thinking, communication and collaboration.

By combining ATL and the attributes of the learner profile, PYP students become self-regulated learners. Self-regulated learners are agents of their own learning. They know how to:

  • set learning goals
  • ask open-ended questions
  • generate motivation and perseverance
  • reflect on achievement
  • try out different learning processes
  • self-assess as they learn
  • adjust their learning processes where necessary

(Zimmerman and Schunk 2001; de Bruin et al. 2012; Wolters 2011).


Action, the core of student agency, is integral to the Primary Years Programme (PYP) learning process and to the programme’s overarching outcome of international-mindedness. Through taking individual and collective action, students come to understand the responsibilities associated with being internationally minded and to appreciate the benefits of working with others for a

Action might come in the form of :

  • Participation
  • Advocacy
  • Social justice
  • Social entrepreneurship
  • Life choices



  • The exhibition is the culminating, collaborative experience in the final year of the PYP.
  • The exhibition is an authentic process for students to explore, document and share their understanding of an issue or opportunity of personal significance.
  • All exhibitions are student-initiated, designed and collaborative.
  • The degree to which students are engaged with planning and implementing their exhibition depends on the students and schools’ experience with the PYP.

Learn more about the primary years programme on the International Baccalaureate site.

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Our Curriculum – PRE IGCSE (VIII)

Cambridge IGCSE develops skills in creative thinking, enquiry and problem solving. It is the perfect springboard to advanced study. The syllabuses are international in outlook, but retain a local relevance. The curriculum develops learner knowledge, understanding and skills in:

  • Subject content.
  • Applying knowledge and understanding to new as well as unfamiliar situations.
  • Intellectual enquiry.
  • Flexibility and responsiveness to change.
  • Working and communicating in English.
  • Influencing outcomes.
  • Cultural awareness.

A Cambridge IGCSE is the formal recognition of a learner’s achievement at the end of a particular subject course covered during grade 8, 9 and 10.

Each qualification is made up of a number of assessments (called components), the majority of which take place at the end of the course. The methods of assessment include written papers, orals, coursework and practicals.

Learners have an access to library, computers, laptops, i-pads and the internet in the classroom. This can enhance the teaching programme by providing opportunities for differentiated learning approaches that target the individual learning needs of each student.

Click here to view Curriculum Overview – Pre IGCSE



  1. English – First language – 0500
  2. Hindi – Second language – 0549
  3. French – Foreign language – 0520


  1. Economics – 0455


  1. Biology – 0610
  2. Chemistry – 0620
  3. Physics – 0625


  1. Mathematics – 0580


  1. Business Studies – 0450
  2. Information & Communication Technology – 0417


Podar International School (Santacruz) follows the Cambridge Pathway for learners aged 5 to 19, offering a range of subjects. The curriculum designed by the school is exciting and relevant, providing learners with a chance to acquire the knowledge and skills they need to achieve at school, university and beyond.

The four stages namely 

  • Cambridge Primary Checkpoint
  • Cambridge Lower Secondary Checkpoint
  • Cambridge IGCSE
  • Cambridge International AS & A Levels

builds on the learners’ development from the previous one leading them seamlessly from primary to secondary years

Cambridge Primary Checkpoint

Cambridge Primary focuses on developing knowledge and skills in core subjects English, Mathematics and Science which form an excellent foundation for future study.

Cambridge Primary Checkpoint tests, taken up by the learners at the end of term 1 of grade 6, give valuable feedback on learners’ strengths and weaknesses before they progress to the next stage of education. These tests are marked in Cambridge and provide schools with an external international benchmark for learner performance.

Cambridge Lower Secondary Checkpoint

Cambridge Lower Secondary develops skills and understanding in English, Mathematics, and Science. It provides an excellent foundation for Cambridge Upper Secondary and other educational programmers. Cambridge Lower Secondary Checkpoint tests taken at the end of grade 7 at PIS are used to monitor learners’ readiness for the next stage of education. These assessments provide an international benchmark of student achievement, helping teachers to identify learners’ strengths and weaknesses and give advice on progression routes.

Cambridge IGCSE

IGCSE builds on the foundations of Cambridge Lower Secondary. The approach is to encourage learners to engage with a variety of subjects and make connections between them. Cambridge IGCSE develops learner knowledge, understanding and skills and thus serves as a perfect springboard to advanced study.

The syllabuses are international in viewpoint, but retain a local relevance concerning subject content, applying knowledge and understanding to new as well as unfamiliar situations, intellectual inquiry, flexibility and responsiveness to change & cultural awareness.

IGCSE curriculum is learnt from grade 8 to 9. The concept is further reinforced in grade10. Cambridge IGCSE assessment takes place at the end of Grade 10 and includes written, oral, coursework and practical assessment which broadens opportunities for students to demonstrate their learning

So that learner can demonstrate competence across a wide range of subjects and skills we encourage them to take up minimum 7 to 9 subjects at IGCSE. It also makes them eligible for the ICE certificate.

The Cambridge ICE certificate is a group award for learners taking at least seven Cambridge IGCSE subjects, including two from Group 1 and one from each of Groups 2 to 5. The seventh subject may be chosen from any of the syllabus groups. The subjects in the five IGCSE curriculum areas offered at PIS are:

  • Group 1 – Languages (English – First Language – 0500, French – Foreign Language – 0520, Hindi as a Second Language – 0549)
  • Group 2 – Humanities(Economics – 0455,Global Perspectives – 0457)
  • Group 3 – Sciences (Biology – 0610, Chemistry – 0620, Physics – 0625)
  • Group 4 – Mathematics (Mathematics – 0580, Mathematics – International – 0607, Mathematics – Additional – 0606)
  • Group 5 – Creative and Vocational (Business Studies – 0450, Accounting – 0452, Information & Communication Technology – 0417)

Cambridge International AS & A Levels

Cambridge International A Level is typically a two-year course. Cambridge International AS & A Level develops learners’ knowledge, understanding and skills in: in-depth subject content, independent thinking, applying knowledge and understanding to new as well as familiar situations, handling and evaluating different types of information source, thinking logically and presenting ordered and coherent arguments, making judgments, recommendations and decisions, Presenting reasoned explanations, understanding implications and communicating them logically and clearly.   AS & A Level learners gain places at leading universities.

Our learners can choose from a range of assessment options to gain Cambridge International AS & A Level qualifications. They can take a ‘staged’ assessment route – take the Cambridge International AS Level in one examination series (Grade 11) and complete the final Cambridge International A Level at a subsequent series (Grade 12). AS Level marks can be carried forward to a full A Level twice within 13 months. Alternatively, learners can take all the papers of the Cambridge International A Level course in the same examination session, us at the end of the course.

Subjects offered for AS & A Level qualifications at Podar International School:

  • Accounting – 9706
  • Art & Design – 9704
  • Biology – 9700
  • Business – 9609
  • Chemistry – 9701
  • Computer Science – 9608
  • Economics – 9708
  • English – Language – 9093
  • English General Paper (AS Level only) – 8021
  • Information Technology – 9626
  • Mathematics – 9709
  • Physics – 9702
  • Psychology – 9990

We offer a choice of subjects and learners can then choose any combination. This flexibility means schools can build an individualized curriculum, and learners can choose to specialize in a particular subject area or study a range of subjects.

To Know More Please Click On The Link Below

Click here to view Curriculum Overview – IGCSE

Our Curriculum – A LEVELS

The students can select 4 subjects from the following :

A Level – Science Stream (Any Three)

  1. Physics
  2. Chemistry
  3. Biology
  4. Mathematics
  5. Computer Science
  6. Art and Design

A Level – Commerce Stream (Any Three)

  1. Accounting
  2. Business Studies
  3. Economics
  4. Mathematics
  5. Art & Design
  6. Psychology
  7. Information Technology

English Language is compulsory however there is a choice between English language and General English as the 4th subject for both the streams.

In addition to the above categories, students can select any 4 subjects & customize their own combinations with prior approval from the head of the center.

Click here to view Curriculum Overview – A Levels

Our Curriculum – IBDP


The IB Diploma Programme is a comprehensive and challenging pre-university course that demands the best from both motivated students and teachers. This sophisticated two-year curriculum covers a wide range of academic subjects, and it is offered in 141 countries worldwide with 3326 schools to over 990,000 students taking the final exam every year. It is fast-growing and is expected to exceed 20 million by the end of 2020. The world’s leading universities welcome IB Diploma Programme graduates.


The high academic standards of IB Diploma Programme is recognised world-over. Assessment is varied and takes place over two years, with final examinations in each subject. Students’ work is assessed by an international board of examiners, who are themselves rigorously trained and monitored by the International Baccalaureate Organization (IBO)

Universities recognise the outstanding qualities of IB Diploma Programme students. Typically diploma holders are ready to debate real-world issues from an international perspective and to provide leadership and support in the local and global community. They demonstrate a capacity for in-depth study while maintaining a broad view of the different subject areas. They can ask challenging questions but also know how to research a topic and express their opinion. They have a strong sense of their culture and identity, as well as the ability to communicate in two or more languages with people who have a different perspective of the world.

Podar International School offers a comprehensive two-year Diploma. With their Motto of Excellence in education and with 87 glorious years of association with various National and State Boards, it was a natural progression for Podar to associate with international academia.

Podar International School is located in the heart of the city of Mumbai, making daily commuting easy for students. Podar’s strong faith in Indian culture and ethos has already attracted many NRIs who want to inculcate Indian values in their children.

Even as India carves a niche for herself in the world’s economic arena, it has become the need of the hour that our children learn the true spirit of International mindedness best expressed in the words of the Dalai Lama: “More calm, more peace, more compassion, more international feeling is very good for our health”.


The IBO has prescribed a list of qualities that are inculcated in students and teachers if they engage themselves critically with the learner profile and the values embedded in it rather than accept them unconditionally. The whole school community supports and nurtures the qualities. Small instances in the day to day teaching-learning experience speak a lot for themselves. Nevertheless, a list of some of the practices at our school with examples is given below.

Learner Profile


Indicators – Students

Indicators – Teachers


  • Demonstrate lifelong learning
  • Seek professional
  • Development opportunities

CAS activities like lessons for the BMC schools and Podar Hindi Medium initiated by students give them real-life  experiential learning for a lifetime.

  • Passionate about research and teaching.
  • Willingness to take on opportunities beyond classroom teaching like CAS, exam supervision, conducting mother tongue assemblies.


  • Understand cultural and local contexts

In French, students can compare the western and eastern cultures when a film discussion ensued about children loathe leaving home and settling independently.

  • Understands IB principles and practices and imbibes it in the classroom.
  • Excellent subject knowledge and IB curriculum content.


  • Backs up the decision with clear, reasoned evidence of how conclusions are reached.
  • Thinks creatively

The Physics club members measured the saving in electricity by reading the electric meter before and after switches were put off. They explained to the others how they went about it and reached a conclusion.

Reflection sheets are given to students to help them reason out why they liked a unit, what they found challenging, and how they can do better.


  • Shares practices with colleagues
  • Listen and encourage students to speak up
  • Students interact with the locals of a Warli village during CAS activities
  • Students also speak in French and Hindi in the respective classes.
  • Teachers are involved in all activities initiated by students concerning the school and students.
  • There is an open, collaborative atmosphere in every sphere, including planning curriculum or deciding picnic spots.


Accept responsibility for their actions and do not blame others.

  • Students sign the Academic Honesty Policy, which makes them responsible for their actions.
  • Students are respected, and discipline is ethical.
  • Students are encouraged to be honest and accept responsibility.


Value others’ perspectives which may be different.

  • Debates in TOK are conducted on current real-life situations.
  • MUN participation.

Teachers welcome · Peer assessment.

  • Class observations’ comments are taken positively as constructive criticism.


  • Demonstrate compassionate behaviour.
  • Supportive of colleagues.
  • Buddy system to help newcomers feel comfortable.
  • CAS helps the students get sensitised to those who are less fortunate.
  • Helping colleagues in ill-health to cope.
  • Teachers put aside self-interest for the good of the school and don’t mind working beyond.


  • Visionary leadership
  • Prepared to delegate
  • Courageous
  • Students took on a trek which was very strenuous but did not give up until they completed the assigned activities.
  • Students participate in group activities for events like the international evening to put up subject-specific/ theme specific stalls.
  • Open to new ideas to improve the quality of teaching.
  • The head of the school is willing to delegate to coordinators, tasks concerning the particular departments.


Development of the whole child emphasized.

  • Takes part in extra-curricular activities like sports, IIT tech fests
  • Support CAS, TOK and other school activities
  • More than teaching the subject, teachers develop skills.


  • Reflection sheets help students improve and be self-critical.
  • Students fill in the self-assessment target sheet and reflect on their performance. They also set themselves a target to achieve.
  • Prepare questionnaires to get relevant feedback
  • Use it as a tool for pedagogy.
  • After each unit, reflections on student response are done.
  • Coordinators do a result analysis to reflect on student performance.


IB Diploma Programme students choose to study six subjects – one from each of the subject areas highlighted in the diagram below.


The subjects we offer are :


It is a literature course studied in the ‘first language’ of the student or the language in which the student is most competent. It will normally be the language of the environment to which the student has been exposed from an early age. (Related terms are ‘mother tongue’, ‘native language’, and ‘home language’.)

In studying group 1 courses, students can develop:

  • a personal appreciation of language and literature
  • skills in literary criticism.
  • an understanding of the formal, stylistic and aesthetic qualities of texts.
  • strong powers of expression, both written and oral.
  • an appreciation of cultural differences in perspective.

The range of texts studied in language A courses is broad, and students grow to appreciate a language’s complexity, wealth and subtleties in a variety of contexts. A specific aim is to engender a lifelong interest in literature and a love for the elegance and richness of human expression.

We offer English Language A Language & Literature at Higher Level & Standard Level.


The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language.

Language B: HINDI (HL/SL)/ Language B FRENCH (SL)

Language B courses are intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level.

The course emphasises the acquisition and development of the language skills of listening, speaking, reading and writing.

The course, intended for students with several years’ prior knowledge of the language, emphasises the acquisition and development of the language skills of listening, speaking, reading and writing. OR

FRENCH ab initio (SL) SPANISH ab initio (SL)

Ab Initio courses are for beginners (that is, students who have little or no previous experience of learning the language they have chosen). These courses are only available at standard level.


  •       Business & Management (HL\SL)
  •       Economics (HL/SL)
  •       History (HL\SL)
  •       Psychology (HL/SL)

Business and management is a rigorous and dynamic discipline that examines business decision-making processes and how these decisions impact and are affected by internal and external environments. The business and management course aims to help students understand the implications of business activity in a global market. It is designed to give students an international perspective of business and to promote their appreciation of cultural diversity through the study of topics like international marketing, human resource management, growth and business strategy.

The IB Diploma Programme economics course emphasises the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies.

The historical study involves both the selection and interpretation of data and critical evaluation of it. Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its world and preoccupations and as more evidence emerges.

The Psychology course is the systematic study of behaviour and mental processes. Since the psychology course examines the interaction of biological, cognitive and sociocultural influences on human behaviour, it is well placed in group 3, individuals and societies. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. It will allow them to have a greater understanding of themselves and appreciate the diversity of human behaviour.


  •       Biology (HL/SL)
  •       Chemistry (HL/SL)
  •       Physics (HL/SL)
  •       Environmental Systems & Societies (SL)
  •       Computer Science (HL/SL)

All of these subjects may be studied at Higher Level or Standard Level, except ESS which is offered only at Standard Level.

Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method.

A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions.

Computer science aims to develop an understanding of:

  • the range and organisation of computer systems,
  • the use of computers in a variety of disciplines, applications and contexts.


Mathematics: Analysis & Approaches (HL & SL), Mathematics: Applications & Interpretations (HL & SL) 

These four courses serve to accommodate the range of needs, interests and abilities of students, and to fulfil the requirements of various university and career aspirations.

Mathematics: analysis and approaches are for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and without technology. Students who take Mathematics: analysis and approaches will be those who enjoy the thrill of mathematical problem solving and generalisation.

Mathematics: analysis and approaches: Distinction between SL and HL 

Students who choose Mathematics: analysis and approaches at SL or HL should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalisation of these patterns. Students who wish to take Mathematics: analysis and approaches at a higher level will have strong algebraic skills and the ability to understand the simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

Mathematics: applications and interpretation are for students who are interested in developing their mathematics for describing our world and solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models. Students who take Mathematics: applications and interpretation will be those who enjoy mathematics best when seen in a practical context.

Mathematics: applications and interpretation: Distinction between SL and HL 

Students who choose Mathematics: applications and understanding 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 a higher level will have excellent algebraic skills and experience of solving real-world problems. They will be students who get pleasure and satisfaction when exploring challenging issues and who are comfortable to undertake this exploration using technology.


The subjects in group 6 allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the related genres.

Besides, each subject is designed to foster critical, reflective and informed practise, help students understand the dynamic and changing nature of the arts, explore the diversity of skills across time, place and cultures, and express themselves with confidence and competence.

PIS offers Visual Arts. However, students are not necessarily required to select a subject from Group 6 but may choose Visual Art or a second subject from Groups 3 or 4

The Two Levels (HL & SL)

Most IB subjects are available in two different levels – Higher and Standard Levels. Diploma students take three of their subjects at Higher Level and the other three at Standard Level. Higher Level subjects require a study of the two years, with a minimum of 240 hours teaching time. Standard Level subjects require a minimum teaching time of 150 hours.

CAS, Extended Essay and Theory of Knowledge

The IBO’s goal of educating the whole person and thereby developing a three-fold concurrency of learning is the root of the three special components of CAS, Theory of Knowledge and Extended Essay. Fostering more caring and socially responsible attitudes comes alive in an immediate way when students reach beyond themselves and their books. CAS (Creativity Action Service) does not merely trigger an emotional impulse but a clear demonstration of attitudes and values. At Podar, students initiate CAS activities ranging from Habitat for Humanity builds, teaching students from government-aided schools, organising competitions for the physically and mentally challenged students with assistance from NGOs and visits to old-age homes. They participate in community activities like the World Earth Day and develop empathy and get sensitised with real-life experiential learning.

The Extended Essay of some 4000 words offers the opportunity to investigate a topic of particular interest and acquaints students with the independent research and writing skills expected at university. The Extended Essay is defined as an in-depth study of a limited topic within a subject. Its purpose is to provide candidates with an opportunity to engage in independent research. Emphasis is placed on the process of engaging in personal research, on the communication of ideas and information in a logical and coherent manner, and on the overall presentation of the Extended Essay.

At Podar, a personalised Extended Essay Handbook is given to the student in which he can note down his appointments with his guide and the points discussed. He also notes down the agenda of his next meeting with the supervisor. He becomes more responsible for his learning in this way. The extended essays vary from war paintings in the 20th century in Visual Art, to price elasticity of demand, market structures to impact of macro-economic variables on businesses and households in Economics, to determination and comparison of Vitamin C content in fresh juice and tetra packed juices in Chemistry to the Cuban Missile Crisis in History.

To develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed by communities and individuals, IBO’s Theory of Knowledge component transcends and unifies various academic areas and cultural perspectives. The 1600 word essay and oral presentation is a celebration of all that the student assimilates and is a life-long learning of how he looks at learning itself. At Podar, this lecture is marked by animated discussions, movie and documentary viewing and further debates. Knowledge questions extracted from real life situations in newspaper articles and mock assessments of other published essays are part of the drill that students are put through to be able to compose an original piece of work.

Click here to view Curriculum Overview – Cambridge Primary

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Our Curriculum - IB Career-related Programme at Podar International School

We are proud to announce that Podar International School is the 1st IBCP authorised school in Mumbai.


IBCP programme

The International Baccalaureate Career-related Programme is the IB programme that is designed for students 16 to 19 years of age. It is a unique programme designed to bring the academic rigour and global focus of the IB through career-related courses.

The IBCP provides an opportunity for students to integrate the career-focused courses of their choice with selected IBDP subjects. This flexible framework allows students to integrate academic knowledge and practical, hands-on career skills. This combination of academics and experience empowers candidates to gain 21st-century skills and adapt better to workplace requirements.

Who is it for

  • Higher Secondary Students (16-19) who are looking for practical, real-life approaches to learning that will enable them access to higher education, internships or positions in a chosen field of interest.
  • Students who wish to engage in career-related learning whilst gaining transferable life skills such as applied knowledge, critical thinking, and communication.

What are the advantages

  • Pursue their chosen education and career paths
  • Combining academic subjects with interests and skills related to their personal and professional lives
  • Make a positive impact on their community through learning
  • Considering different perspectives and viewpoints
  • Enhance their self-confidence and awareness
  • Be resilient and flexible
  • Have an international perspective and global awareness
  • Utilize their knowledge in real-life scenarios and situations
  • Develop their academic writing skills

Curriculum Framework for IBCP

The IBCP framework model consists of three elements:

1. At least two Diploma Programme (DP) subjects at HL or SL level.

2. CP Core

The CP core focuses on experiential learning to develop personal and professional skills. This is achieved through four interconnected areas of study:

  1. Personal and professional skills: This focuses on developing students’ attitudes and interpersonal skills in readiness for the workplace.
  2. Service learning: A research-based module where students apply what they’ve learnt to a community need.
  3. Reflective project: This is an in-depth piece of work which is designed as a reflective analysis of students’ career-based learning, based around identifying and analysing an ethical issue which has arisen during the course.
  4. Language development: In keeping with the IB philosophy, this module enables students to develop their communication skills in a second language.

3. Career related course

In association with the service providers World Academy of Career Programmes (WACP), students have the option of choosing career-related programs that fit their aspirations.


  1. Admission policy
  2. Language policy
  3. Assessment policy
  4. Academic integrity policy
  5. Inclusion policy

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