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JAIN INTERNATIONAL RESIDENTIAL SCHOOL



IB Brochure The International Baccalaureate Diploma Programme (IB)

ACADEMIC INFORMATION



GATEWAY TO WORLD CLASS EDUCATION AND RESEARCH

International Baccalaureate Diploma program at Jain International Residential School

is a gateway to world class Universities; the extensive research imbibed in the

curriculum makes it unique and develops the skills required for higher education. A

dynamic curriculum which undergoes curriculum review at regular intervals in

consultation with renowned Universities around the globe and maintains higher level of

purpose and rigor. Curriculum is designed to cater the needs of students by choosing

different variety of subjects under six different groups.

Jain International Residential school became part of this prestigious, research oriented,

global education system in the year 2011. We could proudly claim that six batches of

global learners passed out from this institution. ‘IBDP’ students are looked high by the

admission counsellors of different universities. It surpasses all the myth of book based

rot learning and open a new horizon for purposeful learning through well-defined

learner profile.

The core of the curriculum Creativity Action and Service (CAS) makes each individual

responsible and reflective global citizen; the theory of knowledge (TOK) deals with

different areas of knowledge and ways of knowing and also a platform for group

discussion, debate, presentation etc. Through TOK each learner is encouraged to

voice his/her perspectives with well researched supportive evidences. The ‘Extended

Essay’ a 4000 word research document is an individual piece of work to be submitted

on the child’s interested area of learning is an opportunity to develop research skills,

and makes him/her the proud owner of that intellectual document.

IBDP brings in

• The ability to debate over real-world issues from an international perspective

• To provide leadership and support to the local and global community

• A capacity for in-depth study while maintaining a broad perspective of different subject

areas

• A positive attitude to learning

• The propensity to ask challenging questions and to develop research skills

• The development of a strong sense of their own identity and culture while also being

able to communicate with and understand people from other countries and culture.



WHY IBDP AT JIRS 1. 100% residential teachers, full time access for students to clear doubts and to get

guidance to do their projects, extended essays and explorations.

2. You need not run pillar to post to get private tuitions, evening study hours provide

an opportunity to be with the teacher one to one.

3. CAS activities are designed by the students with the help of CAS coordinator;

school provides all assistance in carrying out their CAS projects.

4. In-house university counselling and guidance.

5. On campus SAT coaching by Princeton Review.

6. 100% IB trained and experienced faculty and IB onboard examiners.

7. Extended support from teachers till the last day of their board examinations.

8. Visit by US, UK, Australian and Canadian University representatives; get firsthand

information to decide your destination for higher studies.

9. Extended life skill programs and training to face challenges and mold you strong,

responsible and independent global citizen.

10. World class facility, sports, comfortable living, smart learning and much more.

The International Baccalaureate Diploma Programme (IB) The IB Diploma Programme was founded in 1968 by the International Baccalaureate

Organisation (IBO), a non-profit, international educational organisation based in

Geneva, Switzerland. The vision of the IBO is to develop through its Diploma

Programme, inquiring, knowledgeable and caring young people who will help to create a

better and more peaceful world through intercultural understanding and respect.

The IB Diploma Programme is a comprehensive and challenging pre- university

course that demands the best in motivation and rigor from both students and

teachers. This sophisticated two-year curriculum covers a wide range of academic

subjects and has stood the test of time for over half a million students in 141 countries

since 1968.



The IB Diploma Programme graduates are welcomed by the world’s leading

universities. Colleges recognize the outstanding qualities of the Diploma Programme

students such as :

• The ability to debate over real-world issues from an international perspective

• To provide leadership and support to the local and global community

• A capacity for in-depth study while maintaining a broad perspective of different subject

areas

• A positive attitude to learning

• The propensity to ask challenging questions and to develop research skills

• The development of a strong sense of their own identity and culture while also being

able to communicate with and understand people from other countries and cultures

International Baccalaureate Diploma Programme at JIRS

The following groups / subjects are offered at two different levels – Higher and

Standard. Six Subjects are to be chosen from the following Six Groups – two need to

be selected from either Group 3 or Group 4. Mathematics from Group 5 is compulsory.

The group 6 subject is of students choice or the 6th subject must be selected from any

one of the group 3 or 4

Group 1 : Language A – English A Lang and Lit. or Hindi A (SL/HL)

Group 2 : Language B – French /Spanish Ab Initio (SL) or Hindi B (SL/HL)

Group 3 : Individuals and Societies - Business and Management (SL/HL),

Information Technology in a Global Society (ITGS) (SL/HL), Economics (SL/HL),

Environmental systems and societies – (SL), Psychology (SL/HL)

Group 4: Sciences – Physics (SL/HL), Chemistry (SL/HL), Biology (SL/HL),

Computer Science (SL/HL), Environmental systems and societies – (SL)

Group 5 : Mathematics (SL/HL),: Applications and Interpretation

Mathematics (SL/HL),: Analysis and Approaches

Group 6 : Visual Arts (SL/HL)



Environmental Systems and Societies is a Trans Disciplinary Course offered only at Standard

Level. The choice of subjects / combinations / levels is to be decided in consultation

with the Admissions and IB Coordinator. It is recommended that students wishing to

pursue higher studies in Commerce or Science may choose Group 3 or Group 4

subjects respectively.

The compulsory Core Components of the IBDP consists of:

Theory of Knowledge (TOK) – this is required as an interdisciplinary course intended

to stimulate critical reflection upon the knowledge and experience gained inside and

outside the classroom.

Creativity, Activity, Service (CAS) – engagement of a stipulated number of hours in

these areas is a fundamental requirement of all IB students.

Extended Essay (EE) – this is an original research paper of 4000 words (Maximum)

that is required of all IB students. The project offers students the opportunity to

investigate a topic of special interest to them and takes them through a process of

independent research and writing.

The IB Learner Profile:

Students are assessed on a scale of 1-7 (points).

Students who display good levels of performance across all six subjects and achieve a

minimum of 24 points (out of the possible 45) are awarded the Diploma*. All others

receive a certificate for each of the subjects successfully completed.



The Association of Indian Universities (AIU) rates the IB on par with a pre-university

course like Class 12 CBSE or ISC. The IBO has decided that those completing their

Class XII from IB schools will be issued mark sheets in addition to their grades so as to

make the student’s admission process in any University in India feasible. The IBO will

issue mark sheets for students on request.

There is an increasing awareness and recognition for the IB in India in view of its many

merits and internationally accepted credentials.

* Subjected to fulfilling the other conditions.

AIU : IB Diploma/ Course (Certificate) AIU shall accord equivalence to both the IB Diploma and

the IB Diploma Course (i.e. IB Certificate) provided that a student has secured a minimum of 24

credits and has passed a minimum of three subjects at Higher Level (HL) and three at Lower

Level (SL)

C A S An Introduction to CAS in IBDP What is CAS? Creativity, Action, Service (CAS) is a frame work for experiential learning, designed to

involve students in a new role. The emphasis is on outbound learning. By doing real

tasks that have real consequences and then reflecting on these experiences on them.

Nature of CAS

CAS should reflect the student’s growth. It should challenge them to develop a value

system by which they enhance their personal growth.



Participation Participating in CAS will encourage all DP students to share their energies and special

talents while developing awareness, concern and ability to work co-operatively with

other giving an opportunity for fun and enjoyment.

Goal CAS should develop a spirit of open mindedness, lifelong learning and discovering self-

reliance encourage development and new skills such as creative skills, physical skills

and social skills. It should inspire a sense of responsibility and bring humanitarian issue

across the board.

Elements The Service element of CAS is in itself the most significant but two (Activity and

Creativity) other elements of CAS are also important to provide balance and flexibility

uniquely in the Diploma Programme. It is the interaction of the three that creates the

richness of the CAS.

Proposed Activities to choose from

Feed back: Students could use the blogs and post their personal feedbacks. They also complete

the self appraisal. They reflect on their experience. The reflections could be in the form

of any of the following:

a written document

photos

Making video presentations of their thoughts

a documentary film

Shiamak Davar Dance.

Model United Nations(MUN)

Clay Modelling.

Poster Making.

Glass Painting.

Nilgiris, Ooty (Visit to Toda village).

Sports.

JASE Cup(Food stall Fund-raising).

Beach Exploration and Cleaning.

School for Blind.

Swachh Bharath.

Hospital Food.

Village Cleaning.

JVN Underprivileged school.



Winter Retreat: A term end get together for handing over CAS projects to the juniors.

Closure of the Programme: Recognition with Certificates and performance awards and points.

CAS meets every Saturday to organize, plan, and execute service projects.

IBDP - CAS : LEARNING OUTCOMES As a result of the CAS experience as a whole, the students have:

Increased their awareness of their own strengths and areas of growth. They are

able to see themselves as individuals with various skills and abilities, some more

developed than others, and understand that they can make choices about how they

wish to move forward.



Undertaken new challenges. A new challenge may be an unfamiliar activity, or an

extension to an existing one.

Planned and initiated activities. Planning and initiation will often be in collaboration

with others. It can be shown in activities that are part of larger projects, for example,

ongoing school activities in the local community, as well as in small student led

activities.

Worked collaboratively with others. Collaboration can be shown in many different

activities, such as team sports, playing music in a band or helping in a kindergarten. At

least one project, involving collaboration and the integration of at least two of creativity,

action, and service is required.

Shown perseverance and commitment in their activities. At a minimum, this

applies attending regularly and accepting a share of the responsibility for dealing with

problems that arise in the course of activities.

Engaged with issues of global importance. Students may be involved in

international projects but there are many global issues that can be acted upon locally

or nationally (for example, environmental concerns, caring for the elderly).



Considered the ethical implications of their actions. Ethical decisions arise in

almost any CAS activity (for example, on the sports field, in musical composition, in

relationships with others involved in service activities). Evidence of thinking about

ethical issues can be shown in various ways, including journal entries and

conversations with CAS advisors.

Developed new skills. As with new challenges, new skills may be shown in activities

that the student has not previously undertaken or in increased expertise in an

established area. Any activity that does not result in at least one of these LEARNING

OUTCOMES is NOT A CAS Activity!

JIRS IBDP TEACHERS PROFILE:

SNO NAME OF THE TEACHER QUALIFICATIONS SPECIALISATION

EXPERIENCE TOTAL NO OF YEARS

1 Mr. David W R (Principal) M.Sc., M. Phil Physics 22 Years

2 Mr. Kalairajan IBDPC / VP M.Sc., B.Ed., MBA Mathematics,

Education Mgt 20 Years

3 Mr.U.K.Seal MA. English., Diploma in Education English

4 Ms. Vijayalaxmi P Bhandi M.Sc., M.Ed. Chemistry 20 Years 5 Mr. Egil Coumaran B.Com., 6th level French French 23 Years 6 Mrs. Manjulatha M.Sc., B Ed. Microbiology 19 Years 7 Mrs. Bharathi M.Sc. Computer Science 17 Years

8 Ms. Sreeharinee R M Com, B Ed., M B A Business Management 23 Years

9 Mrs. Usha Manohar M.Com., M. Ed., M.Phil., ICDL, PGDBM, PGD-EMIA

Business Management 33 Years

10 Mrs. T O Jeena M. Sc., B.Ed., MBA (HR) Zoology, Env.l Sci. 12 Years 11 Mr. Arunangshu Bhunia BFA and MFA Art and Design 6 Years 12 Mrs. Rattan Deep Hundal M.Sc., B Ed Psychology 15 Years 13 Mrs. Leena Thamilarasi MBE. M.Phil., B.Ed Economics 10 Years 14 Mr. Raveen Richard BA., C.P. Ed CAS 27 Years 15 Mr. Muraleedharan N K MA. B.Ed Economics 20 Years 16 Mr. Madhusuchan K Maths 10 Years 17 Mrs. Archana Sarathy TOK 18 Mrs. Mubina Khan MA. B.Ed Hindi 20 Years 19 Mr. Hari Joshi LLB., MBA Spanish 12 Years 20 Mr. Francis Anand MA. B.Ed., Cert. TESOL English 8 Years

21 Mr. Gopinath M.Sc., Mathematics and Scientific Computing Maths 8 Years



IB DIPLOMA STUDENTS – MAY 2018

HET PARESH MEHTA -

42/45 Grade 7’s – 4 and Grade

6’s - 2

SHENANDOAH

DURAIDEIVAMANI - 42/45 Grade 7’s – 3 and Grade

6’s - 3

MANASWINI CHALLA -


6’s - 4

VAISHNAVI VEDULA -


6’s - 3

ARJUN VENKATESH -


6’s - 1

DEV AJAY PATEL - 35/45 Grade 7’s – 1 and Grade

6’s - 2

SWETANK PODDAR -

34/45 Grade 6’s - 3

TEJ JIGNESH SHAH -

34/45 Grade 6’s - 2

NEEHARIKA CHIMMANA

- 31/45 Grade 6’s - 2

NIKHITA CHIMMANA -

30/45 Grade 6’s - 2

RANVIR SINGH SANWAL

- 30/45 Grade 6’s - 1

YASH CHIRAG SHAH - 30/45

Grade 6’s - 1



SANJANA BELLAM -

28/45 Grade 6’s - 1

AKASH UNNIKRISHNAN -

27/45 Grade 6’s - 1

DARIN PANANTHANATH

STEPHEN - 30/45

C. HASEEB MOHAMED

HAZEM - 30/45

JIGYASHA KATHRANI -

29/45

AKSHAY KEERTI

SENTHIL KUMAR - 26/45

GANESWAR MATCHA -

25/45

UNIVERSITY GUIDANCE AND COUNSELLING BY AMERICAN UNIVERSITIES



MAY 2018 – UNIVERSITY DETAILS

Rno Name UNIVERSITY

5120 Het Paresh Mehta - 42/45 The University of Texas, Austin

5077 Shenandoah Duraideivamani - 42/45 Brown university ivy league (50 % scholarship)

5295 Manaswini Challa - 38/45 The University of Texas, Austin

5070 Vaishnavi Vedula - 37/45 Singapore Management University

5162 Arjun Venkatesh - 34/45 BITS, Dhubai

5139 Dev Ajay Patel - 35/45 University of California, Davis

5063 Swetank Poddar - 34/45 University of Glasgow, Scotland, UK, (1 year advanced placement)

5318 Tej Jignesh Shah - 34/45 Purdue University, Indiana

5065 Neeharika Chimmana - 31/45 Pennsylvania State University.

5064 Nikhita Chimmana - 30/45 Temple University, Philadelphia, Pennsylvania

4488 Ranvir Singh Sanwal - 30/45

5121 Yash Chirag Shah - 30/45 Arizona state university, USA

5124 Sanjana Bellam - 28/45 University of Dundee, UK

5217 Akash Unnikrishnan - 27/45 University of Essex, UK

5053 Darin Pananthanath Stephen - 30/45

5081 C. Haseeb Mohamed Hazem - 30/45 Indiana University Bloomington

3768 Jigyasha Kathrani - 29/45 Fine Art | University of Oxford

5038 Akshay Keerti Senthil Kumar - 26/45 University of Essex, UK

5037 Ganeswar Matcha - 25/45 Birmingham City University, UK



10 Reasons - why the IB Diploma Programme (DP) is ideal preparation for university

It increases academic opportunity. Research*shows that DP graduates are much

more likely to be enrolled at top higher education institutions than entrants.

IB students care about more than just results. Through creativity, action, service

(CAS) you learn outside the classroom and develop emotionally and ethically as

well as intellectually.

It encourages you to become a confident and independent learner. For

example, the extended essay requires independent research through an in-depth

study.

It’s an international qualification. The DP is recognized globally by universities

and employers.

Graduates are globally minded. Language classes encourage an international

mindset, key for increasingly globalized societies.

The IB encourages critical thinking. Learn how to analyse and evaluate

issues, generate ideas and consider new perspectives.

DP students have proven time management skills. Take good study habits

and strong time management to further education and the working world.

It assesses more than examination techniques. Learn to understand, not just

memorize facts or topics and prepare for exams.

Subjects are not taught in isolation. Theory of knowledge (TOK) classes

encourage you to make connections between subjects.

It encourages breadth and depth of learning. You are able to choose courses

from six subject groups and study subjects at different levels.

IBDP Coordinator Jain International Residential School, Jakkasandra Post, Kanakapura Taluk, Ramanagara District - 562112, Karnataka, India Ph: + 91 80 27577050 / 60 Mobile: 91 89717 50554 Visit us at www.jirs.ac.in

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