International Baccalaureate
Diploma Programme
IBDP Coordinator
Ms. Ruchira Som
An educator at heart, Ms Som has been committed to nurturing young minds for the past 18 years. Though her formal education is in Pure Mathematics from the University of Calcutta, she is a life long learner. Ruchira has a wide experience in teaching in various International Schools in Kolkata.
She has taught varied curricul ranging from Indian National curricula to Edexcel, Cambridge and the International Baccalaureate. She has taught Mathematics across levels and has co-authored a series of Mathematics text books for the Oxford University Press.
Ms Som is a dedicated, resourceful educator with a commitment to the social and academic growth of every child. She is talented in developing inspiring classrooms and making Mathematics more relatable to students. She is a compassionate educator who tries to foster a stress-free learning environment in the classroom and model the importance of mutual respect and cooperation among the student body. Currently she is committed to developing a scientific outlook and love for the STEAM subjects among the students.
Besides her teaching responsibilities, in her present role, she leads a community of dedicated teachers to create an engaging learning environment and maintaining a cooperative relation with parents, staff and the administration. She also looks into examinations, student well-being, and works towards developing a strong student voice through leadership initiatives.
Ms. Som works towards: encouraging an understanding of cultural diversity and international mindedness among all stake holders.
Ms. Som values family ties and is closely connected to her roots. With a passion for art, she enjoys travel and digital designing.
Introduction to IBDP
Founded in 1968, the International Baccalaureate Organization is a non-profit foundation, which offers four high quality and challenging educational programmes for a worldwide community of schools. For more than 50 years, IB programmes have gained a reputation for their high academic standards, for preparing students for life in a globalised 21st century and for helping to develop citizens, who will create a better and more peaceful world. Currently, there are more than 1,250,000 IB Diploma students in 147 countries across the world.
The IB Diploma Program encourages students to be knowledgeable and inquiring as well as caring and compassionate. It also lays a strong emphasis on developing intercultural understanding, open-mindedness, and the attitudes necessary for students to respect and evaluate a range of viewpoints. This program enables a holistic education through its emphasis on the core learning components – Extended Essay, Theory of Knowledge and Creativity, Activity and Service.The IB Diploma Programme is recognised as an academically rigorous curriculum, which opens doors to Universities in India as well as abroad.
IBDP at MHSI
In accordance with the principles of the IB Diploma Program, at MHSI, we nurture the development of a wide range of skills, such as research, independent study, problem-solving, group work, communication, and time-management. We also lay great emphasis on stimulating the growth of our students in line with the IBDP Learner Profile.
We follow an inquiry-based and conceptually focused teaching approach to facilitate critical as well as creative thinking, ensure active engagement of the pupils in the learning process and equip them with the ability to blend idealism and practicality.
Students completing their secondary school education are eligible to take admission to International Baccalaureate Diploma Programme.
IBDP Syllabus
The students are required to choose one subject from each of the six academic areas. However, instead of an arts subject, they may choose another subject from either Group 3 or Group 4. Normally, three subjects are taken at higher level (HL), and the others are taken at the standard level (SL).
Group 1 Language A
- English A: Language & Literature [HL/SL]
Group 2
Language Acquisition
[Choose any 1 subject]
- Hindi B [HL/SL]
- German ab Initio [SL only; ab initio is for
beginners]
- German B [HL/SL]
- French ab initio [SL only; ab initio is for beginners]
- French B [HL/SL]
- Spanish ab initio [SL only; ab initio is for beginners]
- Spanish B [HL/SL]
Group 3
Individuals and Societies
[Choose any 1 subject]
- History [HL/SL]
- Geography [HL/SL]
- Psychology [HL/SL]
- Economics [HL/SL]
- Business Management [HL/SL]
- Social and Cultural Anthropology [HL/SL]
- Environmental Systems and Societies
[HL/SL]
Group 4
The Sciences
[Choose any 1 subject]
- Physics [HL/SL]
- Chemistry [HL/SL]
- Computer Sciences [HL/SL]
- Biology [HL/SL]
- Environmental Systems and Societies
[HL/SL]
Group 5
Mathematics
[Choose any 1 subject]
- Mathematics Analysis and Approaches [HL/SL]
- Mathematics Applications & Interpretations [HL/SL]
Group 6
The Arts
[Choose any 1 subject]
- Visual Arts [HL/SL] OR Select one subject from Groups 3 OR 4
- Music [HL/SL] OR Select one subject from Groups 3 OR 4
Core
[Compulsory]
- Theory of Knowledge [TOK]
- Creativity Activity and Service [CAS]
- Extended Essay [EE]
Theory of Knowledge [TOK]:
The TOK course allows learners to reflect on the nature of knowledge and the process of knowing. It aims to provide awareness about assumptions, overcome prejudice, and promote intercultural understanding. The students explore the beliefs and opinions, which have been forged from their years of academic studies as well as their lives outside the classroom. The course has a holistic approach, which is intended to be challenging, thought-provoking as well as empowering for the students.
TOK underpins and helps to unite the different subjects and areas of knowledge that students encounter in the IB Diploma Program. Students are encouraged to inspect the evidence for claims and to consider how to distinguish fact from opinion or evaluate the credibility of claims that they are exposed to through the media. They explore different methods and tools of inquiry in their attempt to establish what makes evidences effective as well as consider what are their limitations.
TOK underpins and helps to unite the different subjects and areas of knowledge that students encounter in the IB Diploma Program. Students are encouraged to inspect the evidence for claims and to consider how to distinguish fact from opinion or evaluate the credibility of claims that they are exposed to through the media. They explore different methods and tools of inquiry in their attempt to establish what makes evidences effective as well as consider what are their limitations.
Creativity, Activity, Service [CAS]:
The aim of this course is to enable students to develop skills, attitudes, and dispositions through a variety of individual and group experiences, which are carried out on a regular basis beyond the classroom throughout IBDP years 1 and 2 (18 months). CAS is organized around the following three strands:
The CAS element of the IB Diploma Program provides students with opportunities to explore their interests, express their passions, personalities, and perspectives as well as develop a sense of self-determination, collaboration, accomplishment, and enjoyment. A meaningful CAS programme is a journey of discovery of self and others. Each student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to the students’ interests and skills. Even though CAS is not formally assessed, the students need to document their activities and their reflections on the experiences to ensure successful completion of the IBDP.
CAS is organized around the following three strands:
