IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The International Baccalaureate Organization (IB) was established in 1968
to provide a comprehensive education that would mould compassionate, active students
with the enthusiasm to create a better and peaceful world and the passion for lifelong learning.
Our IB Diploma Programme immerses students in research,service and metacognitive experiences.This multipronged approach to teaching-learning promotes an interface between language, skills and knowledge.Our learners are thus equipped to face the dynamic global scenario and pursue a rewarding career across the world.
The IB Learner Profile
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.
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.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
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.
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.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
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.
We understand the importance of balancing different aspects of our lives-intellectual, physical, and emotional-to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development
Students should choose:
3 Subjects at Higher Level and
3 Subjects at Standard Level
Studies in Language and Literature
English Language and Literature HL and SL
English Literature HL and SL
Language B Hindi HL and SL
Language abinitio French
Individuals and Societies
Business Management HL and SL
Economics HL and SL
Psychology HL and SL
Physics HL and SL
Chemistry HL and Sl
Biology HL and SL
Computer Science SL
Interdisciplinary studies - Environmental Systems and Societies (ES&S) SL
Analysis and Approaches HL and SL
Application and Interpretation HL and SL
Creativity, Service, Activity (CAS)
CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. It involves students in a range of activities alongside their academic studies throughout the DP.
Theory of Knowledge (TOK)
Theory of knowledge (TOK) develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.
Extended Essay (EE)
EE requires students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies EE option allows students to focus on a topic of global significance, which they examine through the lens of at least two DP subjects.
Kolar - ESS, Biology and CAS Study Tour
Christ Junior College IBDP organised a study tour to Kolar from 4-7 February 2019. It was organised to meet different curricular goals in Environmental Systems and Societies (ESS), Biology and Creativity, Activity and Service (CAS).
The team camped at the activity centre of Centre for Social Action (CSA) at Kolar, Karnataka. It is a part of CSA’s Child Focussed Community Development Project, Pragati. Currently, the project supports 1817 families from socially, economically backward communities including 3036 children from twenty-two backward villages located in Srinivaspura and Mulbagal taluks of Kolar District within a radius of 8 to 35 kms. Pragathi Child-Focused Community Development Project started its interventions in these villages to bring changes in the life of women and children. As part of this, the project started activity centre for Children and Self-Help Groups (SHGs) for women empowerment. The SHGs taught the members to have regular saving in the group. Further, it also helped them to avail loans to meet their family and business needs. At present, forty SHGs are functioning in the project area.
The service-learning programme was an eclectic mix of different kinds of activities that catered to different strands of CAS for the participants. The IBDP cohort of Christ Junior College visited Government Kannada Lower Primary School at Gandhinagar village and raised awareness about the importance of health and sanitation through a mime presentation. In the debriefing session that followed the young children shared what they understood and how they could act on it. The cohort also whitewashed the walls of Government Kannada Lower Primary School at Murakanakunte village in Mulbagal Taluk and painted murals which contained social messages and, as desired by the school, pictographs that could be used as learning tools. Students also saw Self-Help Groups in action, interacted with its members and finally participated in the inauguration of a SHG’s cooperative bank at Hoskote.
A farm visit helped ESS and Biology students to better identify plants and crops, seek information on various irrigation processes and water conservation and have discussions on ongoing farming techniques and processes with cost involved.
This field work was in continuation of the hands-on activities for ESS and Biology students for understanding their Internal Assessment criterion related to data collection, execution of sampling techniques and learning environmental gradient. Observations and data collection were recorded through sensors and qualitative methods of various abiotic and biotic factors.
All in all, the trip will be cherished by all for a long time to come.
The International Baccalaureate Organisation has created a new page dedicated to helping parents understand, and make the most of, the programmes we offer in partnership with IB World Schools.