2015 - 2016 - Dhirubhai Ambani International · PDF file4 5 Dhirubhai Ambani International...
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The International Baccalaureate Diploma Programme IBDP The Indian Certificate of Secondary Education Programme ICSE The International General Certificate of Secondary Education Programme IGCSE The Primary & Middle School Programme 2015 - 2016
Transcript of 2015 - 2016 - Dhirubhai Ambani International · PDF file4 5 Dhirubhai Ambani International...
Dhirubhai Ambani International SchoolBandra-Kurla Complex, Bandra (East), Mumbai - 400 098, India
Tel: +91 22 40617061 Fax: +91 22 40617266 Email: [email protected] Website: www.da-is.org
The International Baccalaureate Diploma Programme
IBDP
The Indian Certificate of Secondary Education Programme
ICSE
The International General Certificate of Secondary Education Programme
IGCSE
The Primary & Middle School Programme
2015 - 2016
1
A school is a wonderland of learning, a universal institution that initiates children into the first steps of knowledge
and instills and sustains in them the curiosity and passion to have a quest for learning and a zest for life, always.
And, as in every human endeavour, for learning to be effective and enduring it ought to be engaging and enjoyable.
We believe that every child is a reservoir of talents and, given the right environment and impetus, they will blossom
intellectually and holistically beyond our imagination.
It is these central tenets that continue to define and guide every thought and action at Dhirubhai Ambani
International School, in our pursuit of providing world-class educational opportunities to children. Our focus is on
building a school where learning is a joy, and teaching a pleasure; a school that places the child at the heart of every
endeavour; a school that makes learning meaningful and progressive; a school with an Indian mind, an Indian heart
and an Indian soul; a school that provides a robust foundation for children to grow into knowledgeable, creative,
compassionate and capable human beings and responsible citizens.
The School's motto �Dare to Dream� Learn to Excel� encapsulates our aspirations and the enormity of effort
required to bring about excellence in every facet of the School. Every element of the School resonates with this
philosophy: curriculum, pedagogy, recruitment, professional development, use of technology, co-curricular life,
international links, service to community, parents' participation, and so on.
The highest standards of excellence that the School has achieved so far, on all performance parameters, speak for
themselves. All these years, consistently across all the three curricula � ICSE, IGCSE and IB Diploma � our students
have achieved outstanding results in the board examinations, and our IB Diploma graduates have been accepted at
the world's top universities. Year after year, our children have also been excelling in a variety of sporting and co-
curricular activities, winning prizes at state, national and international levels; while service to community forms an
integral part of the education at DAIS. This invigorating blend of academic accomplishments and all-round
development of children has placed DAIS amongst the league of top international schools worldwide.
That our alumni have already started making their mark, by joining leading organizations worldwide or by taking
the entrepreneurial route, is another touchstone of the enduring impact our school has been making all along.
For the entire DAIS community, all these years have been a treasured journey, the realization of a shared dream, of
giving 'what is best for the child'. Parents' trust in us and the extraordinary commitment of our teachers, staff and
administrators have been pivotal to all our accomplishments.
The future has always to be better than the past. Every achievement has inspired us to continually set new
benchmarks of excellence, year after year. As we look ahead, we are committed to building on the strong
foundation we have laid and striving to be constantly on a continuum of excellence. We welcome you to be part of
this journey as we put in our best effort to be a beacon of a better future for the next generation�
With the paradigm of education ever-changing,
let us take the arc of history in our hands and
build a better tomorrow for our children,
in imaginative and innovative ways.
Nita M. AmbaniFounder & Chairperson
TOWARDS BUILDING A BETTER WORLD�
1
A school is a wonderland of learning, a universal institution that initiates children into the first steps of knowledge
and instills and sustains in them the curiosity and passion to have a quest for learning and a zest for life, always.
And, as in every human endeavour, for learning to be effective and enduring it ought to be engaging and enjoyable.
We believe that every child is a reservoir of talents and, given the right environment and impetus, they will blossom
intellectually and holistically beyond our imagination.
It is these central tenets that continue to define and guide every thought and action at Dhirubhai Ambani
International School, in our pursuit of providing world-class educational opportunities to children. Our focus is on
building a school where learning is a joy, and teaching a pleasure; a school that places the child at the heart of every
endeavour; a school that makes learning meaningful and progressive; a school with an Indian mind, an Indian heart
and an Indian soul; a school that provides a robust foundation for children to grow into knowledgeable, creative,
compassionate and capable human beings and responsible citizens.
The School's motto �Dare to Dream� Learn to Excel� encapsulates our aspirations and the enormity of effort
required to bring about excellence in every facet of the School. Every element of the School resonates with this
philosophy: curriculum, pedagogy, recruitment, professional development, use of technology, co-curricular life,
international links, service to community, parents' participation, and so on.
The highest standards of excellence that the School has achieved so far, on all performance parameters, speak for
themselves. All these years, consistently across all the three curricula � ICSE, IGCSE and IB Diploma � our students
have achieved outstanding results in the board examinations, and our IB Diploma graduates have been accepted at
the world's top universities. Year after year, our children have also been excelling in a variety of sporting and co-
curricular activities, winning prizes at state, national and international levels; while service to community forms an
integral part of the education at DAIS. This invigorating blend of academic accomplishments and all-round
development of children has placed DAIS amongst the league of top international schools worldwide.
That our alumni have already started making their mark, by joining leading organizations worldwide or by taking
the entrepreneurial route, is another touchstone of the enduring impact our school has been making all along.
For the entire DAIS community, all these years have been a treasured journey, the realization of a shared dream, of
giving 'what is best for the child'. Parents' trust in us and the extraordinary commitment of our teachers, staff and
administrators have been pivotal to all our accomplishments.
The future has always to be better than the past. Every achievement has inspired us to continually set new
benchmarks of excellence, year after year. As we look ahead, we are committed to building on the strong
foundation we have laid and striving to be constantly on a continuum of excellence. We welcome you to be part of
this journey as we put in our best effort to be a beacon of a better future for the next generation�
With the paradigm of education ever-changing,
let us take the arc of history in our hands and
build a better tomorrow for our children,
in imaginative and innovative ways.
Nita M. AmbaniFounder & Chairperson
TOWARDS BUILDING A BETTER WORLD�
2 3
Dhirubhai Ambani International SchoolDare to Dream� Learn to Excel
� To provide a safe, secure and conducive environment
in which each child can enjoy learning, dare to dream,
achieve excellence and become a lifelong learner.
� To offer educational programmes that support
children's academic, moral, social and physical
development.
� To inculcate in children the values of empathy,
compassion and respect towards others and the
environment.
� To make children aware and appreciative of their
history, culture and traditions, whilst being open to
other cultures and alternative views of the world.
� To foster global-mindedness through interactions
and exchange programmes with organisations,
institutions and universities around the world.
� To provide a local and global dimension in curriculum
and pedagogy, which serves as the best preparation
for further studies in the world's finest universities.
� To provide learning opportunities and activities
which appeal to children's multiple intelligences and
which help develop in them multiplicity of
perspectives and skills.
� To he lp ch i ld ren deve lop in to conf ident
communicators in more than one language, and as
learners who are principled, reflective and self-
directed.
� To encourage children to develop the qualities of self-
discipline, positive self-image, resourcefulness,
teamwork, spirit of adventure and leadership.
� To provide state-of-the-art facilities, technologies
and infrastructure to optimize teaching and learning
outcomes.
� To build a community of outstanding and caring
educators, with rich experience and multi-cultural
perspectives and provide them with ongoing
professional development.
Objectives:
Vision:
At Dhirubhai Ambani International School, we recognize the imperative of imparting an educational
experience that is world-class in every respect and which prepares children for global citizenship. We are a
school with an Indian mind, an Indian heart and an Indian soul; a school that celebrates the culture of
excellence and is an embodiment of values. We believe that a curriculum of excellence with a global dimension
is central to the education of children to face the challenges of the 21st century with confidence and strength
of character.
Mission:
The School's mission is to provide a learning environment that encourages children to bring out the best in
themselves and which supports their all-round development, through discovering the joy of learning,
awakening and illuminating their intellect in multi-dimensional ways, and instilling abiding values in
themselves.
Motto:
Dare to Dream� Learn to Excel
2 3
Dhirubhai Ambani International SchoolDare to Dream� Learn to Excel
� To provide a safe, secure and conducive environment
in which each child can enjoy learning, dare to dream,
achieve excellence and become a lifelong learner.
� To offer educational programmes that support
children's academic, moral, social and physical
development.
� To inculcate in children the values of empathy,
compassion and respect towards others and the
environment.
� To make children aware and appreciative of their
history, culture and traditions, whilst being open to
other cultures and alternative views of the world.
� To foster global-mindedness through interactions
and exchange programmes with organisations,
institutions and universities around the world.
� To provide a local and global dimension in curriculum
and pedagogy, which serves as the best preparation
for further studies in the world's finest universities.
� To provide learning opportunities and activities
which appeal to children's multiple intelligences and
which help develop in them multiplicity of
perspectives and skills.
� To he lp ch i ld ren d e v e l o p i n t o c o n f i d e n t
communicators in more than one language, and as
learners who are principled, reflective and self-
directed.
� To encourage children to develop the qualities of self-
discipline, positive self-image, resourcefulness,
teamwork, spirit of adventure and leadership.
� To provide state-of-the-art facilities, technologies
and infrastructure to optimize teaching and learning
outcomes.
� To build a community of outstanding and caring
educators, with rich experience and multi-cultural
perspectives and provide them with ongoing
professional development.
Objectives:
Vision:
At Dhirubhai Ambani International School, we recognize the imperative of imparting an educational
experience that is world-class in every respect and which prepares children for global citizenship. We are a
school with an Indian mind, an Indian heart and an Indian soul; a school that celebrates the culture of
excellence and is an embodiment of values. We believe that a curriculum of excellence with a global dimension
is central to the education of children to face the challenges of the 21st century with confidence and strength
of character.
Mission:
The School's mission is to provide a learning environment that encourages children to bring out the best in
themselves and which supports their all-round development, through discovering the joy of learning,
awakening and illuminating their intellect in multi-dimensional ways, and instilling abiding values in
themselves.
Motto:
Dare to Dream� Learn to Excel
54
Dhirubhai Ambani International SchoolAt a Glance
� An LKG-12 school founded in 2003, Dhirubhai Ambani International School prepares students for the Indian Certificate of Secondary Education (ICSE), the International General Certificate of Secondary Education (IGCSE) and the International Baccalaureate Diploma Programme (IBDP) examinations. The School is also a member of the Cambridge International Primary Programme (CIPP);
� The School's talented and dedicated teachers, with linguistic and cultural diversity, play a central role in enhancing children's learning. Our faculty members comprise of an excellent mix of experience at leading schools in India and across the world, and many have grown themselves in our system;
� The first ten batches of our IBDP students have achieved remarkable results in their examinations, with scores well above the international average. The Class of 2014 achieved an average Diploma score of 39.42 (the highest possible individual score in the Diploma being 45), whereas the world average is 30.06 points and the South East Asia average is 33.16 points. 6 students gained the perfect score of 45 points, a score that was only achieved by 194 students worldwide. 49 students achieved 40 points or above, constituting 53% of our students, as compared to 3.33% students worldwide this year. Over the last ten years, 56% of the South Asia toppers who have achieved the perfect score of 45 are from DAIS;
� The first nine batches of our ICSE and IGCSE students have also achieved outstanding results. In the ICSE examinations of 2014, the School's average score is 94.86%; our topper scored 98.40%; 93.3% of our students scored 90% or above. Across all subjects, a significant percentage of our students scored 91 to 100 (Grade 1), their performance being far above the all-India position;
� In the IGCSE examinations held in 2014, 87.5% of all grades achieved are A*and A grades compared to 30.3%world-wide last year. In 2014, 3 DAIS students topped the
world in Mathematics and 2 students topped India in Physical Education and Art and Design;
� During the last ten years, our IBDP graduates have gained admission to the world's top universities like MIT, Harvard, Cambridge, University College London, Imperial College, Oxford, Stanford, Yale, Chicago, U-Penn, Columbia, Cornell, John Hopkins, Edinburgh, Toronto, King's College, McGill, Michigan, Duke, UC-Berkeley, Carnegie Mellon, University of Chicago, Boston, NYU, Brown, Tufts, Northwestern, University of Hong Kong, University of Melbourne, University of British Columbia, Sciences Po and Rhode Island School of Design, amongst others. Our graduates from the Class of 2014 earned admission offers from 21 of the top 25 universities worldwide. Our students have also joined India's leading colleges. Over the years, many reputable universities have offered scholarships to our students;
� The School has a very active Model United Nations (MUN) programme. In 2006, DAIS received affiliation to THIMUN (The Hague International Model United Nations), a remarkable milestone as we are the first school from India and the whole of South Asia to achieve this honor. The Annual DAIMUN (Dhirubhai Ambani International School Model United Nations) Conference provides opportunities for students to deliberate on contemporary and critical issues the world faces;
� DAIS students participate in Seeds of Peace, an international peace-building youth organization based in New York.It brings together youth from conflict-ridden nations and empowers them as the leaders of tomorrow, who will foster the peace making initiatives in their countries. Seeds of Peace encourages collaboration beyond national borders and helps students gain an understanding of issues affecting other nations;
� DAIS received Regional Membership of Round Square in 2008 and Global Membership of Round Square in 2010. Over the years, DAIS has successfully integrated the Round Square IDEALS (Internationalism, Democracy, Environment, Adventure, Leadership and Service) into the School through a number of activities and exchange programmes. DAIS hosted a Round Square International Service (RSIS) project in December 2013 at Kumbharghar, in which students from eight countries participated in building a school and low-cost housing facilities, using green architecture;
� DAIS' membership of the Council of International Schools (CIS) reinforces its focus to deliver the highest standards of education;
� DAIS' membership of the New England Association of Schools and Colleges (NEASC), America's oldest accrediting association, underlines its commitment to establishing and maintaining the highest standards of education;
� In 2010, our school received Associate Membership of NESA (Near East South Asia Council of Overseas Schools). An
Among the Top International Schools globally
� Academic Reputation � Teacher Welfare and Development� Competence of Faculty
Ranked No. 1 International School in India(Consecutively for 2 years)
Education World India School Rankings 2013 & 2014Highest Ratings for
Ranked No. 1 School in Mumbai(Consecutively for 3 years)
Hindustan Times-C Fore Top School Survey 2012, 2013 & 2014
Highest Ratings for� Academic Rigour � Teachers
association of 100 private, independent international schools, NESA works towards offering students the best possible education by promoting professional and personal links amongst educators;
� DAIS is a regular member of National Association for College Admission Counselling (NACAC), USA;
� Our students have brought laurels to the School by winning many sporting and co-curricular events at the state, national and international levels. In 2013-14, DAIS students won 282 State-level awards, 26 National Awards and 35 International Awards in sporting and co-curricular events;
� Our students participate in the International Award for Young People (IAYP), an organization that focuses on encouraging overall development of young adults, by challenging them in four areas - physical recreation, skills, service and expeditions. The students participate in outdoor camps, experiencing the different outdoor life skills and challenges;
� In line with its philosophy of giving the maximum possible opportunities for students to enhance their learning and development and support their work for community service projects, DAIS encourages them to make use of off-campus facilities that are made available at Matheran, Patalganga and Jamnagar;
� Through exchange programmes, DAIS encourages students to experience and appreciate other cultural contexts and broaden their world view, while also giving them opportunities to engage in community service. The School has several exchange programmes - with L'Ermitage School, Paris, France; SEK Ciudalcampo International School, Madrid, Spain; Open Gate School, Prague, Czech Republic: Bavarian International School, Bavaria, Germany; The Godolphin & Latymer School, London, UK; The Liceo
Scientifico Farnesina School, Rome, Italy, and Highland High School , Salt Lake City, Utah, USA;
� Some of our faculty members have undergone the Teaching Excellence and Achievement Programme (TEA) in the USA, awarded and organized by the International Research and Exchange Board (IREX);
� Our children from class III onwards are involved in various community service activities. While the younger children visit old age homes, orphanages and support underprivileged children, our secondary school children are involved in the development of two villages - Hassachipatti (a village near Matheran) and Kumbharghar (near Patalganga). This 'Empowering Rural India' Programme focuses on education, infrastructure and economic empowerment. Our students from classes VIII to XII work on these initiatives, with participation of students from Round Square Schools, as well as other schools in India and from around the world;
� The 'Across the Road' project supports children from slums adjacent to the School, for their educational and developmental needs. The DAIS Akanksha Centre supports the education of children from neighbourhood slums. In 2013 and 2014, 15 children from this centre have appeared for the Class 10 board examinations. Our students also work with several NGOs � Advitya, Muktangan, Pratham and Aseema;
� DAIS Leadership Series (DLS) was introduced at the school in 2013 with a view to providing opportunities to students to listen to compelling stories of some of India's leaders and draw inspiration and insights from them;
� With the growing appreciation of TED Talks as a teaching and learning tool and a catalyst for innovation and change, our students launched TEDxYouth@DAIS in 2013.
54
Dhirubhai Ambani International SchoolAt a Glance
� An LKG-12 school founded in 2003, Dhirubhai Ambani International School prepares students for the Indian Certificate of Secondary Education (ICSE), the International General Certificate of Secondary Education (IGCSE) and the International Baccalaureate Diploma Programme (IBDP) examinations. The School is also a member of the Cambridge International Primary Programme (CIPP);
� The School's talented and dedicated teachers, with linguistic and cultural diversity, play a central role in enhancing children's learning. Our faculty members comprise of an excellent mix of experience at leading schools in India and across the world, and many have grown themselves in our system;
� The first ten batches of our IBDP students have achieved remarkable results in their examinations, with scores well above the international average. The Class of 2014 achieved an average Diploma score of 39.42 (the highest possible individual score in the Diploma being 45), whereas the world average is 30.06 points and the South East Asia average is 33.16 points. 6 students gained the perfect score of 45 points, a score that was only achieved by 194 students worldwide. 49 students achieved 40 points or above, constituting 53% of our students, as compared to 3.33% students worldwide this year. Over the last ten years, 56% of the South Asia toppers who have achieved the perfect score of 45 are from DAIS;
� The first nine batches of our ICSE and IGCSE students have also achieved outstanding results. In the ICSE examinations of 2014, the School's average score is 94.86%; our topper scored 98.40%; 93.3% of our students scored 90% or above. Across all subjects, a significant percentage of our students scored 91 to 100 (Grade 1), their performance being far above the all-India position;
� In the IGCSE examinations held in 2014, 87.5% of all grades achieved are A*and A grades compared to 30.3%world-wide last year. In 2014, 3 DAIS students topped the
world in Mathematics and 2 students topped India in Physical Education and Art and Design;
� During the last ten years, our IBDP graduates have gained admission to the world's top universities like MIT, Harvard, Cambridge, University College London, Imperial College, Oxford, Stanford, Yale, Chicago, U-Penn, Columbia, Cornell, John Hopkins, Edinburgh, Toronto, King's College, McGill, Michigan, Duke, UC-Berkeley, Carnegie Mellon, University of Chicago, Boston, NYU, Brown, Tufts, Northwestern, University of Hong Kong, University of Melbourne, University of British Columbia, Sciences Po and Rhode Island School of Design, amongst others. Our graduates from the Class of 2014 earned admission offers from 21 of the top 25 universities worldwide. Our students have also joined India's leading colleges. Over the years, many reputable universities have offered scholarships to our students;
� The School has a very active Model United Nations (MUN) programme. In 2006, DAIS received affiliation to THIMUN (The Hague International Model United Nations), a remarkable milestone as we are the first school from India and the whole of South Asia to achieve this honor. The Annual DAIMUN (Dhirubhai Ambani International School Model United Nations) Conference provides opportunities for students to deliberate on contemporary and critical issues the world faces;
� DAIS students participate in Seeds of Peace, an international peace-building youth organization based in New York.It brings together youth from conflict-ridden nations and empowers them as the leaders of tomorrow, who will foster the peace making initiatives in their countries. Seeds of Peace encourages collaboration beyond national borders and helps students gain an understanding of issues affecting other nations;
� DAIS received Regional Membership of Round Square in 2008 and Global Membership of Round Square in 2010. Over the years, DAIS has successfully integrated the Round Square IDEALS (Internationalism, Democracy, Environment, Adventure, Leadership and Service) into the School through a number of activities and exchange programmes. DAIS hosted a Round Square International Service (RSIS) project in December 2013 at Kumbharghar, in which students from eight countries participated in building a school and low-cost housing facilities, using green architecture;
� DAIS' membership of the Council of International Schools (CIS) reinforces its focus to deliver the highest standards of education;
� DAIS' membership of the New England Association of Schools and Colleges (NEASC), America's oldest accrediting association, underlines its commitment to establishing and maintaining the highest standards of education;
� In 2010, our school received Associate Membership of NESA (Near East South Asia Council of Overseas Schools). An
Among the Top International Schools globally
� Academic Reputation � Teacher Welfare and Development� Competence of Faculty
Ranked No. 1 International School in India(Consecutively for 2 years)
Education World India School Rankings 2013 & 2014Highest Ratings for
Ranked No. 1 School in Mumbai(Consecutively for 3 years)
Hindustan Times-C Fore Top School Survey 2012, 2013 & 2014
Highest Ratings for� Academic Rigour � Teachers
association of 100 private, independent international schools, NESA works towards offering students the best possible education by promoting professional and personal links amongst educators;
� DAIS is a regular member of National Association for College Admission Counselling (NACAC), USA;
� Our students have brought laurels to the School by winning many sporting and co-curricular events at the state, national and international levels. In 2013-14, DAIS students won 282 State-level awards, 26 National Awards and 35 International Awards in sporting and co-curricular events;
� Our students participate in the International Award for Young People (IAYP), an organization that focuses on encouraging overall development of young adults, by challenging them in four areas - physical recreation, skills, service and expeditions. The students participate in outdoor camps, experiencing the different outdoor life skills and challenges;
� In line with its philosophy of giving the maximum possible opportunities for students to enhance their learning and development and support their work for community service projects, DAIS encourages them to make use of off-campus facilities that are made available at Matheran, Patalganga and Jamnagar;
� Through exchange programmes, DAIS encourages students to experience and appreciate other cultural contexts and broaden their world view, while also giving them opportunities to engage in community service. The School has several exchange programmes - with L'Ermitage School, Paris, France; SEK Ciudalcampo International School, Madrid, Spain; Open Gate School, Prague, Czech Republic: Bavarian International School, Bavaria, Germany; The Godolphin & Latymer School, London, UK; The Liceo
Scientifico Farnesina School, Rome, Italy, and Highland High School , Salt Lake City, Utah, USA;
� Some of our faculty members have undergone the Teaching Excellence and Achievement Programme (TEA) in the USA, awarded and organized by the International Research and Exchange Board (IREX);
� Our children from class III onwards are involved in various community service activities. While the younger children visit old age homes, orphanages and support underprivileged children, our secondary school children are involved in the development of two villages - Hassachipatti (a village near Matheran) and Kumbharghar (near Patalganga). This 'Empowering Rural India' Programme focuses on education, infrastructure and economic empowerment. Our students from classes VIII to XII work on these initiatives, with participation of students from Round Square Schools, as well as other schools in India and from around the world;
� The 'Across the Road' project supports children from slums adjacent to the School, for their educational and developmental needs. The DAIS Akanksha Centre supports the education of children from neighbourhood slums. In 2013 and 2014, 15 children from this centre have appeared for the Class 10 board examinations. Our students also work with several NGOs � Advitya, Muktangan, Pratham and Aseema;
� DAIS Leadership Series (DLS) was introduced at the school in 2013 with a view to providing opportunities to students to listen to compelling stories of some of India's leaders and draw inspiration and insights from them;
� With the growing appreciation of TED Talks as a teaching and learning tool and a catalyst for innovation and change, our students launched TEDxYouth@DAIS in 2013.
1. The Primary & Middle School Programme:
The Primary School Programme at Dhirubhai Ambani International School comprises of Lower and Upper Kindergarten (LKG and UKG) years and Classes I to IV. The Middle School Programme covers Classes V to VII.
In classes LKG to VII, the School follows an integrated curriculum, drawing on the programmes of the Council for the Indian School Certificate Examinations and international examination boards. The School is a member of the Cambridge International Primary Programme.
2. Lower and Upper Kindergarten (LKG & UKG):
In the Kindergarten Classes, emphasis is placed equally on children's intellectual, physical and social development. Children learn through a combination of games, songs and creative projects. They play with blocks; measure sand, water or ingredients for cooking; they are taught to observe changes in the environment, examine and sort objects. Story-telling and role-playing, drawing and tracing, creating patterns and developing skills of measurement: all contribute to the laying of sure foundations in literacy and numeracy.
In order to make learning both enjoyable and meaningful, the Kindergarten programme:
� Nurtures the child's love of learning and fosters the boundless curiosity that comes so naturally at this young age;
� Creates an atmosphere where children feel respected and secure by providing a place of warmth, fun, joy and laughter;
� Focuses on the overall development of children through activities and experiences;
� Offers a flexible and hands-on approach which enables teachers to support children's interests, build self-esteem and confidence, as well as support the development of skills in all cognitive areas;
� Commits to a curriculum that is dynamic, progressive and responsive to the evolving world, by complementing the Primary School curriculum with that of the Cambridge International Primary Programme;
� Provides a learning environment that encourages children to look at multiple perspectives and develop the ability and attitude to solve their own problems, as well as those of the global community, as they grow up;
� Develops the individual talents and abilities of children and teaches them to connect the experience of the classroom to the realities ofthe world;
� Caters to the needs of a variety of individual differences within the classroom;
� Offers Games / Physical Education, Western Music, Art and Craft, Speech and Drama, Indian Dance and Yoga as regular curricular subjects;
� Organizes field trips, picnics, celebrations of various festivals and occasions throughout the year.
3. Classes I to IV:
In Classes I to IV, the focus is on encouraging enquiry, exploration and on inculcating confidence in key learning skills � reading, writing, listening, speaking, information technology capability, problem-solving, observation and measurement. Children are encouraged to speak and perform at assemblies, concerts, drama productions, and thus gain confidence in their ability to communicate to a wider audience.
We recognize that children at this level are active, curious, experimental, imaginative, talkative and, above all, disconcertingly frank. Each child is an individual with his or her own unique abilities, interests, aspirations and expectations. Therefore, our curriculum in these classes is structured to encourage and motivate them to become self-confident, self-reliant and self-disciplined, and thus help them achieve their full potential. The School seeks to achieve this through a variety of curricular and co-curricular programmes.
Children learn and develop through:
� A number of informal methods like activities, projects, presentations and hands-on experiences, apart from formal learning;
� Activities like free play, dramatization, enacting through puppets, singing, dancing, cooking, art, and so on;
� Outdoor and indoor play and games;
� Sharing ideas with other children and discovering facts for themselves through observation and reference work;
� Exciting experiential learning opportunities through field trips, which are planned for specific educational purposes;
� Exploring and reading books, newspapers and magazines, thus enhancing their knowledge and inculcating in them an interest to be learning-oriented while appreciating the value of reading and research;
� An appropriate balance of whole group, small group and individual activities, which cater to individual differences in learning;
� An inter-disciplinary appreciation of Language, Mathematics, Social Studies and Science, by studying them as individual subjects as well as in an integrated way;
� Physical education, which improves health and fitness, while enjoying the recreational value it offers;
� Exposure to team and individual sports, competitive and non-competitive, which encourages sportsmanship, a school-wide community spirit and a feeling of individual accomplishment;
� The ICT Award Computer Course of the University of Cambridge International Examinations, introduces students to the concept and reality of information and communication technology and provides a framework in which practical skills and knowledge can be acquired and developed introduces �Cambridge ICT Starters� exposes students to commonly used key ICT applications. On assessment as per the curriculum guidelines, students progress through the 3 levels � 'Initial steps', 'Next steps' and 'On track'; and may opt to pursue the Cambridge International Diploma in ICT;
� A supportive learning environment where individual needs are addressed in a positive and inclusive way;
� Opportunities in Dance, Fine Arts, Theatre, Western and Indian Music, Speech and Drama and Yoga, which facilitate a well-rounded development. These are part of the regular curriculum, and are also being offered as co-curricular and core activity programmes;
� Participation in co-curricular activities, which are held on Thursdays for one hour. Students who show special interest or are specially talented in any sporting or non-sporting areas are offered further opportunities through the core activity programme, so that they are able to excel in such areas and also enhance their readiness to take part in competitions and tournaments outside of school;
� Celebration of the changing rhythms of the year through a variety of festivals and activities. These are celebrated through whole-school assemblies, play performances, special holidays and functions, which help children in meaningful bonding and appreciation of such festivals;
� As part of their engagement with many social causes, our children from Class III onwards are involved in various community service activities. Children in the primary school visit old age homes, orphanages and support underprivileged children.
4. Classes V to VII
� In Classes V-VII, students build on the foundations laid in the primary school. New challenges are met as communication, reasoning, problem- solving and value judgment become far more complex;
� Our aim is to provide a broad-based curriculum which facilitates in-depth study of the key elements of English, Hindi/French, Marathi, Mathematics, Science, History, Geography, Art, Computer Studies, Music, Yoga, Dance, Drama, Physical Education and Personal Social and Health Education (PSHE);
� A detailed curricular framework is formulated, which is a blend of both the Cambridge International Primary Programme (which continues up to Class V) and the Indian Council of Secondary Education Curriculum. This framework ensures progression and continuity through the school and avoids repetition.
6 7
The Primary &Middle School Programme
1. The Primary & Middle School Programme:
The Primary School Programme at Dhirubhai Ambani International School comprises of Lower and Upper Kindergarten (LKG and UKG) years and Classes I to IV. The Middle School Programme covers Classes V to VII.
In classes LKG to VII, the School follows an integrated curriculum, drawing on the programmes of the Council for the Indian School Certificate Examinations and international examination boards. The School is a member of the Cambridge International Primary Programme.
2. Lower and Upper Kindergarten (LKG & UKG):
In the Kindergarten Classes, emphasis is placed equally on children's intellectual, physical and social development. Children learn through a combination of games, songs and creative projects. They play with blocks; measure sand, water or ingredients for cooking; they are taught to observe changes in the environment, examine and sort objects. Story-telling and role-playing, drawing and tracing, creating patterns and developing skills of measurement: all contribute to the laying of sure foundations in literacy and numeracy.
In order to make learning both enjoyable and meaningful, the Kindergarten programme:
� Nurtures the child's love of learning and fosters the boundless curiosity that comes so naturally at this young age;
� Creates an atmosphere where children feel respected and secure by providing a place of warmth, fun, joy and laughter;
� Focuses on the overall development of children through activities and experiences;
� Offers a flexible and hands-on approach which enables teachers to support children's interests, build self-esteem and confidence, as well as support the development of skills in all cognitive areas;
� Commits to a curriculum that is dynamic, progressive and responsive to the evolving world, by complementing the Primary School curriculum with that of the Cambridge International Primary Programme;
� Provides a learning environment that encourages children to look at multiple perspectives and develop the ability and attitude to solve their own problems, as well as those of the global community, as they grow up;
� Develops the individual talents and abilities of children and teaches them to connect the experience of the classroom to the realities ofthe world;
� Caters to the needs of a variety of individual differences within the classroom;
� Offers Games / Physical Education, Western Music, Art and Craft, Speech and Drama, Indian Dance and Yoga as regular curricular subjects;
� Organizes field trips, picnics, celebrations of various festivals and occasions throughout the year.
3. Classes I to IV:
In Classes I to IV, the focus is on encouraging enquiry, exploration and on inculcating confidence in key learning skills � reading, writing, listening, speaking, information technology capability, problem-solving, observation and measurement. Children are encouraged to speak and perform at assemblies, concerts, drama productions, and thus gain confidence in their ability to communicate to a wider audience.
We recognize that children at this level are active, curious, experimental, imaginative, talkative and, above all, disconcertingly frank. Each child is an individual with his or her own unique abilities, interests, aspirations and expectations. Therefore, our curriculum in these classes is structured to encourage and motivate them to become self-confident, self-reliant and self-disciplined, and thus help them achieve their full potential. The School seeks to achieve this through a variety of curricular and co-curricular programmes.
Children learn and develop through:
� A number of informal methods like activities, projects, presentations and hands-on experiences, apart from formal learning;
� Activities like free play, dramatization, enacting through puppets, singing, dancing, cooking, art, and so on;
� Outdoor and indoor play and games;
� Sharing ideas with other children and discovering facts for themselves through observation and reference work;
� Exciting experiential learning opportunities through field trips, which are planned for specific educational purposes;
� Exploring and reading books, newspapers and magazines, thus enhancing their knowledge and inculcating in them an interest to be learning-oriented while appreciating the value of reading and research;
� An appropriate balance of whole group, small group and individual activities, which cater to individual differences in learning;
� An inter-disciplinary appreciation of Language, Mathematics, Social Studies and Science, by studying them as individual subjects as well as in an integrated way;
� Physical education, which improves health and fitness, while enjoying the recreational value it offers;
� Exposure to team and individual sports, competitive and non-competitive, which encourages sportsmanship, a school-wide community spirit and a feeling of individual accomplishment;
� The ICT Award Computer Course of the University of Cambridge International Examinations, introduces students to the concept and reality of information and communication technology and provides a framework in which practical skills and knowledge can be acquired and developed introduces �Cambridge ICT Starters� exposes students to commonly used key ICT applications. On assessment as per the curriculum guidelines, students progress through the 3 levels � 'Initial steps', 'Next steps' and 'On track'; and may opt to pursue the Cambridge International Diploma in ICT;
� A supportive learning environment where individual needs are addressed in a positive and inclusive way;
� Opportunities in Dance, Fine Arts, Theatre, Western and Indian Music, Speech and Drama and Yoga, which facilitate a well-rounded development. These are part of the regular curriculum, and are also being offered as co-curricular and core activity programmes;
� Participation in co-curricular activities, which are held on Thursdays for one hour. Students who show special interest or are specially talented in any sporting or non-sporting areas are offered further opportunities through the core activity programme, so that they are able to excel in such areas and also enhance their readiness to take part in competitions and tournaments outside of school;
� Celebration of the changing rhythms of the year through a variety of festivals and activities. These are celebrated through whole-school assemblies, play performances, special holidays and functions, which help children in meaningful bonding and appreciation of such festivals;
� As part of their engagement with many social causes, our children from Class III onwards are involved in various community service activities. Children in the primary school visit old age homes, orphanages and support underprivileged children.
4. Classes V to VII
� In Classes V-VII, students build on the foundations laid in the primary school. New challenges are met as communication, reasoning, problem- solving and value judgment become far more complex;
� Our aim is to provide a broad-based curriculum which facilitates in-depth study of the key elements of English, Hindi/French, Marathi, Mathematics, Science, History, Geography, Art, Computer Studies, Music, Yoga, Dance, Drama, Physical Education and Personal Social and Health Education (PSHE);
� A detailed curricular framework is formulated, which is a blend of both the Cambridge International Primary Programme (which continues up to Class V) and the Indian Council of Secondary Education Curriculum. This framework ensures progression and continuity through the school and avoids repetition.
6 7
The Primary &Middle School Programme
1. The Council for the Indian School Certificate Examinations:
The Council for the Indian School Certificate Examinations was
established by the University of Cambridge Local Examinations
Syndicate in 1958, with a view to adapting the latter's curriculum
and examination systems to cater to the educational needs of the
local context.
The Council's Mission:
The Council for the Indian School Certificate Examinations is
committed to serving the nation's children through high quality
educational endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting introspective
living, by creating exciting learning opportunities, with a
commitment to excellence.
Dhirubhai Ambani International School offers the Indian Certificate
of Secondary Education Examination (ICSE) Programme to
students in Classes IX and X. The ICSE Class VIII at Dhirubhai
Ambani International School serves as a preparatory year for the
ICSE Programme in Classes IX and X.
2. The Indian Certificate of Secondary Education Programme
(ICSE):
� Has been designed to provide an examination in a course of
general education, in accordance with the recommendations of
the New Education Policy 1986, through the medium of
English;
� Ensures a general education where all candidates are required
to take seven subjects and are also graded in 'Socially Useful
Productive Work'(SUPW);
� Is an all-India board examination that is taken at the end of Class X.
3. The Curriculum for the ICSE Programme at Dhirubhai Ambani International School:
The ICSE is a two-year course of study available to students at Dhirubhai Ambani International School in Classes IX and X. The ICSE Class VIII serves
as a preparatory year designed to meaningfully progress to the courses of study in ICSE Classes IX and X.
� The middle school continues the ICT Award Computer Course of the Cambridge International Programme for the students up to class VII;
� The Arts are a fundamental means of expression and communication in all societies, and hence to give children access to the cultural diversity and traditions that constitute artistic heritage, the School continues to provide a comprehensive Arts programme. Thus, the middle school children participate in Music, Art, Dance, Yoga, Drama and other activities during their regular class time as well asco-curricular activities; they also take part in core activity programmes (sporting and non-sporting), which are conducted before or after school hours;
� The educational philosophy of the School encourages children to get a wide range of first-hand experiences. Much of our work is focused on the environment and therefore school trips are a vital part of the curriculum;
� The evaluation system in the middle school is such that each child feels that he or she has made progress and shown positive achievement and success. The school follows a policy of awarding grades rather than marks for individual components of work. There is continuous evaluation of a child's performance in class, and students� performance and grades are monitored and reviewed throughout the year to facilitate their continued progress.
5. Some Frequently Asked Questions:
How unique is the Primary School programme offered at Dhirubhai Ambani International School?
Learning at the School is designed to be an enjoyable experience for children, thus making them want to come to School even when they don't have to. By increasing student interest, by making learning fun but meaningful, we lay the foundation for developing a lifelong interest in learning.
What is the evaluation system followed by the School?
Dhirubhai Ambani International School follows a system of continuous evaluation and regularly provides parents with an assessment of their child's academic progress, based on a comprehensive system of reviews, reports and parent-teacher meetings.
How does the Cambridge International Primary Programme help students in the Primary School classes at Dhirubhai Ambani International School?
The Cambridge International Primary Programme developed by University of Cambridge International Examinations is an internationally appropriate and relevant curriculum and has been designed to be culturally sensitive. It includes top-quality teaching and assessment resources appropriate for teaching and learning in local, national and international schools. The structure of the programme encourages teachers to use their own materials, bringing in local, national and international examples. It is also a flexible programme and gives freedom to every school to choose those parts of the programme that best suit their requirements.
As per your school's curriculum up to class VII, our child would not be studying a full-fledged Cambridge Programme. With this, would our child face any problem if he/she opts for IGCSE class VIII?
For classes V to VII, our school follows an integrated curriculum, drawing primarily on the best of both the Cambridge programme and the ICSE programme. The curriculum is structured and delivered in such a way that children are able to progress to either the ICSE or the IGCSE in class VIII and do well in it.
Further information on the Cambridge International Primary Programme may be found at and information on the www.cie.org.ukICSE Programme may be found at www.cisce.org
98
Subjects in ICSE Class VIII
English Second Language � Hindi / French Mathematics
Social Studies (History & Civics, Geography)
Science(Physics, Chemistry, Biology) Environmental Science
Computer Studies
Students are also offered lessons in Indian Music, Indian Dance, Western Music, Yoga, Art & Drama, Physical Education andPersonal, Social and Health Education (PSHE).
The Indian Certificate ofSecondary Education Programme
ICSE
1. The Council for the Indian School Certificate Examinations:
The Council for the Indian School Certificate Examinations was
established by the University of Cambridge Local Examinations
Syndicate in 1958, with a view to adapting the latter's curriculum
and examination systems to cater to the educational needs of the
local context.
The Council's Mission:
The Council for the Indian School Certificate Examinations is
committed to serving the nation's children through high quality
educational endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting introspective
living, by creating exciting learning opportunities, with a
commitment to excellence.
Dhirubhai Ambani International School offers the Indian Certificate
of Secondary Education Examination (ICSE) Programme to
students in Classes IX and X. The ICSE Class VIII at Dhirubhai
Ambani International School serves as a preparatory year for the
ICSE Programme in Classes IX and X.
2. The Indian Certificate of Secondary Education Programme
(ICSE):
� Has been designed to provide an examination in a course of
general education, in accordance with the recommendations of
the New Education Policy 1986, through the medium of
English;
� Ensures a general education where all candidates are required
to take seven subjects and are also graded in 'Socially Useful
Productive Work'(SUPW);
� Is an all-India board examination that is taken at the end of Class X.
3. The Curriculum for the ICSE Programme at Dhirubhai Ambani International School:
The ICSE is a two-year course of study available to students at Dhirubhai Ambani International School in Classes IX and X. The ICSE Class VIII serves
as a preparatory year designed to meaningfully progress to the courses of study in ICSE Classes IX and X.
� The middle school continues the ICT Award Computer Course of the Cambridge International Programme for the students up to class VII;
� The Arts are a fundamental means of expression and communication in all societies, and hence to give children access to the cultural diversity and traditions that constitute artistic heritage, the School continues to provide a comprehensive Arts programme. Thus, the middle school children participate in Music, Art, Dance, Yoga, Drama and other activities during their regular class time as well asco-curricular activities; they also take part in core activity programmes (sporting and non-sporting), which are conducted before or after school hours;
� The educational philosophy of the School encourages children to get a wide range of first-hand experiences. Much of our work is focused on the environment and therefore school trips are a vital part of the curriculum;
� The evaluation system in the middle school is such that each child feels that he or she has made progress and shown positive achievement and success. The school follows a policy of awarding grades rather than marks for individual components of work. There is continuous evaluation of a child's performance in class, and students� performance and grades are monitored and reviewed throughout the year to facilitate their continued progress.
5. Some Frequently Asked Questions:
How unique is the Primary School programme offered at Dhirubhai Ambani International School?
Learning at the School is designed to be an enjoyable experience for children, thus making them want to come to School even when they don't have to. By increasing student interest, by making learning fun but meaningful, we lay the foundation for developing a lifelong interest in learning.
What is the evaluation system followed by the School?
Dhirubhai Ambani International School follows a system of continuous evaluation and regularly provides parents with an assessment of their child's academic progress, based on a comprehensive system of reviews, reports and parent-teacher meetings.
How does the Cambridge International Primary Programme help students in the Primary School classes at Dhirubhai Ambani International School?
The Cambridge International Primary Programme developed by University of Cambridge International Examinations is an internationally appropriate and relevant curriculum and has been designed to be culturally sensitive. It includes top-quality teaching and assessment resources appropriate for teaching and learning in local, national and international schools. The structure of the programme encourages teachers to use their own materials, bringing in local, national and international examples. It is also a flexible programme and gives freedom to every school to choose those parts of the programme that best suit their requirements.
As per your school's curriculum up to class VII, our child would not be studying a full-fledged Cambridge Programme. With this, would our child face any problem if he/she opts for IGCSE class VIII?
For classes V to VII, our school follows an integrated curriculum, drawing primarily on the best of both the Cambridge programme and the ICSE programme. The curriculum is structured and delivered in such a way that children are able to progress to either the ICSE or the IGCSE in class VIII and do well in it.
Further information on the Cambridge International Primary Programme may be found at and information on the www.cie.org.ukICSE Programme may be found at www.cisce.org
98
Subjects in ICSE Class VIII
English Second Language � Hindi / French Mathematics
Social Studies (History & Civics, Geography)
Science(Physics, Chemistry, Biology) Environmental Science
Computer Studies
Students are also offered lessons in Indian Music, Indian Dance, Western Music, Yoga, Art & Drama, Physical Education andPersonal, Social and Health Education (PSHE).
The Indian Certificate ofSecondary Education Programme
ICSE
In addition, students also choose from a range of sporting and non-sporting activities. Such co-curricular experiences help them to develop a well-rounded personality.
At Dhirubhai Ambani International School, the following subjects are offered for external examination at the end of Class X:
10 11
Group I(Compulsory)
Group III(Any one of the
following subjects)
� English
� Second Language �Hindi / French
� Social Studies
(History & Civics, Geography)
� Computer Applications
� Art
� Physical Education
� Technical DrawingApplications
Group II(Compulsory)
� Mathematics
� Science (Physics, Chemistry, Biology)
� Environmental Science
Students are also required to undertake 'Socially Useful Productive Work' (SUPW).
A significant percentage of our students have scored 91 to 100 marks (Grade 1) across all the subjects, compared to the all-India position. The following graph gives a glimpse of our students' subject-wise performance vis-à-vis the national average.
4. ICSE Results 2014
In the board examinations held in 2014, all the 30 students of our ninth batch of ICSE Class X have achieved outstanding results:
� 22 students have scored 95% and above
� 6 students have scored between 90% and 94%
� Thus, 28 out of 30 students have secured 90% and above
� 2 students scored between 84% and 86%
� Our Topper has scored 98.40%
� Our Second highest score is 97.80%
� Our Third highest score is 97.60%
� The School's average score is 94.86%
� All our students achieved a score of 81% and above. Only 34% of students achieved this score at all- India level, as against 100% at DAIS
DAIS % of Students scored 91 to 100 All-India % of students scored 91 to 100 (2013)
Dhirubhai Ambani International SchoolICSE Class X Results 2014
Eng
lish
Hin
di
His
tory
, Civ
ics
&G
eog
rap
hy
Mat
hem
atic
s
Scie
nce
Tech
nic
al D
raw
ing
Ap
plic
atio
ns
Phys
ical
Ed
uca
tio
n
Co
mp
ute
rA
pp
licat
ion
0
Sco
re (
%)
70
60
50
40
30
20
10
80
90
100
Perc
enta
ge
of
Stu
den
ts S
cori
ng
81
% a
nd
Ab
ove 70
60
50
40
30
20
0
10
80
90
100
DAIS Avg.(2014)
All-India Avg.(2013)*
Dhirubhai Ambani International SchoolICSE Class X Results 2014A Comparative Snapshot
* Source: Analysis of Pupil Performance, ICSE Examinations 2013
As per an analysis carried out by the Learning Point, based on the average scores achieved by schools in 2014, DAIS has come out on top amongst all the ICSE schools across the country.
Dhirubhai Ambani International SchoolICSE Class X Results 2014
Marks %
95 to 100
70
60
50
40
30
20
0
10
90 to 94 84 to 86
80
90
100
% o
f St
ud
ents
In addition, students also choose from a range of sporting and non-sporting activities. Such co-curricular experiences help them to develop a well-rounded personality.
At Dhirubhai Ambani International School, the following subjects are offered for external examination at the end of Class X:
10 11
Group I(Compulsory)
Group III(Any one of the
following subjects)
� English
� Second Language �Hindi / French
� Social Studies
(History & Civics, Geography)
� Computer Applications
� Art
� Physical Education
� Technical DrawingApplications
Group II(Compulsory)
� Mathematics
� Science (Physics, Chemistry, Biology)
� Environmental Science
Students are also required to undertake 'Socially Useful Productive Work' (SUPW).
A significant percentage of our students have scored 91 to 100 marks (Grade 1) across all the subjects, compared to the all-India position. The following graph gives a glimpse of our students' subject-wise performance vis-à-vis the national average.
4. ICSE Results 2014
In the board examinations held in 2014, all the 30 students of our ninth batch of ICSE Class X have achieved outstanding results:
� 22 students have scored 95% and above
� 6 students have scored between 90% and 94%
� Thus, 28 out of 30 students have secured 90% and above
� 2 students scored between 84% and 86%
� Our Topper has scored 98.40%
� Our Second highest score is 97.80%
� Our Third highest score is 97.60%
� The School's average score is 94.86%
� All our students achieved a score of 81% and above. Only 34% of students achieved this score at all- India level, as against 100% at DAIS
DAIS % of Students scored 91 to 100 All-India % of students scored 91 to 100 (2013)
Dhirubhai Ambani International SchoolICSE Class X Results 2014
Eng
lish
Hin
di
His
tory
, Civ
ics
&G
eog
rap
hy
Mat
hem
atic
s
Scie
nce
Tech
nic
al D
raw
ing
Ap
plic
atio
ns
Phys
ical
Ed
uca
tio
n
Co
mp
ute
rA
pp
licat
ion
0
Sco
re (
%)
70
60
50
40
30
20
10
80
90
100
Perc
enta
ge
of
Stu
den
ts S
cori
ng
81
% a
nd
Ab
ove 70
60
50
40
30
20
0
10
80
90
100
DAIS Avg.(2014)
All-India Avg.(2013)*
Dhirubhai Ambani International SchoolICSE Class X Results 2014A Comparative Snapshot
* Source: Analysis of Pupil Performance, ICSE Examinations 2013
As per an analysis carried out by the Learning Point, based on the average scores achieved by schools in 2014, DAIS has come out on top amongst all the ICSE schools across the country.
Dhirubhai Ambani International SchoolICSE Class X Results 2014
Marks %
95 to 100
70
60
50
40
30
20
0
10
90 to 94 84 to 86
80
90
100
% o
f St
ud
ents
1. The International General Certificate of Secondary
Education (IGCSE) Programme � an evolving, globally
relevant educational opportunity:
The IGCSE Programme is administered by the University of
Cambridge International Examinations (CIE). Over 10000 schools
in 160 countries offer the Cambridge qualifications. The IGCSE
Programme is firmly established and recognized world-wide and is
taken in 140 countries and in more than 3700 schools around the
world.
The IGCSE has always emphasized adding value within a national
context whilst also contributing to internationalism. The focus is on
safeguarding distinctive cultural identity through specific language
and literature syllabi, for example, or to include study of regional
geography or history, whilst also encouraging an international
outlook. Thus, the importance of an appropriate mix of global and local contexts is well recognized as an essential dimension of IGCSE.
2. The IGCSE Curriculum and its Assessment � beyond knowledge recall, emphasizes a strong skill development orientation:
The IGCSE curriculum emphasizes the development of habits of critical enquiry and individual research and encourages a problem-solving
approach � applying what one has learnt. The assessment process goes beyond just knowledge recall and emphasizes other skills, including a
student's ability to use and apply knowledge appropriately, to handle information and use it to solve problems, and to acquire experimental and
investigative skills. This encouragement to go beyond rote learning or memorization is the key in all IGCSE syllabi. This approach recognizes that
'recall' is a less useful skill for individuals in today's world of rapid change. Instead, the development of skills of application, analysis, evaluation
and creation become important in encouraging students who are able to take their learning beyond the confines of the classroom and the
examination hall.
The IGCSE approach is rooted in active learning and its assessment models have been designed to reflect this orientation. They include not only
terminal examinations but also the assessment of fieldwork skills or practical investigations in the lab, oral and listening skills in foreign and
second languages, and project or coursework completed during the course of study. Throughout, the key criterion is 'fitness for purpose' and
skills are assessed in the most appropriate way possible.
IGCSE assessments are criterion-based and designed to be accessible to candidates of widely differing abilities. For most subjects, the IGCSE
reflects the approach of using tiered or differentiated papers, but within the simpler structure of a core and extended curriculum. The design of
the IGCSE curriculum and assessment recognizes the individual needs of students and provides encouragement of the highest possible
achievement.
3. The IGCSE Programme � key features:
� Provides an ideal foundation for higher-level courses such as the International Baccalaureate Diploma Programme, �A� Levels and the North
American APT (Advanced Placement Test);
� Has worldwide recognition and is equivalent to the Certificate of Secondary Education from Indian education boards, General Certificate of
Secondary Education, and �O� Level;
� Offers syllabi which reflect local economies and cultures within a global context, hence ensuring that students gain a wide perspective while
recognizing and valuing their own environment;
� Develops key learning, problem-solving and investigative skills by encouraging an active, critical and questioning approach to study;
� Ensures a broad-based education, while encouraging a degree of choice.
5. Some frequently asked questions:
At Dhirubhai Ambani International School one has the option to choose between the ICSE and IGCSE streams. What aspects should one consider in making this choice?
Find out what you can, about the ICSE and IGCSE Examinations at Dhirubhai Ambani International School, by reading the information provided by the School on its website (www.da-is.org)and talking to current students and teachers. Students who have studied ICSE and IGCSE are equally eligible to follow the International Baccalaureate Diploma Programme at Dhirubhai Ambani International School in Classes XI and XII.
If, after Class X in the ICSE stream, I decide not to pursue theIB Diploma Programme at Dhirubhai Ambani International School, what are my options?
Although our Classes X students have the opportunity to seek admission to the IB Diploma Programme in Classes XI and XII, the final choices are driven by considerations of their own plans about further learning and future career preferences as well as the School's standards of academic performance / achievement and norms of acceptable behavior. Those students who do not choose to pursue the IB Diploma Programme do have the option to pursue the Higher Secondary examinations of the Indian education boards - national boards (ISC / CBSE) or the state boards (HSC) at another school / Junior College; some of these students, post Class XII, may also choose to do a professional course in engineering, medicine, management and so on. It must be noted that students doing their Class XII with Indian education boards also have opportunities to pursue their higher education with universities abroad. Thus, certainly, an ICSE Class X student has many possibilities and options.
During the last ten years, about 30% of our ICSE Classes X students have joined the IB Diploma Programme at our School, while the remainder opted to pursue the Higher Secondary Examinations of the Indian education boards.
How does an ICSE student stand to benefit specially from studying at Dhirubhai Ambani International School?
As a school that offers both national and international curricula, we are uniquely placed to blend the best elements of these different systems at various levels. The school-wide professional development of teachers through conferences and workshops serves as an effective platform to appreciate and share the strengths inherent in both curricula.
These help us to thoughtfully appreciate the curriculum requirements and pedagogical approaches at the higher classes and meaningfully carry down and align them to the lower classes. We believe that this trickle-down effect greatly supplements our efforts of instilling in children an early ability to develop research skills, think creatively, be self-reliant, as well as of creating an intrinsic excitement that will finally make them lifelong learners. Thus, we are able to offer our students a continuum of learning and progression within the school, as well as elsewhere.
How does the ICSE grade a student's performance?
Marks are awarded out of 100 for all subjects. The Council encourages a system of continuous assessment by the school and, therefore, all the subjects have an internal assessment component of 20% marks in the form of project work, while the final written examination accounts for 80%. With respect to the optional subject chosen from Group III, it is divided into a Theory paper and a Practical component, with each being assessed to the extent of 50% marks through internal evaluation and 50% marks by way of external evaluation / final written examination. The standard reached in 'Socially Useful Productive Work' (internally assessed) will be given grades A, B, C, D or E; A being the highest and E the lowest. A, B, C or D indicates a 'Pass' and E a 'Fail'.
What are the requirements to get the ICSE Pass Certificate?
The ICSE Pass Certificate will be awarded to candidates who attain the 'Pass' standard in at least five subjects, which must include English. In addition, a candidate must attain a 'Pass' grade in 'Socially Useful Productive Work'. The 'Pass' mark for each subject is 35%.
Further information on the ICSE Programme may be found at www.cisce.org
1312
The International General Certificate ofSecondary Education Programme
IGCSE
1. The International General Certificate of Secondary
Education (IGCSE) Programme � an evolving, globally
relevant educational opportunity:
The IGCSE Programme is administered by the University of
Cambridge International Examinations (CIE). Over 10000 schools
in 160 countries offer the Cambridge qualifications. The IGCSE
Programme is firmly established and recognized world-wide and is
taken in 140 countries and in more than 3700 schools around the
world.
The IGCSE has always emphasized adding value within a national
context whilst also contributing to internationalism. The focus is on
safeguarding distinctive cultural identity through specific language
and literature syllabi, for example, or to include study of regional
geography or history, whilst also encouraging an international
outlook. Thus, the importance of an appropriate mix of global and local contexts is well recognized as an essential dimension of IGCSE.
2. The IGCSE Curriculum and its Assessment � beyond knowledge recall, emphasizes a strong skill development orientation:
The IGCSE curriculum emphasizes the development of habits of critical enquiry and individual research and encourages a problem-solving
approach � applying what one has learnt. The assessment process goes beyond just knowledge recall and emphasizes other skills, including a
student's ability to use and apply knowledge appropriately, to handle information and use it to solve problems, and to acquire experimental and
investigative skills. This encouragement to go beyond rote learning or memorization is the key in all IGCSE syllabi. This approach recognizes that
'recall' is a less useful skill for individuals in today's world of rapid change. Instead, the development of skills of application, analysis, evaluation
and creation become important in encouraging students who are able to take their learning beyond the confines of the classroom and the
examination hall.
The IGCSE approach is rooted in active learning and its assessment models have been designed to reflect this orientation. They include not only
terminal examinations but also the assessment of fieldwork skills or practical investigations in the lab, oral and listening skills in foreign and
second languages, and project or coursework completed during the course of study. Throughout, the key criterion is 'fitness for purpose' and
skills are assessed in the most appropriate way possible.
IGCSE assessments are criterion-based and designed to be accessible to candidates of widely differing abilities. For most subjects, the IGCSE
reflects the approach of using tiered or differentiated papers, but within the simpler structure of a core and extended curriculum. The design of
the IGCSE curriculum and assessment recognizes the individual needs of students and provides encouragement of the highest possible
achievement.
3. The IGCSE Programme � key features:
� Provides an ideal foundation for higher-level courses such as the International Baccalaureate Diploma Programme, �A� Levels and the North
American APT (Advanced Placement Test);
� Has worldwide recognition and is equivalent to the Certificate of Secondary Education from Indian education boards, General Certificate of
Secondary Education, and �O� Level;
� Offers syllabi which reflect local economies and cultures within a global context, hence ensuring that students gain a wide perspective while
recognizing and valuing their own environment;
� Develops key learning, problem-solving and investigative skills by encouraging an active, critical and questioning approach to study;
� Ensures a broad-based education, while encouraging a degree of choice.
5. Some frequently asked questions:
At Dhirubhai Ambani International School one has the option to choose between the ICSE and IGCSE streams. What aspects should one consider in making this choice?
Find out what you can, about the ICSE and IGCSE Examinations at Dhirubhai Ambani International School, by reading the information provided by the School on its website (www.da-is.org)and talking to current students and teachers. Students who have studied ICSE and IGCSE are equally eligible to follow the International Baccalaureate Diploma Programme at Dhirubhai Ambani International School in Classes XI and XII.
If, after Class X in the ICSE stream, I decide not to pursue theIB Diploma Programme at Dhirubhai Ambani International School, what are my options?
Although our Classes X students have the opportunity to seek admission to the IB Diploma Programme in Classes XI and XII, the final choices are driven by considerations of their own plans about further learning and future career preferences as well as the School's standards of academic performance / achievement and norms of acceptable behavior. Those students who do not choose to pursue the IB Diploma Programme do have the option to pursue the Higher Secondary examinations of the Indian education boards - national boards (ISC / CBSE) or the state boards (HSC) at another school / Junior College; some of these students, post Class XII, may also choose to do a professional course in engineering, medicine, management and so on. It must be noted that students doing their Class XII with Indian education boards also have opportunities to pursue their higher education with universities abroad. Thus, certainly, an ICSE Class X student has many possibilities and options.
During the last ten years, about 30% of our ICSE Classes X students have joined the IB Diploma Programme at our School, while the remainder opted to pursue the Higher Secondary Examinations of the Indian education boards.
How does an ICSE student stand to benefit specially from studying at Dhirubhai Ambani International School?
As a school that offers both national and international curricula, we are uniquely placed to blend the best elements of these different systems at various levels. The school-wide professional development of teachers through conferences and workshops serves as an effective platform to appreciate and share the strengths inherent in both curricula.
These help us to thoughtfully appreciate the curriculum requirements and pedagogical approaches at the higher classes and meaningfully carry down and align them to the lower classes. We believe that this trickle-down effect greatly supplements our efforts of instilling in children an early ability to develop research skills, think creatively, be self-reliant, as well as of creating an intrinsic excitement that will finally make them lifelong learners. Thus, we are able to offer our students a continuum of learning and progression within the school, as well as elsewhere.
How does the ICSE grade a student's performance?
Marks are awarded out of 100 for all subjects. The Council encourages a system of continuous assessment by the school and, therefore, all the subjects have an internal assessment component of 20% marks in the form of project work, while the final written examination accounts for 80%. With respect to the optional subject chosen from Group III, it is divided into a Theory paper and a Practical component, with each being assessed to the extent of 50% marks through internal evaluation and 50% marks by way of external evaluation / final written examination. The standard reached in 'Socially Useful Productive Work' (internally assessed) will be given grades A, B, C, D or E; A being the highest and E the lowest. A, B, C or D indicates a 'Pass' and E a 'Fail'.
What are the requirements to get the ICSE Pass Certificate?
The ICSE Pass Certificate will be awarded to candidates who attain the 'Pass' standard in at least five subjects, which must include English. In addition, a candidate must attain a 'Pass' grade in 'Socially Useful Productive Work'. The 'Pass' mark for each subject is 35%.
Further information on the ICSE Programme may be found at www.cisce.org
1312
The International General Certificate ofSecondary Education Programme
IGCSE
4. The Curriculum for the IGCSE Programme at Dhirubhai Ambani International School:
The IGCSE is a two-year course of study available to students at Dhirubhai Ambani International School in Classes IX and X. The IGCSE Class VIII serves as a preparatory year designed to meaningfully progress to the courses of study in IGCSE Classes IX and X.
14 15
In addition, students must also choose from a range of sporting and non-sporting activities. Such co-curricular experiences help them to develop a well-rounded personality.
Students in Classes IX and X will normally select a total of 9 subjects. They will all study First Language English, English Literature, and either Spanish/French or Hindi from Group 1; and Mathematics (Extended Mathematics/Additional Mathematics) from Group 4. If they choose split Sciences (Physics, Chemistry, Biology) from Group 3, they will choose a subject each from Group 2 and 5. If they choose Co-ordinated Sciences (which is treated as two subjects) from Group 3, they will choose one subject from Group 2, one subject from Group 5 and one more subject from either Group 2 or 5. While, normally, students will take 9 subjects in the IGCSE, in exceptional circumstances they will take 8 subjects. Additional Mathematics taught outside the school hours may be allowed as a 10th subject.
All students qualify for the ICE (International Certificate of Education) Award as long as they select subjects from all five groups. The ICE is an additional award, in recognition of their quest for knowledge and the breadth of subjects studied. The ICE Group Award grading scheme gives a:
� Distinction to students who receive Grade A or above in 5 subjects and Grade C or above in two subjects;
� Merit to students who receive Grade B or above in 5 subjects and Grade G or above in two subjects; and
� Pass to students who receive Grade G or above in 5 subjects.
5. IGCSE Results 2014:
For the ninth year in a row, the IGCSE students of Dhirubhai Ambani International School have done exceptionally well. 68 students appeared for the IGCSE examinations this year and they have achieved outstanding results.
� 87.5% of all Grades achieved are A*'s and A's (UK Independent Schools - 60.4%, UK National Schools - 23% and Worldwide - 30.3% in 2013)
� 57.3% of all Grades earned are A*'s (UK Independent Schools - 32%, UK National Schools - 8.2 % and Worldwide - 19% in 2013)
� 30.2% of all Grades achieved are A's
� 9.7% of all Grades achieved are B's
� 8 students have got 10 A*�s in all the 10 subjects they had appeared
� 12 students achieved 9 A*'s and above
� 31% of the students achieved 8 A*'s and above
� Of the 65 students, 91% achieved 'Distinction' and the remaining 9% earned 'Merit'
� Out of 27 world toppers in India, 3 are from DAIS
� 2 DAIS students topped India in Physical Education and Art & Design
Dhirubhai Ambani International SchoolIGCSE Class X Results 2014
Grades
A*
60
50
40
30
20
0
10
A B C
� The Independent Schools Council comprises eight associations of independent schools (private schools) in UK and overseas. It collectively represents over 1,200 independent schools, which are ranked among the best in the world and educate more than half a million children.
� UK National schools represent the students appeared in the GCSE exams across all the schools in UK.
% o
f St
ud
ents
Dhirubhai Ambani International SchoolIGCSE Class X Results 2014
A Comparative Snapshot
Perc
enta
ge
of
A*
& A
'sDAIS
60
50
40
30
20
0
10
70
80
90
UK IndependentSchools
UK NationalSchools
Worldwide
Subjects in IGCSE Class VIII
First Language English English Literature
Students are also offered lessons in Indian Music, Indian Dance,Western Music, Yoga, Art & Drama, and Physical Education.
Geography History
Chemistry Biology
Foreign Language French, Spanish orHindi as a Second Language
Physics
Mathematics
Computer Studies
Subjects in IGCSE Classes IX and X
Group 1(Languages)
Group 2(Humanities &Social Sciences)
Group 3(Sciences)
Group 4(Mathematics)
Group 5(Creative,
Technical &Vocational)
� First Language -English
� English Literature
� Foreign Language - Spanish/French
� Second Language -Hindi
� Geography
� History
� Global Perspectives
� Physics
� Chemistry
� Biology
� Co-ordinated Sciences
� Mathematics
� Additional Mathematics
� Art & Design
� Computer Studies
� ICT
� Physical Education
� Business Studies
� Drama
4. The Curriculum for the IGCSE Programme at Dhirubhai Ambani International School:
The IGCSE is a two-year course of study available to students at Dhirubhai Ambani International School in Classes IX and X. The IGCSE Class VIII serves as a preparatory year designed to meaningfully progress to the courses of study in IGCSE Classes IX and X.
14 15
In addition, students must also choose from a range of sporting and non-sporting activities. Such co-curricular experiences help them to develop a well-rounded personality.
Students in Classes IX and X will normally select a total of 9 subjects. They will all study First Language English, English Literature, and either Spanish/French or Hindi from Group 1; and Mathematics (Extended Mathematics/Additional Mathematics) from Group 4. If they choose split Sciences (Physics, Chemistry, Biology) from Group 3, they will choose a subject each from Group 2 and 5. If they choose Co-ordinated Sciences (which is treated as two subjects) from Group 3, they will choose one subject from Group 2, one subject from Group 5 and one more subject from either Group 2 or 5. While, normally, students will take 9 subjects in the IGCSE, in exceptional circumstances they will take 8 subjects. Additional Mathematics taught outside the school hours may be allowed as a 10th subject.
All students qualify for the ICE (International Certificate of Education) Award as long as they select subjects from all five groups. The ICE is an additional award, in recognition of their quest for knowledge and the breadth of subjects studied. The ICE Group Award grading scheme gives a:
� Distinction to students who receive Grade A or above in 5 subjects and Grade C or above in two subjects;
� Merit to students who receive Grade B or above in 5 subjects and Grade G or above in two subjects; and
� Pass to students who receive Grade G or above in 5 subjects.
5. IGCSE Results 2014:
For the ninth year in a row, the IGCSE students of Dhirubhai Ambani International School have done exceptionally well. 68 students appeared for the IGCSE examinations this year and they have achieved outstanding results.
� 87.5% of all Grades achieved are A*'s and A's (UK Independent Schools - 60.4%, UK National Schools - 23% and Worldwide - 30.3% in 2013)
� 57.3% of all Grades earned are A*'s (UK Independent Schools - 32%, UK National Schools - 8.2 % and Worldwide - 19% in 2013)
� 30.2% of all Grades achieved are A's
� 9.7% of all Grades achieved are B's
� 8 students have got 10 A*�s in all the 10 subjects they had appeared
� 12 students achieved 9 A*'s and above
� 31% of the students achieved 8 A*'s and above
� Of the 65 students, 91% achieved 'Distinction' and the remaining 9% earned 'Merit'
� Out of 27 world toppers in India, 3 are from DAIS
� 2 DAIS students topped India in Physical Education and Art & Design
Dhirubhai Ambani International SchoolIGCSE Class X Results 2014
Grades
A*
60
50
40
30
20
0
10
A B C
� The Independent Schools Council comprises eight associations of independent schools (private schools) in UK and overseas. It collectively represents over 1,200 independent schools, which are ranked among the best in the world and educate more than half a million children.
� UK National schools represent the students appeared in the GCSE exams across all the schools in UK.
% o
f St
ud
ents
Dhirubhai Ambani International SchoolIGCSE Class X Results 2014
A Comparative Snapshot
Perc
enta
ge
of
A*
& A
's
DAIS
60
50
40
30
20
0
10
70
80
90
UK IndependentSchools
UK NationalSchools
Worldwide
Subjects in IGCSE Class VIII
First Language English English Literature
Students are also offered lessons in Indian Music, Indian Dance,Western Music, Yoga, Art & Drama, and Physical Education.
Geography History
Chemistry Biology
Foreign Language French, Spanish orHindi as a Second Language
Physics
Mathematics
Computer Studies
Subjects in IGCSE Classes IX and X
Group 1(Languages)
Group 2(Humanities &Social Sciences)
Group 3(Sciences)
Group 4(Mathematics)
Group 5(Creative,
Technical &Vocational)
� First Language -English
� English Literature
� Foreign Language - Spanish/French
� Second Language -Hindi
� Geography
� History
� Global Perspectives
� Physics
� Chemistry
� Biology
� Co-ordinated Sciences
� Mathematics
� Additional Mathematics
� Art & Design
� Computer Studies
� ICT
� Physical Education
� Business Studies
� Drama
During 2006 to 2014, our IGCSE students topped the world in
English Literature, First Language English, Biology, Mathematics,
Additional Mathematics, Hindi as a Second Language, Physical
Education and Business Studies. Over the years, our IGCSE students
also topped India in First Language English, Geography, Foreign
Language French, Chemistry, Biology, History, Business Studies,
Co-ordinated Science, Physical Education Additional Mathematics,
Physics and Art & Design.
6. Some frequently asked questions:
Is the IGCSE Programme recognized by schools and
universities worldwide?
Yes.
Is the IGCSE Programme recognized by higher secondary boards and universities in India?
Yes, it is recognized by CBSE, CISCE and state education boards in India as a qualification for entry to Class XI or for other higher secondary
education courses. It is also a recognized Class X qualification, as one of the prerequisites for admission to undergraduate courses in India.
How are IGCSE students assessed?
A variety of assessment techniques are used, appropriate to the various subjects, such as oral and listening tests, practical and coursework which
look at overall performance over this two-year period, and contribute 30-50% of the final grade, in addition to written examinations.
What are the benefits of IGCSE, when compared with other examinations that might be taken in Classes IX and X?
Firstly, it is an international examination with worldwide recognition and credibility;
Secondly, it encourages � indeed, demands � the questioning and discovery method of learning, rather than relying on rote learning;
Thirdly, it provides excellent preparation for the International Baccalaureate Diploma Programme that Dhirubhai Ambani International School
students follow in Classes XI and XII. Students who have taken the IGCSE Programme will be familiar with the styles of learning and the
expectations of the IBDP;
Fourthly, the coursework and practicals provide strong skills development and application orientation.
Which foreign languages will be available?
We currently offer Spanish and French as foreign languages.
Can an IGCSE student at Dhirubhai Ambani International School continue his / her studies at another IGCSE authorized school if the
need arises?
Yes, as all IGCSE authorized schools across the world follow a common curriculum. IGCSE students, like IB students, enjoy enormous mobility and
transferability. However, admission to another school will be subject to the admissions policy of that school and the availability of places and
subjects on offer.
What options are available after completing the IGCSE Programme?
Although our Class X students have the opportunity to seek admission to the IB Diploma Programme in Classes XI and XII, the final choices are
driven by considerations of their own plans about further learning and future career preferences as well as the School's standards of academic
performance / achievement and norms of acceptable behavior. For students who do not choose to pursue the IB Diploma Programme at our
School, other options include GCE �A� Levels, the Advanced International Certificate of Education and the North American Advanced Placement
Test. The IGCSE board examinations are held in May-June and the results are announced online in the 2nd week of August every year, with the
print copies of results available in the School by the 3rd week of August. The certificates are issued mid-October. These timelines do not
synchronize with the admissions schedules of the Indian +2 boards (ISC/CBSE/HSC). Thus, the time-lag between the announcement of IGCSE
results and the Class XI admissions timelines in India acts, to some extent, as a limiting factor with respect to options within the Indian curriculum.
IGCSE students are eligible for admission to Junior Colleges in Mumbai on the basis of published results only.
It is also pertinent to note that students who pursue programmes like the IB Diploma, GCE �A� Levels and so on, after their IGCSE Class X, will also
have the option to study at universities in India.
Further information on the IGCSE Programme may be found at www.cie.org.uk
16 17
During 2006 to 2014, our IGCSE students topped the world in
English Literature, First Language English, Biology, Mathematics,
Additional Mathematics, Hindi as a Second Language, Physical
Education and Business Studies. Over the years, our IGCSE students
also topped India in First Language English, Geography, Foreign
Language French, Chemistry, Biology, History, Business Studies,
Co-ordinated Science, Physical Education Additional Mathematics,
Physics and Art & Design.
6. Some frequently asked questions:
Is the IGCSE Programme recognized by schools and
universities worldwide?
Yes.
Is the IGCSE Programme recognized by higher secondary boards and universities in India?
Yes, it is recognized by CBSE, CISCE and state education boards in India as a qualification for entry to Class XI or for other higher secondary
education courses. It is also a recognized Class X qualification, as one of the prerequisites for admission to undergraduate courses in India.
How are IGCSE students assessed?
A variety of assessment techniques are used, appropriate to the various subjects, such as oral and listening tests, practical and coursework which
look at overall performance over this two-year period, and contribute 30-50% of the final grade, in addition to written examinations.
What are the benefits of IGCSE, when compared with other examinations that might be taken in Classes IX and X?
Firstly, it is an international examination with worldwide recognition and credibility;
Secondly, it encourages � indeed, demands � the questioning and discovery method of learning, rather than relying on rote learning;
Thirdly, it provides excellent preparation for the International Baccalaureate Diploma Programme that Dhirubhai Ambani International School
students follow in Classes XI and XII. Students who have taken the IGCSE Programme will be familiar with the styles of learning and the
expectations of the IBDP;
Fourthly, the coursework and practicals provide strong skills development and application orientation.
Which foreign languages will be available?
We currently offer Spanish and French as foreign languages.
Can an IGCSE student at Dhirubhai Ambani International School continue his / her studies at another IGCSE authorized school if the
need arises?
Yes, as all IGCSE authorized schools across the world follow a common curriculum. IGCSE students, like IB students, enjoy enormous mobility and
transferability. However, admission to another school will be subject to the admissions policy of that school and the availability of places and
subjects on offer.
What options are available after completing the IGCSE Programme?
Although our Class X students have the opportunity to seek admission to the IB Diploma Programme in Classes XI and XII, the final choices are
driven by considerations of their own plans about further learning and future career preferences as well as the School's standards of academic
performance / achievement and norms of acceptable behavior. For students who do not choose to pursue the IB Diploma Programme at our
School, other options include GCE �A� Levels, the Advanced International Certificate of Education and the North American Advanced Placement
Test. The IGCSE board examinations are held in May-June and the results are announced online in the 2nd week of August every year, with the
print copies of results available in the School by the 3rd week of August. The certificates are issued mid-October. These timelines do not
synchronize with the admissions schedules of the Indian +2 boards (ISC/CBSE/HSC). Thus, the time-lag between the announcement of IGCSE
results and the Class XI admissions timelines in India acts, to some extent, as a limiting factor with respect to options within the Indian curriculum.
IGCSE students are eligible for admission to Junior Colleges in Mumbai on the basis of published results only.
It is also pertinent to note that students who pursue programmes like the IB Diploma, GCE �A� Levels and so on, after their IGCSE Class X, will also
have the option to study at universities in India.
Further information on the IGCSE Programme may be found at www.cie.org.uk
16 17
1. The International Baccalaureate Diploma Programme (IBDP) is a stimulating and demanding two-year, pre-university course of study.
Originally developed in 1968 to provide a common curriculum and a university entry credential for geographically mobile students, the International Baccalaureate Diploma Programme (IBDP) is now taught worldwide. Widely recognized as the finest education a student can receive in the final two years of schooling, its enviable reputation for rigorous assessment gives IBDP students access to the world's leading universities.
The International Baccalaureate works with 3,909 schools in 146 countries to offer its three programmes (Primary Years Programme, Middle Years Programme and Diploma Programme) to approximately 12,27,000 students.
2. The International Baccalaureate's mission:
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.
3. The IB Learner Profile:
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:
4. The curriculum for the IB Diploma Programme:
IBDP students study three subjects at 'Higher Level' (HL) and three at 'Standard Level' (SL). They study HL subjects for a greater number of hours (240 teaching hours) and in greater depth than SL subjects (150 teaching hours).
In addition, all IBDP students will:
� Undertake original research to produce an Extended Essay (EE) of maximum 4,000 words;
� Follow an interdisciplinary course on the Theory of Knowledge (TOK);
� Participate in the Creativity, Action and Service (CAS) Programme.
The IBDP curriculum contains six subject groups together with the core made up of three separate parts. This is illustrated in the IB Curriculum Model below, with the core at its centre.
18 19
The International BaccalaureateDiploma Programme
IBDP
The following are the IBDP subjects currently taught at Dhirubhai Ambani International School:
English A Literature HL/SL, Language and Literature HL/SL, Literature and Performance SL
Second Language French ab initio SL, French B SL, French B HL, Spanish ab initio SL, Hindi B SL, Hindi B HL,
Individuals and Societies HL/SLHistory, Economics, Business and Management, Geography, Global Politics and Psychology
Sciences HL/SLBiology, Chemistry, Physics, Computer Science, Sports Exercise and Health Science (SL only) and Science (SL only)
Mathematics Mathematics HL, Mathematics SL, Mathematical Studies SL
The ArtsVisual Arts HL/SL, Literature and Performance SL, Dance SL
Students choose a total of six subjects from the above 'Subject Groups', subject to the following conditions:
(a) All students are required to do English A (Group 1), Language B or a Language ab initio course (Group 2), and Mathematics (Group 5);
(b) For the remaining three subjects, they choose one subject from among 'Individuals and Societies' (Group 3); one subject from among
'Sciences' (Group 4); and one from The Arts (Group 6). However, if they do not wish to choose from Group 6, they could opt for one more
subject from 'Sciences' (Group 4) or from 'Individuals and Societies' (Group 3);
(c) Students have an option to choose an interdisciplinary standard level subject such as 'English Literature and Performance SL' (Groups 1
and 6) which meets the diploma requirements of two groups through a single subject. The student can then chose the sixth subject from any
of the groups, including a group already covered by the interdisciplinary subject. Only one interdisciplinary subject can contribute to a
candidate's diploma;
(d) In exceptional circumstances, based on university requirements and approval by IB, applications may be made for candidates to study for a
'Non-Regular' Diploma, and choose three Sciences � Physics, Chemistry, and Biology - from Group 4; in this case, they will not choose any
subject from Group 3 or from Group 6.
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 initiatives 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 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, spiritual 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.
The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
1. The International Baccalaureate Diploma Programme (IBDP) is a stimulating and demanding two-year, pre-university course of study.
Originally developed in 1968 to provide a common curriculum and a university entry credential for geographically mobile students, the International Baccalaureate Diploma Programme (IBDP) is now taught worldwide. Widely recognized as the finest education a student can receive in the final two years of schooling, its enviable reputation for rigorous assessment gives IBDP students access to the world's leading universities.
The International Baccalaureate works with 3,909 schools in 146 countries to offer its three programmes (Primary Years Programme, Middle Years Programme and Diploma Programme) to approximately 12,27,000 students.
2. The International Baccalaureate's mission:
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.
3. The IB Learner Profile:
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:
4. The curriculum for the IB Diploma Programme:
IBDP students study three subjects at 'Higher Level' (HL) and three at 'Standard Level' (SL). They study HL subjects for a greater number of hours (240 teaching hours) and in greater depth than SL subjects (150 teaching hours).
In addition, all IBDP students will:
� Undertake original research to produce an Extended Essay (EE) of maximum 4,000 words;
� Follow an interdisciplinary course on the Theory of Knowledge (TOK);
� Participate in the Creativity, Action and Service (CAS) Programme.
The IBDP curriculum contains six subject groups together with the core made up of three separate parts. This is illustrated in the IB Curriculum Model below, with the core at its centre.
18 19
The International BaccalaureateDiploma Programme
IBDP
The following are the IBDP subjects currently taught at Dhirubhai Ambani International School:
English A Literature HL/SL, Language and Literature HL/SL, Literature and Performance SL
Second Language French ab initio SL, French B SL, French B HL, Spanish ab initio SL, Hindi B SL, Hindi B HL,
Individuals and Societies HL/SLHistory, Economics, Business and Management, Geography, Global Politics and Psychology
Sciences HL/SLBiology, Chemistry, Physics, Computer Science, Sports Exercise and Health Science (SL only) and Science (SL only)
Mathematics Mathematics HL, Mathematics SL, Mathematical Studies SL
The ArtsVisual Arts HL/SL, Literature and Performance SL, Dance SL
Students choose a total of six subjects from the above 'Subject Groups', subject to the following conditions:
(a) All students are required to do English A (Group 1), Language B or a Language ab initio course (Group 2), and Mathematics (Group 5);
(b) For the remaining three subjects, they choose one subject from among 'Individuals and Societies' (Group 3); one subject from among
'Sciences' (Group 4); and one from The Arts (Group 6). However, if they do not wish to choose from Group 6, they could opt for one more
subject from 'Sciences' (Group 4) or from 'Individuals and Societies' (Group 3);
(c) Students have an option to choose an interdisciplinary standard level subject such as 'English Literature and Performance SL' (Groups 1
and 6) which meets the diploma requirements of two groups through a single subject. The student can then chose the sixth subject from any
of the groups, including a group already covered by the interdisciplinary subject. Only one interdisciplinary subject can contribute to a
candidate's diploma;
(d) In exceptional circumstances, based on university requirements and approval by IB, applications may be made for candidates to study for a
'Non-Regular' Diploma, and choose three Sciences � Physics, Chemistry, and Biology - from Group 4; in this case, they will not choose any
subject from Group 3 or from Group 6.
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 initiatives 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 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, spiritual 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.
The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
20 21
Dhirubhai Ambani International SchoolIB Diploma Results 2014A Comparative Snapshot
Ave
rag
e Sc
ore
(O
ut
of
45)
38
36
34
32
30
28
24
26
40
42
44
DAIS SouthEast Asia
World-wideSouthAsia
5. IBDP Results 2014
The school has achieved outstanding results in the IBDP examinations held in 2014. True to its tradition of constantly improving the performance
year after year, the school has achieved an average score of 39.42 points, which is much above the World average, the South East Asia average
and South Asia average. This accomplishment places DAIS among the top five International Schools globally.
All the 97 students who appeared for the examinations in 2014 have come out with flying colours � 92 students received the IB Diploma and
5 appeared for the IB Certificate received the same, making it a 100% achievement.
� The school's average Diploma score is 39.42 points (out of 45), [South Asia - 30.77, South East Asia - 33.16 and World average - 30.06
in 2014]
� 6 students earned the perfect score of 45 points, the highest ever that the school has achieved. In 2014, this perfect score of 45 points was
achieved by only 10 students in South Asia, 26 in South East Asia, and 194 worldwide.
Over the past 10 years, 45 students in South Asia earned a perfect score of 45 points, of which 25 are from DAIS. Thus, about 56%
of the all students who achieved the perfect score of 45 in South Asia are from DAIS.
� 6 students gained 44 points
� 9 students gained 43 points
� 49 students earned 40 points or above, constituting 53% of our students; worldwide 3.33% students attained 40 points or
above this year
� 79 students achieved a score of 36 or above, constituting 86% of our students; worldwide 10% students attained 36 points or above
last year
� 80% of Higher Level papers were graded 7/6 and 95% of the Higher Level papers were graded 7/6/5.
� 92% of Standard Level papers were graded 7/6.
� The mean Grades obtained by students was 6.26, compared to the world average of 4.67 last year.
� The mean bonus points (for Extended Essay and Theory of Knowledge) obtained by the students was 1.91 as compared to 1.15 worldwide in 2013.
� In Extended Essay, 63% of the grades obtained were A's and B's
� In Theory of Knowledge, 76% of the grades obtained were A's and B's
Dhirubhai Ambani International SchoolIB Diploma Results - Class of 2014
Exam Score (out of 45)40 to 45
35
30
25
20
15
10
0
5
36 to 39 32 to 35 30 to 31
40
45
50
55
60
% o
f St
ud
ents
20 21
Dhirubhai Ambani International SchoolIB Diploma Results 2014A Comparative Snapshot
Ave
rag
e Sc
ore
(O
ut
of
45)
38
36
34
32
30
28
24
26
40
42
44
DAIS SouthEast Asia
World-wideSouthAsia
5. IBDP Results 2014
The school has achieved outstanding results in the IBDP examinations held in 2014. True to its tradition of constantly improving the performance
year after year, the school has achieved an average score of 39.42 points, which is much above the World average, the South East Asia average
and South Asia average. This accomplishment places DAIS among the top five International Schools globally.
All the 97 students who appeared for the examinations in 2014 have come out with flying colours � 92 students received the IB Diploma and
5 appeared for the IB Certificate received the same, making it a 100% achievement.
� The school's average Diploma score is 39.42 points (out of 45), [South Asia - 30.77, South East Asia - 33.16 and World average - 30.06
in 2014]
� 6 students earned the perfect score of 45 points, the highest ever that the school has achieved. In 2014, this perfect score of 45 points was
achieved by only 10 students in South Asia, 26 in South East Asia, and 194 worldwide.
Over the past 10 years, 45 students in South Asia earned a perfect score of 45 points, of which 25 are from DAIS. Thus, about 56%
of the all students who achieved the perfect score of 45 in South Asia are from DAIS.
� 6 students gained 44 points
� 9 students gained 43 points
� 49 students earned 40 points or above, constituting 53% of our students; worldwide 3.33% students attained 40 points or
above this year
� 79 students achieved a score of 36 or above, constituting 86% of our students; worldwide 10% students attained 36 points or above
last year
� 80% of Higher Level papers were graded 7/6 and 95% of the Higher Level papers were graded 7/6/5.
� 92% of Standard Level papers were graded 7/6.
� The mean Grades obtained by students was 6.26, compared to the world average of 4.67 last year.
� The mean bonus points (for Extended Essay and Theory of Knowledge) obtained by the students was 1.91 as compared to 1.15 worldwide in 2013.
� In Extended Essay, 63% of the grades obtained were A's and B's
� In Theory of Knowledge, 76% of the grades obtained were A's and B's
Dhirubhai Ambani International SchoolIB Diploma Results - Class of 2014
Exam Score (out of 45)40 to 45
35
30
25
20
15
10
0
5
36 to 39 32 to 35 30 to 31
40
45
50
55
60
% o
f St
ud
ents
22 23
6. College Placements:
The first ten batches of IBDP students of Dhirubhai Ambani International School have gained admissions to prestigious universities in the US, the
UK, Canada, Germany, Austrailia, Hong Kong, Ireland, Italy, France, Singapore and UAE. They have also joined India's leading colleges.
Some of the leading UK universities which have accepted our students include �
� University of Cambridge � University of Bristol
� University of Oxford � University of Manchester
� University College London � University of Warwick
� Imperial College � London School of Economics
� King's College � University of St. Andrews
� University of Edinburgh � University of Bath
� University of Birmingham � Durham University
The Ivy League and other leading universities in the USA, which offered admission to our students include �
� Massachusetts Institute of Technology(MIT) � Brown University
� Harvard University � New York University, Stern
� Yale University � Johns Hopkins University
� University of Chicago � Boston University
� Princeton University � Georgia Institute of Technology
� Columbia University � Georgetown University
� University of Pennsylvania � Tufts University
� Stanford University � Swarthmore College
� University of Michigan � Vassar College
� Cornell University � Wellesley College
� Northwestern University � Parsons College
� University of California, Berkeley � Duke University
� University of California, Los Angeles � Rhode Island School of Design
� Emory University � Barnard College
� Carnegie Mellon University
Number of admission offers received by the IBDP Class of 2014 from universities worldwide
Canada - 32
USA - 309
UK - 222
UAE - 2
India - 5
Singapore - 4
Hong Kong - 5
Italy - 1France - 1
Universities in Canada, France, Germany, Australia, Hong Kong, Ireland, Italy, Netherlands, Singapore and UAE which have offered admission
to our students include �
� McGill University, Canada � Trinity College, Ireland
� University of Toronto, Canada � Sciences Po, France
� University of British Columbia, Canada � New York University, UAE
� University of Alberta, Canada � Hong Kong University of Science &Technology, Hong Kong
� Jacobs University, Bremen, Germany � National University of Singapore, Singapore
� University of Melbourne, Australia � Erasmus University Rotterdam, Netherlands
� University of Hong Kong, Hong Kong � Bocconi University, Italy
Some of the leading colleges in India which have accepted our students include �
� H R College, Mumbai � D Y Patil Dental College and Hospital, Navi Mumbai
� Government Law College, Mumbai � National University of Juridical Science, Kolkata
� Pravin Gandhi College of Law, Mumbai � NMIMS Mukesh Patel School of Technology,
� St. Xavier's College, Mumbai Mgmt & Engineering, Mumbai
� Swarnabhoomi Academy of Music, Chennai � Symbiosis College of Arts and Commerce, Pune
� NarseeMonjee College of Commerce and Economics, Mumbai � Foundation for Liberal and Management
� Jai Hind College, Mumbai Education (FLAME), Pune
� Wellingkar Institute of Management, Mumbai � Jindal Global Law School, Sonepat
� K J Somaiya College of Science and Commerce, Mumbai � Ashoka University, New Delhi
� K C College of Arts, Science and Commerce, Mumbai � Lady Shri Ram College for Women, New Delhi
� R A Podar College of Commerce and Economics, Mumbai � Stella Maris College, Chennai
� Ramnarain Ruia College, Mumbai � St. Joseph's College, Bangalore
� Sophia College, Mumbai
Several leading universities have also offered scholarships to our students, which include MIT, Cambridge, Stanford, Boston, Brown,
Princeton, Yale, U-Penn, NYU-Stern, Connecticut, Cornell, LSE, Sciences Po, Bocconi, NYU � Abu Dhabi, University of Toronto, University of
British Columbia, McGill and University of Hong Kong. The IBDP Class of 2014 has further enhanced the reputation of DAIS as one of the
top IB schools globally, earning admission offers from 21 of the top 25 universities.
22 23
6. College Placements:
The first ten batches of IBDP students of Dhirubhai Ambani International School have gained admissions to prestigious universities in the US, the
UK, Canada, Germany, Austrailia, Hong Kong, Ireland, Italy, France, Singapore and UAE. They have also joined India's leading colleges.
Some of the leading UK universities which have accepted our students include �
� University of Cambridge � University of Bristol
� University of Oxford � University of Manchester
� University College London � University of Warwick
� Imperial College � London School of Economics
� King's College � University of St. Andrews
� University of Edinburgh � University of Bath
� University of Birmingham � Durham University
The Ivy League and other leading universities in the USA, which offered admission to our students include �
� Massachusetts Institute of Technology(MIT) � Brown University
� Harvard University � New York University, Stern
� Yale University � Johns Hopkins University
� University of Chicago � Boston University
� Princeton University � Georgia Institute of Technology
� Columbia University � Georgetown University
� University of Pennsylvania � Tufts University
� Stanford University � Swarthmore College
� University of Michigan � Vassar College
� Cornell University � Wellesley College
� Northwestern University � Parsons College
� University of California, Berkeley � Duke University
� University of California, Los Angeles � Rhode Island School of Design
� Emory University � Barnard College
� Carnegie Mellon University
Number of admission offers received by the IBDP Class of 2014 from universities worldwide
Canada - 32
USA - 309
UK - 222
UAE - 2
India - 5
Singapore - 4
Hong Kong - 5
Italy - 1France - 1
Universities in Canada, France, Germany, Australia, Hong Kong, Ireland, Italy, Netherlands, Singapore and UAE which have offered admission
to our students include �
� McGill University, Canada � Trinity College, Ireland
� University of Toronto, Canada � Sciences Po, France
� University of British Columbia, Canada � New York University, UAE
� University of Alberta, Canada � Hong Kong University of Science &Technology, Hong Kong
� Jacobs University, Bremen, Germany � National University of Singapore, Singapore
� University of Melbourne, Australia � Erasmus University Rotterdam, Netherlands
� University of Hong Kong, Hong Kong � Bocconi University, Italy
Some of the leading colleges in India which have accepted our students include �
� H R College, Mumbai � D Y Patil Dental College and Hospital, Navi Mumbai
� Government Law College, Mumbai � National University of Juridical Science, Kolkata
� Pravin Gandhi College of Law, Mumbai � NMIMS Mukesh Patel School of Technology,
� St. Xavier's College, Mumbai Mgmt & Engineering, Mumbai
� Swarnabhoomi Academy of Music, Chennai � Symbiosis College of Arts and Commerce, Pune
� NarseeMonjee College of Commerce and Economics, Mumbai � Foundation for Liberal and Management
� Jai Hind College, Mumbai Education (FLAME), Pune
� Wellingkar Institute of Management, Mumbai � Jindal Global Law School, Sonepat
� K J Somaiya College of Science and Commerce, Mumbai � Ashoka University, New Delhi
� K C College of Arts, Science and Commerce, Mumbai � Lady Shri Ram College for Women, New Delhi
� R A Podar College of Commerce and Economics, Mumbai � Stella Maris College, Chennai
� Ramnarain Ruia College, Mumbai � St. Joseph's College, Bangalore
� Sophia College, Mumbai
Several leading universities have also offered scholarships to our students, which include MIT, Cambridge, Stanford, Boston, Brown,
Princeton, Yale, U-Penn, NYU-Stern, Connecticut, Cornell, LSE, Sciences Po, Bocconi, NYU � Abu Dhabi, University of Toronto, University of
British Columbia, McGill and University of Hong Kong. The IBDP Class of 2014 has further enhanced the reputation of DAIS as one of the
top IB schools globally, earning admission offers from 21 of the top 25 universities.
24 25
Is the IB Diploma Programme recognized in India?
Yes. The Association of Indian Universities (AIU) recognizes the
IB Diploma as equivalent to the Plus Two (10+2) Class of the
Senior Secondary School, which is the eligibility criterion for
admission to the undergraduate courses in India. The IB issues
Indian equivalent percentages for the IBDP grades to those
students who intend to apply to Indian universities.
What are the prospects of IB Diploma Programme
graduates gaining admission to Indian universities?
In most Indian universities, admissions are over by mid-June.
However, the IBDP results are declared only on July 6. While
overseas universities grant admission on the basis of predicted
grades, most Indian universities require the final mark sheets
issued by the Board. On our part, the School writes to colleges to
which students seek admission, providing details like students'
predicted grades, evidence of AIU recognition and the IBDP
results timeline. The Mumbai University issues Provisional
Statement of Eligibility Certificates to IBDP students, which
facilitates admission of students to the various colleges and
professional institutions affiliated to Mumbai University without
the submission of the final grade results issued by the IB, on the
grounds that the IB declares results late vis-à-vis the University's
admission timelines.
As per an announcement made by Mumbai University in January
2008, IB Diploma students with Physics and Mathematics at
Higher Level and Chemistry at Standard Level are eligible to
apply for Bachelor of Engineering (except for Chemical
Engineering) at colleges affiliated to it. Similarly, those IB
Diploma candidates with Mathematics at HL, Chemistry at HL
and Physics at SL are eligible to apply for Bachelor of Chemical
Engineering. Further, the IB Certificate holders will also be
eligible to apply for various courses under the faculty of
Arts/Commerce/Science at colleges affiliated to Mumbai
University.
The IBDP students from our first ten batches have gained
admissions to leading colleges, which include St. Xavier's
College, H.R. College, K.C. College, R. A. Podar College,
Ramnarain Ruia College, N. M. College, Jai Hind College, Sophia
College, Wellingkar Institute of Management, K. J. Somaiya,
Government Law College, Pravin Gandhi College of Law in
Mumbai; D Y Patil Dental College and Hospital, in Navi Mumbai;
FLAME (Foundation for Liberal and Management Education)
and Symbiosis in Pune; Lady Shri Ram College in Delhi;
Government Law College in Bangalore; National University of
Juridical Science in Kolkata; Stella Maris in Chennai; St. Joseph's
College in Bangalore; Jindal Global Law School in Sonepat -
Haryana and Institute of Hotel Management in Aurangabad;
Ashoka University in New Delhi; Swarnabhoomi Academy of
Music Chennai.
Will an IBDP student be able to appear for the entrance
examinations for admission to professional courses like
engineering, medicine, management, law, and so on, in
India and with what chance of success?
While the IBDP learning methodology equips students to do well
in the entrance examinations, the IBDP course structure and
load requires students to devote substantial time to their IBDP
studies. Most of the entrance tests are now conducted in
April/May, while the IBDP examinations are held in May. As
would be the case with any student, in order to be successful in
the entrance tests, the IBDP students will need separate
preparation focused on the requirements of such tests.
Do IB Diploma Programme graduates earn transfer credits
at overseas universities?
Yes. Considering the rigour and standing of the IBD Programme,
universities in the US generally award advanced placement
credits to IBDP graduates. Students who have scored high
grades (grade 5 or above) in Higher Level IBDP courses stand a
good chance of earning such university credits, resulting in
saving six months to one year. However, such credits vary from
university to university.
Further information on the International Baccalaureate
Diploma Programme may be found at www.ibo.org
College Counselling Centre
The School's college counseling centre helps students make
informed educational and career choices, by providing guidance on
admission requirements, university expectations and admission
tests. Admissions Committee members from prestigious universities
overseas, visit the School to familiarize students with their admission
requirements, subject offerings, co-curricular opportunities, and
campus life. Every year, representatives of over 100 leading
universities from across the world visit our School.
The School has introduced the 'Naviance World Class International
Career Counselling and University placement software for students
as part of our college counselling services. It provides comprehensive
support and guidance to students, families and school. It offers
successful solutions on university choices and guidance on potential
career opportunities.
7. Some frequently asked questions:
What are the benefits of the IB Diploma Programme?
Most importantly, perhaps, the IB Diploma Programme fosters the
spirit of learning through inquiry and discovery � the finding out of
the 'why', not just learning of the 'what'. Its balanced combination
of Arts and Science subjects avoids premature specialization, while
its international perspective encourages students to learn about
their own culture and those of others. Universities and employers
thus know that the successful IBDP student is intelligent, well-
organized, hard-working, internationally aware and capable of the
critical and creative thinking that the 21st century demands.
A distinguishing characteristic of the Diploma Programme is a
concern with the whole educational experience of each student. The
learner profile and the core are positioned at the centre of the
programme reflecting the priority given to it. The core requirements
of theory of knowledge (TOK), the extended essay and creativity,
action, service (CAS) broaden the educational experience and
challenge students to apply their knowledge and understanding in
real-life contexts.
Do I have to be a brilliant all-rounder to undertake the IB
Diploma Programme?
No, although it helps! The IB Diploma Programme is accessible to a
wide range of students. It requires a willingness to persevere with a
range of subjects, but this gives the breadth of education that
universities appreciate. It is important to select your best subjects for
Higher Level: these should be chosen on the basis of what you are
good at, what you enjoy most and what you may need for your
future career, e.g. Mathematics and Physics are essential for aspirant
engineers. Your Standard Level subjects may also be those that you
enjoy and in which you are succeeding, but may be the ones in
which you are less confident � we are not all brilliant mathematicians
or linguists!
How does the IB grade a student's work?
The candidates are graded on a scale of 1 (lowest) to 7 (highest)
points in each of their subjects: HL and SL. For HL subjects Grades 4
to 7 are deemed 'Pass', whereas for SL subjects Grades 3 to 7 are
deemed 'Pass'. 3 more points may be awarded for the Extended
Essay (EE) and work on the Theory of Knowledge (TOK) course. Thus,
the maximum score possible is 45. Subject to satisfactory marks in all
parts of the Diploma, it may be awarded for a minimum of 24 points.
Is the IB Diploma Programme recognised by universities
worldwide?
Yes, recognised and welcomed. It is, of course, sensible to check
with universities before applying, but the list of countries
recognizing the IB Diploma is long. Check the IB website:
www.ibo.org
As per the IB Diploma Programme Research Review Study on
perceptions of the Diploma Programme among institutions of
higher education, since 2003, results have consistently shown that
institutions had considerable enthusiasm for the IB Diploma
Programme and confidence that the students who pursued it were
well prepared for university study. Respondents from these surveys
have commented that it enhanced university students' academic
competence and capability, gave them experience of greater
breadth and depth, provided an internationalized educational
experience with a greater emphasis on community engagement,
and that it should be more widely adopted. For first year (freshman)
study, academic learning, university life, course completion and
graduate employment, the IB Diploma Programme was seen to
provide a more effective preparation in comparison with other high
school programmes offered in the world.
24 25
Is the IB Diploma Programme recognized in India?
Yes. The Association of Indian Universities (AIU) recognizes the
IB Diploma as equivalent to the Plus Two (10+2) Class of the
Senior Secondary School, which is the eligibility criterion for
admission to the undergraduate courses in India. The IB issues
Indian equivalent percentages for the IBDP grades to those
students who intend to apply to Indian universities.
What are the prospects of IB Diploma Programme
graduates gaining admission to Indian universities?
In most Indian universities, admissions are over by mid-June.
However, the IBDP results are declared only on July 6. While
overseas universities grant admission on the basis of predicted
grades, most Indian universities require the final mark sheets
issued by the Board. On our part, the School writes to colleges to
which students seek admission, providing details like students'
predicted grades, evidence of AIU recognition and the IBDP
results timeline. The Mumbai University issues Provisional
Statement of Eligibility Certificates to IBDP students, which
facilitates admission of students to the various colleges and
professional institutions affiliated to Mumbai University without
the submission of the final grade results issued by the IB, on the
grounds that the IB declares results late vis-à-vis the University's
admission timelines.
As per an announcement made by Mumbai University in January
2008, IB Diploma students with Physics and Mathematics at
Higher Level and Chemistry at Standard Level are eligible to
apply for Bachelor of Engineering (except for Chemical
Engineering) at colleges affiliated to it. Similarly, those IB
Diploma candidates with Mathematics at HL, Chemistry at HL
and Physics at SL are eligible to apply for Bachelor of Chemical
Engineering. Further, the IB Certificate holders will also be
eligible to apply for various courses under the faculty of
Arts/Commerce/Science at colleges affiliated to Mumbai
University.
The IBDP students from our first ten batches have gained
admissions to leading colleges, which include St. Xavier's
College, H.R. College, K.C. College, R. A. Podar College,
Ramnarain Ruia College, N. M. College, Jai Hind College, Sophia
College, Wellingkar Institute of Management, K. J. Somaiya,
Government Law College, Pravin Gandhi College of Law in
Mumbai; D Y Patil Dental College and Hospital, in Navi Mumbai;
FLAME (Foundation for Liberal and Management Education)
and Symbiosis in Pune; Lady Shri Ram College in Delhi;
Government Law College in Bangalore; National University of
Juridical Science in Kolkata; Stella Maris in Chennai; St. Joseph's
College in Bangalore; Jindal Global Law School in Sonepat -
Haryana and Institute of Hotel Management in Aurangabad;
Ashoka University in New Delhi; Swarnabhoomi Academy of
Music Chennai.
Will an IBDP student be able to appear for the entrance
examinations for admission to professional courses like
engineering, medicine, management, law, and so on, in
India and with what chance of success?
While the IBDP learning methodology equips students to do well
in the entrance examinations, the IBDP course structure and
load requires students to devote substantial time to their IBDP
studies. Most of the entrance tests are now conducted in
April/May, while the IBDP examinations are held in May. As
would be the case with any student, in order to be successful in
the entrance tests, the IBDP students will need separate
preparation focused on the requirements of such tests.
Do IB Diploma Programme graduates earn transfer credits
at overseas universities?
Yes. Considering the rigour and standing of the IBD Programme,
universities in the US generally award advanced placement
credits to IBDP graduates. Students who have scored high
grades (grade 5 or above) in Higher Level IBDP courses stand a
good chance of earning such university credits, resulting in
saving six months to one year. However, such credits vary from
university to university.
Further information on the International Baccalaureate
Diploma Programme may be found at www.ibo.org
College Counselling Centre
The School's college counseling centre helps students make
informed educational and career choices, by providing guidance on
admission requirements, university expectations and admission
tests. Admissions Committee members from prestigious universities
overseas, visit the School to familiarize students with their admission
requirements, subject offerings, co-curricular opportunities, and
campus life. Every year, representatives of over 100 leading
universities from across the world visit our School.
The School has introduced the 'Naviance World Class International
Career Counselling and University placement software for students
as part of our college counselling services. It provides comprehensive
support and guidance to students, families and school. It offers
successful solutions on university choices and guidance on potential
career opportunities.
7. Some frequently asked questions:
What are the benefits of the IB Diploma Programme?
Most importantly, perhaps, the IB Diploma Programme fosters the
spirit of learning through inquiry and discovery � the finding out of
the 'why', not just learning of the 'what'. Its balanced combination
of Arts and Science subjects avoids premature specialization, while
its international perspective encourages students to learn about
their own culture and those of others. Universities and employers
thus know that the successful IBDP student is intelligent, well-
organized, hard-working, internationally aware and capable of the
critical and creative thinking that the 21st century demands.
A distinguishing characteristic of the Diploma Programme is a
concern with the whole educational experience of each student. The
learner profile and the core are positioned at the centre of the
programme reflecting the priority given to it. The core requirements
of theory of knowledge (TOK), the extended essay and creativity,
action, service (CAS) broaden the educational experience and
challenge students to apply their knowledge and understanding in
real-life contexts.
Do I have to be a brilliant all-rounder to undertake the IB
Diploma Programme?
No, although it helps! The IB Diploma Programme is accessible to a
wide range of students. It requires a willingness to persevere with a
range of subjects, but this gives the breadth of education that
universities appreciate. It is important to select your best subjects for
Higher Level: these should be chosen on the basis of what you are
good at, what you enjoy most and what you may need for your
future career, e.g. Mathematics and Physics are essential for aspirant
engineers. Your Standard Level subjects may also be those that you
enjoy and in which you are succeeding, but may be the ones in
which you are less confident � we are not all brilliant mathematicians
or linguists!
How does the IB grade a student's work?
The candidates are graded on a scale of 1 (lowest) to 7 (highest)
points in each of their subjects: HL and SL. For HL subjects Grades 4
to 7 are deemed 'Pass', whereas for SL subjects Grades 3 to 7 are
deemed 'Pass'. 3 more points may be awarded for the Extended
Essay (EE) and work on the Theory of Knowledge (TOK) course. Thus,
the maximum score possible is 45. Subject to satisfactory marks in all
parts of the Diploma, it may be awarded for a minimum of 24 points.
Is the IB Diploma Programme recognised by universities
worldwide?
Yes, recognised and welcomed. It is, of course, sensible to check
with universities before applying, but the list of countries
recognizing the IB Diploma is long. Check the IB website:
www.ibo.org
As per the IB Diploma Programme Research Review Study on
perceptions of the Diploma Programme among institutions of
higher education, since 2003, results have consistently shown that
institutions had considerable enthusiasm for the IB Diploma
Programme and confidence that the students who pursued it were
well prepared for university study. Respondents from these surveys
have commented that it enhanced university students' academic
competence and capability, gave them experience of greater
breadth and depth, provided an internationalized educational
experience with a greater emphasis on community engagement,
and that it should be more widely adopted. For first year (freshman)
study, academic learning, university life, course completion and
graduate employment, the IB Diploma Programme was seen to
provide a more effective preparation in comparison with other high
school programmes offered in the world.
Dhirubhai Ambani International SchoolBandra-Kurla Complex, Bandra (East), Mumbai - 400 098, India
Tel: +91 22 40617061 Fax: +91 22 40617266 Email: [email protected] Website: www.da-is.org
The International Baccalaureate Diploma Programme
IBDP
The Indian Certificate of Secondary Education Programme
ICSE
The International General Certificate of Secondary Education Programme
IGCSE
The Primary & Middle School Programme
2015 - 2016
