MYP:4-5 : Syllabus, Eligibilty, Exam Pattern

Written by Harshitha A
Last Modified on 6-03-2024

About Exam

Exam Brief

In India, the International Baccalaureate is known as the IB. The International Baccalaureate (IB) programme is an international educational foundation based in Geneva, Switzerland. The International Baccalaureate (IB) programme educates students from the ages of three to nineteen and consists of four programmes that focus on teaching students to think critically and independently, as well as to enquire carefully and logically.

In a world where truth and fiction merge in the news, the International Baccalaureate prepares students to flourish. Every day, IB teachers and coordinators develop and promote the IB curriculum in over 5,000 schools in over 150 countries around the world. The International Baccalaureate was adopted in India in 1976, and there are currently about 148 schools in India that follow the IB curriculum.

In India, the International Baccalaureate encourages students to be active learners in their communities and to extend their learning beyond the classroom.

The mission of the International Baccalaureate in India

The mission of IB in India is to develop inquisitive, knowledgeable, and caring young people who contribute to the creation of a better, more peaceful world through intercultural understanding and respect. The organisation collaborates with schools, governments, and international organisations to create challenging international education and assessment programmes.

These programmes encourage students all over the world to become active, compassionate, and lifelong learners who recognise that other people, despite their differences, can also be correct.

Why is the International Baccalaureate (IB) different in India?

At all ages, IB programme frameworks can work effectively with national curricula; more than half of IB World Schools are state-funded. International Baccalaureate programmes differ from other curricula in the following ways:

They encourage students of all ages to think critically and to challenge assumptions.
To grow independent of government and national systems, incorporating best practices from research and the global school community.
To encourage students of all ages to think about both the local and global contexts.
To encourage students to learn a variety of languages.
Throughout all IB programmes, students develop approaches to learning skills and the IB learner profile attributes, few are listed in the table below.
Students are able to take responsibility for their own learning and understand how knowledge is constructed, thanks to the one-of-a-kind theory of knowledge (TOK) course.
They are encouraged to experiment with different learning methods and to take responsibility for their own educational progress.

Brochure

https://www.ibo.org/contentassets/1cdf850e366447e99b5a862aab622883/assessment-principles-and-practices-2018-en.pdf

Exam Summary

Only MYP (Middle Year Programme) 4 and 5 series were produced in collaboration with the International Baccalaureate (IB). Develop your enquiring skills and ensure that you can comfortably navigate the MYP framework using a concept-driven, assessment-focused approach presented in foreign studies.

Programmes for the International Baccalaureate in India

The International Baccalaureate (IB) programme provides a pathway for international education. The programmes promote both personal and academic achievement, encouraging students to excel in both their studies and their personal development. Schools must be authorised in order to teach IB programmes. Every school that is authorised to offer IB programmes is referred to as an IB World School.

Check out the following programmes:

IB Programmes in India

Name of the programme	Age – range
Primary Years Programme	3 – 12
Middle Years Programme	11 – 16
Diploma Programme	16 – 19
Career-related Programme	16 – 19

Description of International Baccalaureate Programs in India

The Primary Years Programme (PYP) prepares students to be active, caring, lifelong learners who respect themselves and others and are able to participate in the world around them. It focuses on the overall development of the child.
PYP students learn how to take charge of their learning, and teachers work together to deepen student learning and boost students’ confidence and motivation. The entire school community, including parents, is viewed as a learning partner who actively contributes to a well-rounded educational experience.
Programme for the Middle Years – The MYP is an inclusive framework that encourages students to make practical connections between their studies and the real world. Students of all interests and academic abilities can benefit from their participation.
MYP is designed to be inclusive, so students of all interests and academic abilities can benefit from participating. MYP implementation is a whole-school effort, though the programme can accommodate academically selective models.
Diploma Programme – According to research, there are numerous advantages to choosing DP. The programme aims to train students with a broad and deep knowledge base – students who thrive physically, intellectually, emotionally, and ethically.
The Diploma Programme (DP) curriculum consists of six subject groups as well as the DP core, which includes the theory of knowledge (TOK), creativity, activity, service (CAS), and the extended essay. Students in the Diploma Programme core reflect on the nature of knowledge, conduct independent research, and complete a project that often includes community service.
Career-related Programme (CP) – CP is an international education framework that addresses the needs of students pursuing career-related education. It leads to apprenticeships or employment in further/higher education.
CP students must complete at least two IB Diploma Programme (DP) courses: a core of four components and a career-related study. For CP students, DP courses provide the theoretical underpinning and academic rigour of the programme; career-related study complements the program’s academic strength by providing practical, real-world approaches to learning; and the CP core assists them in developing skills and competencies needed for lifelong learning.

International Baccalaureate in India – Advantages

The International Baccalaureate (IB) programme has numerous advantages for schools.

High-quality educational programmes that foster the development of knowledgeable and inquisitive students.
Professional development that promotes effective teaching and collaborative professional learning communities.
A global network of highly regarded IB World Schools that collaborate to share best practices.

The IB learner profile centres an IB education on the student.

The ten characteristics reflect the comprehensive nature of an IB education. They emphasise the significance of cultivating dispositions such as curiosity and compassion, as well as acquiring knowledge and skills. They also emphasise that in addition to cognitive development they are concerned with students’ social, emotional, and physical well-being, as well as teaching students to respect themselves, others, and the world around them.

IB educators assist students in developing these characteristics throughout their IB education and demonstrating them in increasingly robust and sophisticated ways as they mature. The development of these characteristics is the foundation for developing globally-minded students who can contribute to the construction of a better world.

Attributes	Description
Inquirers	You have to cultivate curiosity by practising inquiry and research skills. You have to understand how to learn both independently and collaboratively. You learn with zeal and maintain enthusiasm for learning throughout your lives.
Knowledgeable	You develop and apply conceptual understanding while exploring knowledge from various disciplines. You work on issues and ideas that have both local and global ramifications.
Thinkers	To analyse and take responsible action on complex problems, you have to employ critical and creative thinking skills. You take the initiative to make sound, ethical decisions.
Communicators	You express yourselves confidently and creatively in multiple languages and in a variety of ways. You have to collaborate effectively by carefully listening to the perspectives of other individuals and groups.
Principled	You act with integrity and honesty, a strong sense of fairness and justice, and deep respect for the dignity and rights of all people. You have to accept responsibility for your actions and the consequences of those actions.
Open-minded	You value your own cultures and personal histories, as well as other people’s values and traditions. You seek and evaluate a variety of points of view, and you have to be eager to learn from your experiences.
Caring	You have to demonstrate empathy, compassion, and respect. You are dedicated to serving others and making a positive difference in the lives of others and the world around you.
Risk-takers	You approach uncertainty with foresight and determination, working both independently and collaboratively to explore new ideas and innovative strategies. In the face of adversity and change, you are resourceful and resilient.
Balanced	You recognise the significance of balancing various aspects of your lives—intellectual, physical, and emotional—in order to achieve well-being for yourself and others. You acknowledge your interdependence with other people and with the environment in which you live.
Reflective	You consider the world as well as your own ideas and experiences. In order to support your learning and personal development, you work to understand your own strengths and weaknesses.

Official Website Link

https://www.ibo.org/

Embibe Notice Board/Notification

Trending News

Recognising the ongoing disruption to education caused by the COVID-19 pandemic, the International Baccalaureate will continue to offer a dual-route for the Programme and Career-related Programme examination session to ensure that all students can progress to the next step of their learner journey and achieve valid results.

Throughout the pandemic, IB has maintained constant contact with schools in order to better understand the challenges that students and teachers face. Exams will be administered in schools that can do so safely. Those who are unable to do so due to local restrictions will be subjected to non-examination.

Students in the non-examination route are assigned a grade for each of their registered subjects based on a calculation that takes their coursework marks and their quality assured predicted grade into account. As of today, approximately 78% of IB World Schools registered for the session have indicated that the exams will be administered.

Exam Pattern

Selection Process

Any student aged 11 to 16 who attends a school that has been approved to administer the MYP is eligible to participate.

The MYP is designed to be inclusive, so students of various interests and academic skills can benefit from it. Although the MYP can accommodate academically selective models, its implementation is a whole-school effort.

Exam pattern details - Scoring pattern (+/- Marking)

Marks are assigned to reflect on how much of a question the candidate correctly answered, and the allocation of marks varies depending on the question and examination. A grade describes how well a candidate performs and should be consistent across examinations, years, and subjects. This is a critical distinction to make.

Teachers evaluate students’ growth in terms of the subject’s objectives both formatively (practise work, homework, etc.) and summatively (tests, papers, quizzes, labs, performances, etc). Each subject has four criteria and a number of objectives. Students are evaluated on these criteria at least twice a year to track their progress.

Subject Area	A	B	C	D
Arts	Knowing and Understanding	Developing SKills	Thinking Creatively	Responding
Design	Inquiring and analysing	Developing SKills	Creating the solution	Evaluating
Individuals and Societies	Knowing and Understanding	Investigation	Communicating	Thinking critically
Language Acquisition	Listening	Reading	Speaking	Writing
Language and Literature	Analysing	Organising	Producing text	Using language
Mathematics	Knowing and Understanding	Investigating patterns	Communicating	Applying mathematics in real-life contexts
Physical health and Education	Knowing and Understanding	Planning for performance	Applying and performing	Reflecting and improving performance
Sciences	Knowing and Understanding	Inquiring and designing	Processing and evaluating	Reflecting on the impacts of science
Personal Project	Planning	Applying skills	Reflecting	–
IDU	Evaluating	Synthesising	Reflecting	–

Each of the criterion categories in the MYP subjects tests a comparable talent, but with a distinct language for how it appears in that content area. The criterion categories can be thought of as follows:

Criterion A = Thinking and Knowledge Skills
Criterion B = Organising skills
Criterion C = Application and Communication skills
Criterion D = Evaluating skills

1-2 = learning – students are learning about the content or skill, but their ability to use it independently is limited.

3-4 = practising – students are practising the content or skill and can demonstrate it when they have assistance.

5-6 = using – students are adequately using the content or skill and can demonstrate the skill independently.

8-7 = teaching – students are able to teach the content or skill to others and assess how effective they and others are using it.

In the MYP, the IB employs both internal and optional external assessment (eAssessment).

School-Based Evaluation

MYP assessment is centred on tasks designed and graded by classroom teachers who are well-equipped to make judgments about student achievement. These tasks are rigorous and use a variety of assessment methods.

MYP teachers assess the prescribed subject-group objectives in each year of the programme using the assessment criteria for each subject group.

External Evaluation

Each MYP student must develop a personal project independently in the final year of the programme, which is externally validated by the IB. Producing a truly personal and creative piece of work over a long period of time serves as a summative assessment of their ability to conduct independent work.

Simultaneously, schools can sign up for optional external assessment (eAssessment) in all other aspects of the programme. If students meet the success criteria, they will be able to earn a formal, internationally recognised certificate.

Once a school has registered for eAssessment in the MYP, students can take either of these two types of exams:

Coursework ePortfolios, including a mandatory ePortfolio for the personal project.
Exams are conducted on-screen, with each exam lasting two hours.

The diagram below depicts how the two types of assessment – on-screen examinations and ePortfolios – are distributed across the MYP’s subject groups.

External moderation of the teacher’s internal marking is required for the mandatory personal project and the optional ePortfolio course works. External marking of on-screen examinations is done by trained IB examiners.

Exam Syllabus

The duration of all courses is two years. The following topics must be studied by all students.

- English and German may both be classified as Language and Literature (LL), or one as Language and Literature and the other as Language Acquisition (LA).
  There will be exceptions for some students who must initially take both languages as LA, but unless they proceed and are assessed in at least one language at LL level in MYP 5, they will not be able to receive the IB MYP Certificate.

One Individuals and Societies Course: In addition, a second may be taken

Science

Mathematics

Physical and Health Education

Global Perspectives: School-based course that closely supports, but is not part of, the MYP.
Advisory: School-based programme that closely supports, but is not part of, the MYP.

IB MYP 4-5 Syllabus For Literature and Language (English and German)

Language is essential for learning, thinking, and communicating, as well as for providing an intellectual framework for conceptual development. It is critical in the development of critical thinking, the cultivation of international-mindedness, the exploration and maintenance of personal development and cultural identity, and the responsible participation in local, national, and global communities.

Language and literature courses in the MYP provide students with linguistic, analytical, and communicative skills that aid in the development of interdisciplinary understanding. Students work independently and collaboratively to develop skills in six domains: listening, speaking, reading, writing, viewing, and presenting. MYP Language and literature courses include a balanced study of genres and literary texts, as well as a component of world literature.

Interactions between students and texts generate moral, social, economic, political, cultural, and environmental insights. Students learn how to form opinions, make decisions, and engage in ethical reasoning through their studies. Students may take English or German Language and Literature courses, depending on their level of readiness.

The following topics are covered in both the German and English Language and Literature courses:

Identity, heritage, culture, diversity
Communities, globalisation, migration, displacement
Social history, civilisations, journeys
Media and mass communication
Childhood, adolescence, youth, rebellion, innocence and experience
Families, friendships, relationships
Systems, power and protest, justice, peace and conflict,dom and independence
Health and well-being, environment, lifestyle
Social roles, norms and expectations, gender, inclusion, minorities, class
Utopias, dystopias, survival
Religion, faith, values, ritual, spirituality, taboos
Allegiance, betrayal, revenge, atonement, forgiveness (MYP eAssessment Topic List).

More information about English (Literature and language) can be found in the given link: Click here.

IB MYP 4-5 Syllabus for Mathematics

The MYP mathematics framework outlines four branches of mathematical study:

Number
Algebra
Geometry and trigonometry
Statistics and probability

Mathematics is an essential component of a well-rounded education.

It encourages the development of a strong universal language, analytical reasoning, and problem-solving abilities, all of which contribute to the development of logical, abstract, and critical thinking.
The MYP mathematics and extended mathematics courses encourage both inquiry and application, assisting students in developing problem-solving skills that transcend the discipline and are applicable in the real world.
Mathematics in the MYP is tailored to students’ needs, with the goal of enticing and motivating them to learn its principles.
Students should be shown authentic examples of how mathematics can be useful and relevant in their daily lives, and they should be encouraged to apply it in new situations.

More information about the Mathematics syllabus can be found in the given link: Click here.

IB MYP 4-5 Syllabus for Chemistry

The MYP eAssessment subject list for chemistry consists of seven broad topics that are given below:

Periodic table
International Union of Pune and Applied Chemistry
The atmosphere
Matter
Pure and impure substances
Bonding
Types of chemical reaction

These topics are further subdivided into sub-topics, and the mapping grid below shows where these are covered in this book. It also indicates which key concept, global context, and statement of inquiry guide learning in each chapter.

Chapter	Topics covered	Key concepts	Global context	Statement of inquiry	ATL skills
Balance	Chemical formula Chemical reactions and the conservation of mass Balancing equations Reversible reactions	Relationships	Fairness and development	Imbalanced relationships affect finite resources, both locally and globally.	Reflective skills: Develop new skills, techniques and strategies for effective learning. Thinking in context: Finite resources. Information literacy and communication skills: Read critically and for comprehension. Thinking in context: Fairness and development. Thinking in context: Monocultures and food security Thinking in context: Fertilisers vs. pesticides, and CCD.
2. Evidence	Metals and non-metals Transition metals Noble gases Fractional distillation of crude oil Alkanes, alkenes, alcohols Atmospheric composition	Relationships	Scientific and technical innovation	Our ability to collect evidence improves with advances in science and technical innovations.	Critical thinking skills: Using inductive and deductive reasoning Critical thinking skills: Understanding based on new information and evidence. Information and media literacy: Communicate information and ideas effectively.
3. Consequences	Acids and bases Neutral solutions Acid/base reactions, pH and indicators Formation of salts Reactivity series Emissions and environmental implications	Change	Globalization and sustainability	Changes as a consequence of human development can be identified within all environments on our planet.	Critical thinking skills: Analysing and evaluating issues and ideas Thinking in context: Rising sea levels. Thinking in context: Battery disposal Thinking in context: Carbon dioxide emissions
4. Energy	Endothermic and exothermic reactions Energy changes in a reaction States and properties of matter Combustion of fuel	Change	Scientific and technical innovation	Scientific and technology advances can enable functional energy transformations within, and between systems	Thinking of context: Is our increasing energy usage sustainable?
5. Conditions	Collision theory Chemical reaction kinetics rates Factors affecting rates – temperature, concentration, surface area, catalysts	Systems	Scientific and technical innovation	Scientific innovations advance a scientist’s ability to monitor changes in conditions and the effect they have on the rate of a chemical reaction	Critical thinking skills: Revising your understanding based on new information and evidence. Critical thinking skills: Evaluating evidence and arguments Reflective skills: Considering content Research skills: Gathering and organising relevant information Research skills: Presenting information and data using models and mathematical relationships.
6. Form	States and properties of matter Characteristics of gases Solutions, colloids and suspensions Filtration and fractional distillation	Relationships	Identities and relationships	Observing and describing the properties of a substance helps us to understand its identity and how it interacts with the environment.	Communication Skills: Organize and depict information logically
7. Function	Formation of salts Filtration, distillation and chromatography The mole concept and chemical calculations	Relationships	Globalisation and sustainability	The way in which matter functions is dependent on its properties and the relationship of the different systems within the environment.	Information literacy skills: Finding, interpreting, judging and creating information. Information and media literacy skills: Locate, evaluate, synthesize information from a variety of sources. Reflection skills: Consider ideas from multiple perspectives.
8. Interaction	Redox reactions Corrosion Combustion of fuels Emission and environmental implications Formation of salts Reactivity series	Systems	Globalisation and sustainability	The interactions between substances can sometimes be understood and predicted by examining the underlying processes.	Information literacy skills: Process data and report results.
9. Models	Structure and bonding Electron configuration and valency Properties of elements and compounds Chemical formulae Alloys	Systems	Orientation in space and time	Molecular modelling is used for the visualisation of chemical structures, displaying their orientation in space and time.	Creative thinking skills: Apply existing knowledge to generate new ideas, products or processes. Thinking in context: Assigning valence electrons of an element using the periodic table Communication skills: Read critically and for comprehension Critical thinking skills: Combine knowledge and understanding to create new perspectives.
10. Movement	Redox reactions Reactivity series Electrochemical cell Uses of salts Corrosion Extraction Extraction of metals Diffusion	Change	Scientific and technical innovation	The changes we observe in a chemical system can help us to infer information about the movement of molecules and their properties.	Thinking in context: Utilising the voltaic cell Information literacy skills: Collect, organise and present information. Thinking in context: Electroplating Critical thinking skills: Evaluate evidence
11. Patterns	Periodic trends groups and periods Atomic structure Electronic configuration and valency Acid and base characteristics	Relationships	Orientation in space and time	Chemists look for patterns in the periodic table in order to discover relationships and trends that help them to predict physical and chemical properties.	Information literacy and communication skills: Communication information and ideas effectively to multiple audiences.
12. Transfer	The mole concept and chemical calculations – concentration Acid-base reactions, pH, titrations and indicators Structural formula-carboxylic acids and esters.	Change	Scientific and technical innovation	Technological advances in analytical devices enhance the ability of scientists to monitor the transfer of matter when changes occur during chemical reactions.	Information literacy skills: Finding, interpreting, judging and creating information.

IB MYP 4-5 Syllabus For Physics

The MYP eAssessment subject list for Physics consists of six broad topics:

Forces energy

Heat, Light and Sound

Electromagnetism

Waves

Astrophysics

Atomic Physics

These topics are further broken down into subtopics and the mapping grid below gives you an overview. It also shows you which key concept, global context and statement of inquiry guide the learning in each chapter.

Chapter	Topics covered	Key concepts	Global context	Statement of inquiry	ATL skills
1. Models	Atomic structure, particles, charge and masses Longitudinal and transverse waves Wave equation	Relationships	Scientific and technical innovation	A good model can simplify and illuminate our understanding of complex phenomena.	Communication Skills: Understanding and using standard form Affective skills: Practicing resilience
2. Interaction	Gravity and gravitational fields Electric fields Static electricity	Relationships	Identities and relationships	The way in which the universe changes is governed by fundamental interactions of matter.	Thinking in context: How does weight shape our identity?
3. Evidence	Measurement in science The Big Bang theory	Relationships	Identities and relationships	Experiments and measurements provide evidence to support or disprove scientific claims.	Communication skills: Presenting data in a graph Communication skills: Using and interpreting a range of discipline specific terms and symbols. Transfer skills: What constitutes evidence?
4. Movement	Speed, motion graphs Magnetism, magnetic fields	Change	Orientation in space and time	Movement enables humans and animals to change their surroundings for the better.	Thinking in context: How can magnetism help us to navigate?
5. Environment	States and properties of matter, kinetic theory Condensation and evaporation Density	Systems	Globalisation and sustainability	Changes in our environment require all living things to adapt in order to survive.	Thinking in context: Why is rain important?
6. Function	Forces and effects of forces Forces and motion, newton’s laws Current, voltage, power Electric circuits	Systems	Fairness and development	The development of machines and systems has changed the way in which human beings function.	Communication skills: Using subject-specific terminology Thinking in context: What happens to the Earth when you jump up in the air? Creative thinking skills: Proposing metaphors and analogies Thinking in context: How can we use electricity to drive machines?
7. Form	The solar system Planets and satellites	Systems	Identities and relationships	Determining the form of objects can help us to understand how they behave.	Communication skills: Understanding and using units Thinking in context: How have our identities been shaped by the stars? Thinking in context: What happens when science challenges our identity? Collaboration skills: Encouraging others to contribute.
8. Consequences	Electric and magnetic fields Electromagnetic forces and induction AC and DC Generation and transmission of electricity Sound waves	Change	Personal and cultural expression	The consequences of actions are predicted by the laws of physics.	Thinking in context: What are the consequences of personal expression?
9. Development	Measurement in science Wave phenomena including reflection, refraction, diffraction	Systems	Fairness and development	The development of science and technology gives us the possibility of changing the world for the better.	Critical thinking skills: Considering ideas from multiple perspectives Information literacy skills: Publishing a scientific paper Communication skills: Plotting graphs
10. Transformation	Pressure Thermal physics Heat transfer	Change	Scientific and technical innovation	Scientific innovation can transform our human existence.	Communication skills: Organising and depicting information logically. Critical thinking skills: Formulating counterarguments
11. Energy	Worl and power. Efficiency Transfer and transformation of energy, conservation of energy Energy sources and resources, fuels and environmental impact	Change	Globalisation and sustainability	The need for sustainability is changing the way in which we produce and use energy	Communication skills: Interpreting discipline-specific terms. Media literacy skills: Seeking a range of perspectives from multiple sources.
12. Patterns	Electromagnetic spectrum, imaging and applications Radioactivity and decay, forms of radiation, uses and dangers.	Relationships	Identities and relationships	Patterns can demonstrate relationships between events and shed light on how they are caused.	Information literacy skills: Using mnemonics to remember sequences Thinking in context: Colour and identity Collaboration skills: Building consensus Media literacy: Demonstrating awareness of media interpretations of events Reflection skills: Considering ethical applications.

More information about the Sciences syllabus can be found in the given link: Click here.

IB MYP 4-5 Syllabus For other Subjects

Subjects	Links
Language Acquisition	Click here
Individuals & Societies	Click here
Physical Health & Education	Click here
Arts	Click here
Design	Click here
Interdisciplinary Unit	Click here
MYP Projects	Click here

Exam Blueprint

Mathematics Blueprint

Task	Assessment Criteria	Marks
Knowing and understanding	Assesses mathematical knowledge and understanding, as well as communication of approaches/methods used. (criteria A and C).	40
Investigating patterns	Examines investigative skills in mathematics as well as the interpretation of findings through the use of appropriate communication techniques. (criteria B and C).	40
Applying mathematics in real-life contexts	The ability to apply mathematics in a real-life, likely global, context is assessed. Students may be required to write lengthy pieces to evaluate and justify the validity of mathematical models. (criteria C and D).	40

Sciences Blueprint

Task	Assessment Criteria	Marks
Knowing and understanding	Assesses knowledge and understanding of science (criterion A).	30
Investigation	Examines the abilities required for inquiring, designing, processing, and evaluating. It could be a single investigation or a series of discrete scenarios. Students must develop hypotheses, plan investigations, and gather, present, interpret, and evaluate data. (criteria B and C).	60
Applying Sciences	Students are required to reflect on the impact of science and explain how science addresses real-world issues. (criterion D).	30

English (Language and Literature) Blueprint

ask	Assessment Criteria	Marks
Analysis	Examines students’ ability to analyse, compare, and contrast two text extracts while providing opinions and justifications, to organise their work in a coherent and logical manner, and to produce language with a high level of linguistic and grammatical accuracy. (criteria A, B and D).	50
Creative writing	Assesses students’ ability to organise their work in a coherent and logical manner (criterion B), to produce text that demonstrates engagement with the creative process and awareness of audience impact, and to produce language with a high degree of linguistic and grammatical accuracy. (criteria C and D).	70

Practical/Experiments list & Model writeup

Chemistry Experiments

Transfer 3-5 cm3 of 0.5 mol dm-3 copper (II) nitrate solution into a test tube with a dropping pipette and observe the colour.
Then, using a different pipette, dropwise add 1.0 mol dm-3 sodium hydroxide solution. Make a note of your findings in the table.
Continue to add the sodium hydroxide solution and keep an eye out for any changes. Make a note of your findings in the table.
Steps 1-3 should be repeated with fresh solutions of each metal ion solution.
Steps 1-3 should be repeated with fresh solutions of each metal ion solution and 1.0 mol dm-3 ammonium nitrate solution. Make a table to keep track of your findings when you use too much ammonium nitrate.
What do you notice when you heat the ammonium chloride test tube?
Is there a white solid at the top of the test tube? Are you able to identify the substance?
Explain why this solid reformed away from heat sources.

Physics Experiments

Fill the tray with just enough water to cover the bottom to a couple of millimetres deep. Using a ruler, determine the depth of the water.
Tap the tray’s side hard and watch the ripple travel across the ray. Time how long it takes for the ripple to cross the tray. Repeat your measurements three times more and average them.
Calculate the speed of the ripple across the tray by measuring the length of the tray.
Repeat your measurements for each depth of water. In a table, record the depth, time for the wave to cross the tray, and wave speed.
How does the speed of waves change as you go deeper into the water?

CAS (Creativity, Activity, and Service)

You must first consult with your CAS coordinator because not all coordinators will agree to this, however you are also permitted to record your CAS reflections in audio/video format rather than writing them down! Don’t waste your time trying to write a great published article; all you need is adequate proof that you finished what you said at the end!

By collecting these reflections, you may drastically reduce the amount of time they take and complete them on the fly.

Here are some CAS topics to consider:

Creativity:-

Take up photography
Write a novel or some short stories
Write poetry
Start a blog for your poems
Learn a musical instrument
Create an Instagram account for your sketches and paintings
Take up cooking
Write for your school magazine
Join/start a band
Take up painting

Activity:-

Join your local gym
Go on a yoga retreat
Try archery
Give judo, taekwondo or karate a try
Play tennis
Horse riding
Try boxing
Skateboarding
Try playing golf
Try Diving

Service:-

Go Scuba Diving Arrange a beach clean-up event if you live near the shore 22. Volunteer at a local charity shop
Volunteer for an hour at a nursing home once a week.
Give back to your community by volunteering at a hospital.
Hold a talent event at your school, charge an entry fee, and contribute the proceeds to a good cause.
Organize a beach clean-up event if you live near the water.
Begin or participate in a neighbourhood watch programme.
Hold a clothing drive at your school and then give the items to a local charity.
Organize a campaign to improve your school’s recycling facilities.
Volunteer at a local museum if one exists in your area.

Study Plan to Maximise Score

Preparation Tips

Get up early:
The first habit of good students is to get up early. People who prefer to be more disciplined or organised rise early in the morning since it gives them more time to accomplish their goals.
This will also provide you with more time during your hectic day. Furthermore, the morning is an excellent time for preparation and learning, so get up early and learn something new.
Make a daily study plan:
Make sure you prepare your own morning routine, which will help you do and finish it on time. Not only can a well-planned schedule make you feel pleased or content by ensuring that you are accomplishing the things you need to do, but it will also ensure that you are on time and contribute to your overall well-being.
Concentrate on activities that you enjoy, organise your calendar, and it will become second nature to you.
Respond to your questions as soon as possible:
Inform your lecturers about your inability to hear! This may seem self-evident, yet many people are scared to ask their teachers for help and prefer to do everything on their own.
To be honest, the most famous students, in my opinion, were the ones that asked questions on a regular basis and recognised that they required support to achieve those high scores. We aren’t perfect. We aren’t going to know exactly what to do or what’s going on in class all of the time. That is what additional assistance/teachers are for.

I understand that no one wants to be the annoying kid who keeps raising his hand in class, so you don’t have to be; all you have to do is be proactive and ask for what you want.
Complete your homework or assignment in a timely manner
It’s simple for things to go in the way of you completing your homework, whether it’s your environment or your time management abilities, but for disciplined students, accomplishing homework is affordable.
Because they schedule their homework and set out a definite time to complete it, students are more likely to remember it.
Use the Internet to keep yourself current:
It has been observed that a good student is always up to date on fresh information related to their subject or general knowledge. They are always exploring the internet for new information. Many things that are important or beneficial to student life and work can be learned and seen on the Internet.
The International Baccalaureate (IB) is a fantastic and challenging curriculum that is taught all around the world. As a result, there are a plethora of online education colleges ready to instruct you in a systematic and precise method.
Past Year Papers & Other Resources:
Past year papers might be a great place to start when it comes to studying for the IB exams. For your preparation, you can readily get IB prior-year papers on the internet. You may obtain past year exams, sample papers, and mock test series for the IB Diploma Programme online and simply go over them and practise hard.
Complete the course early and begin revisions:
When you finish your school course, you will have extra time to revise it. If a student expects to do well in the IB diploma programme, he or she must revise. It can be difficult to revise for exams, and it’s easy to fall into bad revision habits.
Successful revision is not something that can be rushed. The sooner you start and the better prepared you are, the more likely you are to succeed. You’d be less stressed and less likely to have to cram and pull all-nighters at the library at the last minute.
It’s a good idea to make a revision timetable in which you start and finish at roughly the same time each day.

Try to edit it first thing in the morning, when your brain is freshest. If you don’t start before the afternoon, you’re more likely to wake up later and try to rework while you’re tired.
Make a decision on whether or not you’ll revise:
Examine your curriculum to establish how you will approach your revision. Find out the format for your test because it will determine how much of the material you need to review. For essay-based exams, you may not need to cover the full curriculum, and it may be more beneficial to study parts of the content in more depth.
For brief, answer-based tests, a broader but less comprehensive mastery of the subject will be required.
Emphasize or underline the most significant points:
While studying, keep a pencil in your hand to mark essential or difficult questions. You can jot down anything more you require at that time. A highlighter can also be used for this purpose. A highlight gives your significant elements in your notes a clean and clear outline.
Highlighting crucial topics allows you to go through them again quickly.
Remain calm and assured:
The most important thing to remember throughout the revising process is to stay calm and hopeful. Keep in mind that passing exams aren’t the be-all and end-all of your academic experience. If you have a poor day, try not to let it affect how you review the next day.
There is no one-size-fits-all approach to exam performance, and none of our suggestions may be appropriate for you. The key is to figure out the most efficient approach to review it and to stick to it as much as possible. Finally, when it comes to revision, you get out of it what you put in.

Exam Taking Strategy

Adapting your test-taking tactics to the sort of test you’re taking:

Spend as much time as you need to fully comprehend the content covered on the test in order to earn a good score. Spend time sharpening test-taking abilities, as teachers frequently adjust content on tests to assess if pupils have a thorough knowledge of ideas.
Arrive early and take a moment to unwind:
Taking time to relax will boost your self-assurance. For the upcoming test, you’ll be able to limit your emphasis. Arriving early may provide you with the opportunity to ask the instructor any last-minute queries or listen to other students’ explanations. Some study tools advise arriving early to prevent “brain pickers,” or students who ask questions just before a test, but we disagree. We believe that arriving a bit early will benefit you more.
Pay close attention to the instructor’s last-minute instructions:
It is not uncommon for professors to make last-minute changes to test details. If you forget to follow the test instructions, your test anxiety will skyrocket. If you don’t understand the test instructions, don’t be afraid to ask for them to be repeated.
As soon as you start the test, jot down any information you think you’ll need to know but are afraid of forgetting. (Formulas, equations, dates, lists, and so on).
Pay close attention to the test instructions and look for details:
Frequently, test questions and directions contain useful information. Always read all instructions thoroughly to ensure that you understand what is being requested of you. On a multiple-choice question, it is not rare to have two right answers. Pay close attention to the small things. In most cases, exam instructions will state that pupils only need to answer two questions, yet there will be five options.
Make a plan for how you’ll spend the time you’ve been given:
Estimate the amount of time you’ll have for each segment of the test and each question. Allow extra time for portions that are more difficult or that are weighted more highly in the final test grade. Pace yourself so you can finish the test in the time provided. Complete the questions you are familiar with first, then return to the problems you are unsure about.
Look for hints:
When two responses are nearly identical, they are almost never the correct ones. Keep an eye out for grammatical matches between the query and the responses. If an answer appears accurate but does not linguistically meet the question, it is most likely incorrect. Look for clues in the answers to other questions.
Complete all of the questions:
Even if you’re running out of time and can thoroughly answer all of the questions, it’s crucial to do so. For half-finished questions or if you can show your work, many lecturers will offer partial credit. (Note: In college, you may be penalised for guessing on some tests.) This is unusual and is normally communicated by the professor before the test).
Keep an optimistic mindset:
If you come across a question that is complex or challenging, don’t lose confidence or waste time. First, answer the questions you already know the answers to. If you’re unsure about the proper answer, make an educated guess if it won’t affect your grade. Ignore the patterns. If a string of correct multiple choice answers ends in “a,” it’s probably a coincidence.
Use your first impressions as a guide:
The proper answer is frequently the first one that comes to mind. Change your responses only if you’re certain the one you’ve picked is incorrect. Reviewing answers and making changes may be unhelpful, especially if you’re having trouble getting through the test.
Plan to finish early so you can review:
After you’ve answered the easy questions, go back and answer the difficult ones. If you have to write an essay, double-check it for spelling and grammatical problems. Double-check that you’ve completed the entire test. It’s not uncommon to find questions on the opposite side of a page.

Exam Counselling

Student Counselling

The Student Counseling Cell’s goal in coping with concern and stress is to help students become more self-aware and realise their full potential.
Students can express their academic and social issues in a fun and engaging environment in the counselling cell.
Counseling provides students with the encouragement, support, and tools they need to succeed in school and contribute to their local and global communities. Rather than restoring adults, the goal of this technique is to strengthen students.
Children will thrive as individuals if a protective strategy emphasises being proactive in ensuring that they acquire crucial skills and habits.
Preventative education is delivered through individual and group seminars, as well as classroom training.
This curriculum is tailored to our children’s requirements as they move through their developmental stages.

Parent/Gaurdian counselling

Being a parent can be the most rewarding, but it can also be the most draining experience you will ever have. When your child has learned to walk and talk, you may teach them life skills like having a conversation and resolving conflict.
It’s easy to become overwhelmed when there are so many parenting books to select from (each claiming to have discovered the one ideal method to raise your child).
Parent therapy is a nonjudgmental service that provides information, skills, and emotional support to parents.
Parent therapy, unlike family counselling, which has its own set of benefits, focuses on how you, as the parent, influence your family’s dynamics.
Parent therapy employs a number of techniques and modalities to help parents better understand their natural parenting style, as well as how specific impediments affect and modify it.
When a parent understands how to cope with their issues, they can focus entirely on preserving, improving, or restoring family harmony.
When a parent-child pair ran into problems a few years ago, the child was counselled first.
While child counselling may be important at times, parents have considerably more power to alter their children’s behaviour in order to benefit the whole family.

Important Dates

Exam Notification Date

Exam schedule for the IB Middle Years Programme in May 2022

Monday 9 May
Morning		Afternoon
Geography (in English)	2h
Tuesday 10 May
English language and literature English language acquisition	2h 1h 45m	Integrated Humanities (in English and French)	2h
Wednesday 11 May
French language and literature French language acquisition	2h 1h 45m	History (in English, French and Spanish)	2h
Thursday 12 May
Chinese language and literature Chinese language acquisition	2h 1h 45m	Mathematics (in English, French and Spanish) Extended mathematics (in English and French)	2h 2h
Friday 13 May
Spanish language and literature Spanish language acquisition	2h 1h 45m	Korean language and literature	2h
Monday 16 May
Urdu language acquisition	1h 45m	German language and literature German language acquisition	2h 1h 45m
Tuesday 17 May
Arabic language and literature Arabic language acquisition	2h 1h 45m	Biology (in English, French and Spanish)	2h
Wednesday 18 May
Hindi language acquisition	1h 45m	Chemistry (in English and French)	2h
Thursday 19 May
Integrated Sciences (in English, French and Spanish)	2h	Physics (in English and French)	2h
Friday 20 May
Dutch language and literature Dutch language acquisition	2h 1h 45m	Interdisciplinary learning (in English, French and Spanish)	2h

Exam schedule for the IB Middle Years Programme in November 2022

Tuesday 8 November
Morning		Afternoon
English language and literature English language acquisition	2h 1h 45m	History (in English, French and Spanish)	2h
Wednesday 9 November
Chinese language acquisition	1h 45m	Geography (in English)	2h
Thursday 10 November
Spanish language and literature Spanish language acquisition	2h 1h 45m	Integrated Humanities (in English and French)	2h
Friday 11 November
–	–	Mathematics (in English, French and Spanish) Extended mathematics (in English and French)	2h 2h
Tuesday 15 November
German language acquisition	1h 45m	Biology (in English and French)	2h
Wednesday 16 November
French language and literature French language acquisition	2h 1h 45m	Chemistry (in English and French)	2h
Thursday 17 November
Integrated Sciences (in English, French and Spanish)	2h	Physics (in English and French)	2h
Friday 18 November
–	–	Interdisciplinary learning (in English, French and Spanish)	2h

Exam Result

Result Declaration

Marks are assigned to reflect how much of a question the candidate correctly answered, and the allocation of marks varies depending on the question and examination. A grade describes how well a candidate performs and should be consistent across examinations, years, and subjects. This is a critical distinction to make.

At the end of each chapter, there is a summative assessment that is structured similarly to the eAssessment and covers all four MYP assessment criteria.

FAQs

Frequently Asked Questions

List of all FAQs for all information groups & sub-group

Q1. Are all International/World Schools IB World Schools? What distinguishes an IB World School?
A. Read on to find out what makes a school an IB World school:
The International Baccalaureate (IB) of Geneva must be accredited schools.

Schools must offer at least one of the three IB programmes.
Schools should have a cohort of IB trained teachers on staff, as well as a large budget for ongoing professional development.
Schools should meet the progressive infrastructural needs of laboratories and libraries with rich research resources.

Q2. What are the core competencies of an IB professional in India?
A. The International Baccalaureate core competencies in India include:

Development of a curriculum that is fundamentally dynamic and constantly evolving in order to remain relevant in the face of global change.
Teachers must be trained to deliver an ever-changing curriculum.
Students’ evaluations are based on an ever-changing curriculum.

Q3. Is it necessary for an IB school to offer all three programmes?
A. Schools have the option of offering any or all of the programmes. Each programme has its own accreditation process. IB provides separate authorisation for each programme.

Q4. Can a student who has completed another system (such as CBSE/ICSE, for example) join the IB programme? What are the difficulties? Is the student capable of coping?
A. The Diploma (DP) programme, which is available in grades 11 and 12, was the first programme envisioned in the IB curriculum (grades 12 and 13 of the British system). In the 1990s, PYP and MYP were introduced. Every year, a large number of students enter IB schools in grades 9 and 11, and they consistently perform well.

Q5. Does a child from the British system have to miss a year of school in order to attend an IB school in India?
A. No, it does not. The British system is based on the Key Stage concept and includes 13 years of post-primary education (11+2). The Indian education system is based on the 10+2 system, with schooling ending in grade 12.

Dos and Donts

List of all FAQs for all information groups & sub-group

Schools must offer at least one of the three IB programmes.
Schools should have a cohort of IB trained teachers on staff, as well as a large budget for ongoing professional development.
Schools should meet the progressive infrastructural needs of laboratories and libraries with rich research resources.

Q2. What are the core competencies of an IB professional in India?
A. The International Baccalaureate core competencies in India include:

Development of a curriculum that is fundamentally dynamic and constantly evolving in order to remain relevant in the face of global change.
Teachers must be trained to deliver an ever-changing curriculum.
Students’ evaluations are based on an ever-changing curriculum.

List of Educational Institutions

List of Schools/Colleges

IB World School in India – International Baccalaureate

More than two decades of rapid economic growth in India have created a strong demand for private, international education among the country’s growing middle class, and schools have sprouted up all over the country. Most major cities now have an international school, with concentrations higher in New Delhi, Mumbai, Kolkata, Bangalore, and Chennai.

There are 176 IB World Schools in India, and the IB Diploma is taught in 139 of them. Check out the following International Baccalaureate schools in India, organised by programme:

International Baccalaureate in India – Middle Years Programme

S. No.	Name of the school
1	Caledonian International School, Punjab
2	DPS International, Gurgaon
3	Choithram International, Madhya Pradesh
4	Edubridge International School, Mumbai
5	Fountainhead School, Gujarat
6	Genesis Global School, Uttar Pradesh
7	HUS International School, Tamil Nadu
8	Gateway International School, Tamil Nadu
9	Mahatma Gandhi International School, Gujarat
10	Lancers International School, Haryana

Parent Counselling

Assist your youngster in developing and sticking to a schedule: Even if your child’s school has switched to an online learning format, treat school days as if they were regular school days. This involves getting kids to wake up at the same time every day, dressing properly, and eating a nutritious breakfast.
Consult your child’s adviser or teachers for more information: After school, teachers and advisers are usually more than willing to communicate with parents by email or phone. If your child is having trouble navigating the online learning platform or remaining on track, check in with him or her. Keep an eye out for any messages from teachers indicating that they are having difficulty interacting with your child during class.
Make physical activity and exercise a priority: For long periods of time, your child will be seated in front of their computer. Encourage kids to stretch, walk the dog, or do jumping jacks during their breaks – any movement is beneficial!
Resist the impulse to accompany your youngster to class: While it may be tempting to “drop-in” on your child’s classes, please respect their and other student’s privacy. Before or after school hours, communicate with faculty and staff by email or other forms of contact.
Take care of yourself: This is especially essential, and we hear it all the time, but take care of yourself. You’ll have less energy, space, and patience to connect with and care for your children if you don’t take care of your own physical, emotional, mental, and spiritual needs. It is beneficial to arrange 10-15 minutes of “me” time during the day.
Finding ways to keep in touch and engage with others, whether in your local neighbourhood, school, or business, is more vital than ever. Sign up for city notifications if your city or municipality has them since many have opportunities to ask for help or volunteer for neighbours who are in need.
Check-in with your support network — family, friends, and coworkers: At the end of the day or week to share problems, suggestions, and the unexpected joys of living in close quarters. Remember, when we learn to change our lives and routines in the face of an unexpected but common difficulty, we have the capacity to emerge stronger from this experience.