International Baccalaureate Programme

Candor Vision Statement

Candor International School aims to nurture lifelong learners, who, through respect, intercultural understanding, technology, creativity, collaboration and an active engagement in community service and humanitarian activities, become citizens of the world to contribute, and make a difference, to their generation.

Candor is an authorized IB world school which has been designed to ensure the delivery of an effective Diploma Programme with potential for meaningful community service projects. Candor’s organic farm provides opportunities for environmental science and other IB projects, including CAS. Dedicated, competent and experienced teachers offer several IBDP courses to students from many nationalities.

The school also integrates Pre-SAT and SAT preparations for high school students through a College Advisory Service and an experienced in-house college counselor who interacts with both students and parents.

Mission statement of the International Baccalaureate (IB)

The international Baccalaureate aims to develop inquisitive, knowledgeable and caring young people who will help 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.

IB Curriculum

The subjects in the IBDP Curriculum are divided into 6 groups – Studies in Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, and The Arts. Students pursuing the IB Diploma must choose 1 subject each from the first five groups, ensuring that they have a wide and balanced choice of subjects. For the sixth subject, they can choose either a subject from Group 6 (The Arts) or a second subject from any of the other five groups. Of the six subjects chosen, at least 3 have to be taken at Higher Level and the rest have to be taken at Standard Level.

Standard Level and Higher Level

Standard level (SL) courses require rigorous study leading to a breadth of knowledge. Higher level (HL) courses require intensive study leading to mastery. All students in the IB Diploma Programme take a combination of SL and HL courses. Standard Level courses require a minimum of 150 teaching hours and Higher Level courses require a minimum of 240 teaching hours.

The Diploma Programme Core

In addition to the 6 subjects, all Diploma Students must fulfill the requirements of the IB Diploma Core. The IB Diploma Core is made up of the following three components –

 The Extended Essay – asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying.

 Theory of knowledge – develops a coherent approach to learning that unifies the academic disciplines. This course on critical thinking inquires into the nature of knowing and deepens the understanding of knowledge as a human construction.

 Creativity, Activity, Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self- discovery.

Assessment in the Diploma Programme

Assessment in the IB Diploma Programme is done using a variety of different tools/methods. In most subjects, students take written examinations at the end of the programme, which are marked by external IB examiners. Apart from Students also complete internal assessment tasks in school. These are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners for assessment. Externally assessed coursework under the guidance of teachers is also an integral part of assessment for the DP Core Components such as the TOK and Extended Essay.

The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. Minimum of 24 points [out of a maximum possible 45] must be gained to be awarded the IB diploma, this being subject to certain minimum levels of performance across the whole programme and to the satisfactory completion of the Core Components.

Why do Universities Value IB Students?

IB students are prepared for academic success.
 IB students are more likely than others to enroll in and graduate from selective higher education institutions.
 Based on their experiences, IB students possess a broader range of skills that enhance their ability to adapt and contribute to university life.
 IB students demonstrate a level of emotional and intellectual maturity for managing the demands of challenging coursework and make meaningful contributions.
 They have extensive experience doing independent research and presenting what they have learned through presentations, papers and other projects.
 They think critically and draw on diverse perspectives that reflect an international outlook.
  Participation in the IB Diploma Programme shows that students have excelled in multiple and diverse academic challenges which is a strong predictor for success at university level.

IB Diploma Programme: A Strong Predictor of Success in University

Universities around the world say IB students are ‘Well Prepared’. In a survey of 150 university faculty and admissions staff from the UK, the IB Diploma programme was rated higher than other qualifications based on the breadth of the curriculum; development of critical thinking, time management and communication skills; and motivation of the students.

 97% were satisfied the Diploma Programme prepares students for university
 96% favored a broad curriculum of the type IB offers
 57% felt the Diploma Programme offers an advantage to students as preparation for higher learning

  Similarly, a survey of 160 university faculty and admissions staff from Australia and New Zealand showed that 77% of respondents indicated that the IB Diploma Programme prepares students well for university.