Primary Years Programme
The IB Primary Years Programme (PYP) for children aged 3 – 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning.
What is the PYP?
PYP trans disciplinary framework focuses on the development of the whole child as an inquirer, both at school and beyond.
Informed by research into how students learn, how educators teach, and the principles and practice of practical assessment, the program places a powerful emphasis on inquiry-based learning.
The PYP challenges students to think for themselves and makes them take responsibility for their learning as they explore local and global issues and opportunities in real-life contexts.
How the PYP works?
The International Baccalaureate® (IB) Primary Years Programme (PYP) is underpinned by six transdisciplinary themes around which learning is planned.
- Who we are.
- Where we are in place and time.
- How we express ourselves.
- How the world works.
- How we organize ourselves.
- Sharing the planet.
These themes are selected for their relevance to the real world. They are described as trans disciplinary because they focus on issues that go across subject areas.
The trans disciplinary themes help teachers to develop a programme of inquiry. Teachers work together to develop investigations into important ideas, which require a substantial and high level of involvement on the part of students.
Through the PYP curriculum framework, schools ensure that students examine each theme.
IB Learner Profile
The International Baccalaureate® (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success.
They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.
Each of the IB’s programmes is committed to the development of students according to the IB learner profile.
The profile aims to develop learners who are:
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 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 and 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 commit 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 recognise our interdependence with other people and with the world in which we live.
Reflective: We thoughtfully consider the world and our ideas and experience. We work to understand our strengths and weaknesses to support our learning and personal development.
The Primary Years Programme (PYP) presents schools with a comprehensive plan for high quality, international education.
It provides schools with a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future.
Schools work with the five elements to construct a rigorous and challenging primary curriculum for international education.
The PYP aims to create a curriculum that is engaging, relevant, challenging and significant for learners in the 3–12 age range. The curriculum is transdisciplinary, meaning that it focuses on issues that go across subject areas.
The PYP curriculum is organised according to:
- The written curriculum, which explains what PYP students will learn
- The taught curriculum, which sets out how educators teach the PYP
- The assessed curriculum, which details the principles and practice of effective assessment in the PYP
The written curriculum is made up of five essential elements and details what students will learn.
The five essential elements of the PYP are:
- knowledge, which is both disciplinary, represented by traditional subject areas (language, maths, science, social studies, arts, PSPE) and transdisciplinary
- concepts, which students explore through structured inquiry to develop coherent, in-depth understanding, and which have relevance both within and beyond subject areas
- skills, which are the broad capabilities students develop and apply during learning and in life beyond the classroom
- attitudes, which contribute to international-mindedness and the wellbeing of individuals and learning communities, and connect directly to the IB learner profile
- action, which is an expectation in the PYP that successful enquiry leads to responsible, thoughtful and appropriate action.
The taught curriculum is the part of the International Baccalaureate© (IB) Primary Years Programme (PYP) that sets out its pedagogical approach.
It identifies how schools should teach the PYP written curriculum.
The PYP is committed to a structured, purposeful enquiry that engages students actively in their learning. The programme supports students’ efforts to construct meaning from the world around them by:
- drawing on their prior knowledge
- providing provocation through new experiences
- providing opportunities for reflection and consolidation.
This approach respects students’ developing ideas about how the world works. It encourages them to question, consider and refine their understanding of the social and natural world.
The purposes of assessment are to:
- promote student learning
- provide information about student learning
- contribute to the successful implementation of the programme.
Through assessment, the IB helps schools teaching the Primary Years Programme (PYP) to identify what students know, understand, can do and value at different stages in the teaching and learning process.
In the PYP, learning are viewed as a continuous journey, where teachers identify students’ needs and use assessment data to plan the next stage of their education.
Approaches to Learning
The IB’s ATL aims 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, socialise 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 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
The five ATL’s and their sub-skills are as follows:
- Critical-thinking skills (analysing and evaluating issues and ideas)
- Creative-thinking skills (generating novel ideas and considering new perspectives)
- Transfer skills (using skills and knowledge in multiple contexts)
- Reflection/metacognitive skills ((re) considering the process of learning)
- Information-literacy skills (formulating and planning, data gathering and recording, synthesising and interpreting, evaluating and communicating)
- Media-literacy skills (interacting with media to use and create ideas and information)
- Ethical use of media/information (understanding and applying social and ethical technology)
- Exchanging-information skills (listening, interpreting, speaking)
- Literacy skills (reading, writing and using language to gather and communicate information)
- ICT skills (using technology to collect, investigate and communicate information)
- Developing positive interpersonal relationships and collaboration skills (using self-control, managing setbacks, supporting peers)
- Developing social-emotional intelligence
- Organisation skills (managing time and tasks effectively)
- States of mind (mindfulness, perseverance, emotional management, self-motivation, resilience)
A concept is a “big idea”—a principle or notion that is enduring and is not constrained by a particular origin, subject matter or place in time (Erickson 2008). Concepts represent ideas that are broad, abstract, timeless and universal. Concepts add depth and rigour in student thinking to the traditional “two-dimensional” curriculum consisting of facts and skills. Concepts place no limits on breadth of knowledge or the extent of understanding and therefore are accessible to every student.
Concepts help to:
- explore the essence of a subject
- add coherence to the curriculum
- deepen disciplinary understanding
- build the capacity to engage with complex ideas
- build beliefs across, between and beyond topics
- integrate and transfer learning to new contexts.
Concepts are powerful, broad and abstract organizing ideas that may be trans disciplinary or subject-based. They represent the vehicle for students’ inquiry into the opportunities and challenges of local and global significance. Concepts are concise; one or two words usually represent them.
The PYP identifies seven key concepts that facilitate planning for a conceptual approach to trans disciplinary and subject-specific learning. Together, these essential concepts form the component that drives the teacher and student-constructed inquiries that lie at the heart of the PYP curriculum.
Form: The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.
Function: The understanding that everything has a purpose, a role or a way of behaving that can be investigated.
Causation: The understanding that things do not just happen; there are causal relationships at work, and that actions have consequences.
Change: The understanding that change is the process of movement from one state to another. It is universal and inevitable.
Connection: The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
Perspective: The understanding that knowledge is moderated by different points of view which lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or subject-specific.
Responsibility: The understanding that people make choices based on their understandings, beliefs and values, and the actions they take as a result do make a difference.
The PYP Exhibition: encouraging in-depth, collaborative inquiry
In the final year of the PYP, students, carry out an extended, in-depth, collaborative project known as the PYP exhibition.
This exhibition involves students working collaboratively to conduct an in-depth inquiry into real-life issues or problems. Students collectively synthesize all of the essential elements of the PYP in ways that can be shared with the whole school community.
It also provides teachers with a powerful and authentic process for assessing student understanding.
The exhibition represents a unique and significant opportunity for students to exhibit the attributes of the IB learner profile developed throughout their engagement with the PYP.
It also provides schools and students with an excellent opportunity to celebrate the transition of learners to the next phase of their education.
Assessments in the PYP
Assessment is integral to all teaching and learning. The prime objective of assessment in the PYP is to provide feedback on the learning process. Assessment involves the gathering and analysis of information about student performance and is designed to inform practice. It identifies what students know, understand, can do, and feel at different stages in the learning process.
At Podar International, we believe that assessment provides information through its diagnostic, formative and summative components. Assessment is ongoing, authentic, varied and purposeful.
It is a collaborative and informative process that involves students, families, teachers and
Instructional and curricular decision-making is driven by our assessments.
The purpose of assessment is to inform and involve students, parents, teachers and administrators.
Effective assessment –
• Measures the application of targeted knowledge, concepts, and skills rather than the mere recall of facts.
• Measures growth.
• Involves active reflection on the part of the student and teacher.
• Meets individual needs.
• Provides meaningful information to students, teacher, parents, and school administration for continuous improvement in curriculum, instruction, meaningful work, and assessment tasks.
• Serves in goal setting for students, teacher, and administration.
• Allows for evaluation of the Learner Profile.
Assessments will be both formative and summative and will occur on an on-going basis.
OUR CURRICULUM – A LEVEL
A Level – Science Stream (Any Three)
- Computer Science
A Level – Commerce Stream (Any Three)
- Business Studies
- Art & Design
English Language is compulsory as 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.
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.
SUBJECTS – GRADE 8
GROUP 1 – LANGUAGES
- English – First language – 0500
- Hindi – Second language – 0549
- French – Foreign language – 0520
GROUP 2 – HUMANITES AND SOCIAL SCIENCE
- Economics – 0455
GROUP 3 – SCIENCES
- Biology – 0610
- Chemistry – 0620
- Physics – 0625
GROUP 4 – MATHEMATICS
- Mathematics – 0580
GROUP 5 – CREATIVE, TECHNICAL AND VOCATIONAL
- Business Studies – 0450
- Information & Communication Technology – 0417
OUR CURRICULUM – IGCSE (SCIENCE GRADE IX-X)
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.
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
OUR CURRICULUM – IBDP
THE IB DIPLOMA PROGRAMME
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 BENEFITS OF THE IB DIPLOMA PROGRAMME
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”.
HOW DOES THE SCHOOL SUPPORT AND DEVELOP THE IB LEARNER PROFILE?
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.
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
- 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.
BROAD SPECTRUM OF SUBJECTS
IB Diploma Programme students choose to study six subjects – one from each of the subject areas highlighted in the diagram below.
IBDP CURRICULUM – SIX SUBJECTS
The subjects we offer are :
GROUP 1:- STUDIES IN LANGUAGE AND LITERATURE
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.
GROUP 2:- LANGUAGE ACQUISITION
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.
GROUP 3 :- INDIVIDUALS AND SOCIETIES
- 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.
GROUP 4:- SCIENCES
- 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.
GROUP 5:- MATHEMATICS
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.
GROUP 6:- THE ARTS
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.