International Baccalaureate (IB)

The Gaudium International School Hyerabad IB Logo 2023 04

International Baccalaureate (IB)

The Gaudium International School Hyerabad IB Logo 2023 04

International Baccalaureate Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The Gaudium is now an IB Continuum School

The Gaudium has always been the gold standard in school education be it in curriculum, infrastructure, teaching, or creativity. Now we’ve added more sheen to our crown by becoming a prestigious IB CONTINUUM SCHOOL. What this means is, we are one among a handful of IB WORLD SCHOOLS in Hyderabad to offer IB PYP, IB MYP and IB DP – the continuum of programmes necessary to foster academic excellence, character building, multilingualism, intercultural understanding and global engagement. We dedicate this stellar accomplishment to our wonderful family of teachers, parents, and students who’ve been with us every step of the way in our relentless march forward. Our pursuit of excellence will continue in the CBSE and Cambridge curricula. Come, be a part of our journey to stay ahead in education.

International Baccalaureate Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The Gaudium is now an IB Continuum School

The Gaudium has always been the gold standard in school education be it in curriculum, infrastructure, teaching, or creativity. Now we’ve added more sheen to our crown by becoming a prestigious IB CONTINUUM SCHOOL. What this means is, we are one among a handful of IB WORLD SCHOOLS in Hyderabad to offer IB PYP, IB MYP and IB DP – the continuum of programmes necessary to foster academic excellence, character building, multilingualism, intercultural understanding and global engagement. We dedicate this stellar accomplishment to our wonderful family of teachers, parents, and students who’ve been with us every step of the way in our relentless march forward. Our pursuit of excellence will continue in the CBSE and Cambridge curricula. Come, be a part of our journey to stay ahead in education.

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IB Primary Years Programme (IB PYP)

The IB Primary Years Programme (PYP) for children aged 3 – 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning. The PYP offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding

The PYP model espouses transdisciplinary learning, but at the same time it acknowledges that it is necessary for students to gain basic understanding and skills in the disciplines to support knowledge integration. The PYP nurtures independent and collaborative learners, encouraging them to have voice, choice and ownership in their own learning. The students develop knowledge, conceptual understanding, skills and the attributes of the IB Learner profile to make a positive difference in their own lives and the world around.

The Gaudium IBPYP Model 2021 05

The students demonstrate the agility and imagination to respond to new and unexpected challenges and opportunities and take action for a better and more peaceful world. It offers an inquiry-based and concept-driven transdisciplinary model of learning and teaching, supported by an understanding of how students learn.

The students encapsulate their shared commonalities and engage in dialogues about real issues in the world through the six transdisciplinary themes– Who we are, How we express ourselves, Where we are in place and time, How we organize ourselves, How the world works, and Sharing the planet. Through subjects, students learn to appreciate the “ways of knowing”—the modes of thought and communication associated with a subject.

Subjects being offered in the IBPYP are:

  • Language
  • Mathematics
  • Science
  • Social Studies
  • Arts
  • Physical, social and personal education

IB Primary Years Programme (IB PYP)

The IB Primary Years Programme (PYP) for children aged 3 – 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning. The PYP offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding

The PYP model espouses transdisciplinary learning, but at the same time it acknowledges that it is necessary for students to gain basic understanding and skills in the disciplines to support knowledge integration. The PYP nurtures independent and collaborative learners, encouraging them to have voice, choice and ownership in their own learning. The students develop knowledge, conceptual understanding, skills and the attributes of the IB Learner profile to make a positive difference in their own lives and the world around.

The Gaudium IBPYP Model 2021 05

The students demonstrate the agility and imagination to respond to new and unexpected challenges and opportunities and take action for a better and more peaceful world. It offers an inquiry-based and concept-driven transdisciplinary model of learning and teaching, supported by an understanding of how students learn.

The students encapsulate their shared commonalities and engage in dialogues about real issues in the world through the six transdisciplinary themes– Who we are, How we express ourselves, Where we are in place and time, How we organize ourselves, How the world works, and Sharing the planet. Through subjects, students learn to appreciate the “ways of knowing”—the modes of thought and communication associated with a subject.

Subjects being offered in the IBPYP are:

  • Language
  • Mathematics
  • Science
  • Social Studies
  • Arts
  • Physical, social and personal education

IB Middle Years Programme (IB MYP)

The IB Middle Years Programme (IB MYP*) is a five-year programme with a comprehensive curriculum framework that provides academic challenge and develops the life skills of students from the ages of 11 to 16 years old. It encourages students to make practical connections between their learning and the real world through various learning and teaching strategies used in the class. Our school’s philosophy is integrated with the IB philosophy to create a challenging and joyful learning environment for our students. It is accomplished through the Gaudium’s Happy Minds model which rests on the five pillars. This process enables our students to be self-motivated learners who take responsibility for their learning to achieve their personal best. At Gaudium, students are at the center of learning and we constantly work towards creating global leaders who are internationally minded by unlocking their potential and unleashing their creativity.

The Gaudium IBMYP Model 2021 05

At Gaudium, we motivate learners to achieve success in school and in life beyond the four walls of the classroom. Our students develop and demonstrate their knowledge and understanding through:

The MYP curriculum framework consists of eight subject groups, providing a broad and balanced education for early adolescents. While the students are engaged in different units, Inquiry deepens their understanding as they continue to participate in experiential, experimental and reflective processes. They also engage in constructing ideas through project and problem based learning. At The Gaudium we are constantly working towards providing our learners with an education for life (Few of the units in the subject groups are aligned with the UN sustainable Goals and all units are aligned with the Gaudium Happy minds model).

  • Group 1: English Language and Literature
  • Group 2: Language Acquisition (Hindi, French & Spanish)
  • Group 3: Individual and Societies (Integrated Humanities)
  • Group 4: Sciences (Integrated Sciences, Physics, Chemistry, Biology)
  • Group 5: Mathematics
  • Group 6: Arts (Integrated Performing Arts & Visual Arts)
  • Group 7: Physical & Health Education
  • Group 8: Design

Content may change; however, concepts remain the same. At Gaudium, concept-based learning provides students with an opportunity to transfer ideas and make sense of learning by connecting it with the world around them.

The MYP global contexts enable us to frame our conceptual understanding with meaningful contexts for learning. They give a deeper reason for learning and extend our students thinking through local and global engagements.

Approaches to learning (ATL) are an integral part of teaching and learning. At Gaudium our aim is to support learners to become self-regulated learners who know how to ask good questions, set effective goals, and pursue their aspirations with the determination to achieve them. These skills also help to support students’ sense of agency, encouraging them to see their learning as an active and dynamic process.

At Gaudium, the approaches to teaching strategies are used to enhance learning experiences and provide students with authentic, rigorous and relevant experiences by Teaching through inquiry

  • Teaching through concepts
  • Teaching developed in local and global contexts.
  • Teaching focused on effective teamwork and collaboration
  • Teaching differentiated to meet the needs of all learners.
  • Teaching informed by assessment

Through Personal projects, students experience the responsibility of completing a significant piece of work over an extended period. MYP projects encourage students to reflect on their learning and the outcomes of their work provide them with enriching learning experiences.

The MYP culminates with the Personal Project in Year 5(Grade 10) where students exhibit their projects through an exhibition. At Gaudium, we start preparing our students from MYP1 wherein the students are engaged with self-initiated and self-directed projects which will be exhibited at the end of the academic year.

The Gaudium encourages students to take social responsibility by imbibing the core values in their learning journey which will help them become caring young individuals who are compassionate and contribute to create a more peaceful world. Students from MYP1 -5 participate in service-based activities where the students act by applying what they are learning in the classroom and beyond. They take up individual and group activities to contribute to the society making a positive difference to the lives of others and to the environment.

At Gaudium, assessments are an integral part of teaching and learning. MYP assessment requires teachers to assess the prescribed subject-group objectives using the assessment criteria for each subject group. MYP teachers develop rigorous tasks that embrace a variety of assessment strategies.

Formative assessments are integrated into daily classroom lessons and activities to assess student learning and adjust instruction to meet the learning needs of all students.

Summative assessments occur at the end of each unit and enable students to demonstrate their knowledge and understanding of their learning. We also conduct time bound semester-end exams at the end of each term to provide students with the e-assessment environment preparation.

The Gaudium school communicates student achievement with parents at regular intervals, Students Led conference is one of the wonderful mediums, where students take responsibility for leading the conference and share the learning process with their parents.

IB Middle Years Programme (IB MYP)

The IB Middle Years Programme (IB MYP*) is a five-year programme with a comprehensive curriculum framework that provides academic challenge and develops the life skills of students from the ages of 11 to 16 years old. It encourages students to make practical connections between their learning and the real world through various learning and teaching strategies used in the class. Our school’s philosophy is integrated with the IB philosophy to create a challenging and joyful learning environment for our students. It is accomplished through the Gaudium’s Happy Minds model which rests on the five pillars. This process enables our students to be self-motivated learners who take responsibility for their learning to achieve their personal best. At Gaudium, students are at the center of learning and we constantly work towards creating global leaders who are internationally minded by unlocking their potential and unleashing their creativity.

The Gaudium IBMYP Model 2021 05

At Gaudium, we motivate learners to achieve success in school and in life beyond the four walls of the classroom. Our students develop and demonstrate their knowledge and understanding through:

The MYP curriculum framework consists of eight subject groups, providing a broad and balanced education for early adolescents. While the students are engaged in different units, Inquiry deepens their understanding as they continue to participate in experiential, experimental and reflective processes. They also engage in constructing ideas through project and problem based learning. At The Gaudium we are constantly working towards providing our learners with an education for life (Few of the units in the subject groups are aligned with the UN sustainable Goals and all units are aligned with the Gaudium Happy minds model).

  • Group 1: English Language and Literature
  • Group 2: Language Acquisition (Hindi, French & Spanish)
  • Group 3: Individual and Societies (Integrated Humanities)
  • Group 4: Sciences (Integrated Sciences, Physics, Chemistry, Biology)
  • Group 5: Mathematics
  • Group 6: Arts (Integrated Performing Arts & Visual Arts)
  • Group 7: Physical & Health Education
  • Group 8: Design

Content may change; however, concepts remain the same. At Gaudium, concept-based learning provides students with an opportunity to transfer ideas and make sense of learning by connecting it with the world around them.

The MYP global contexts enable us to frame our conceptual understanding with meaningful contexts for learning. They give a deeper reason for learning and extend our students thinking through local and global engagements.

Approaches to learning (ATL) are an integral part of teaching and learning. At Gaudium our aim is to support learners to become self-regulated learners who know how to ask good questions, set effective goals, and pursue their aspirations with the determination to achieve them. These skills also help to support students’ sense of agency, encouraging them to see their learning as an active and dynamic process.

At Gaudium, the approaches to teaching strategies are used to enhance learning experiences and provide students with authentic, rigorous and relevant experiences by Teaching through inquiry

  • Teaching through concepts
  • Teaching developed in local and global contexts.
  • Teaching focused on effective teamwork and collaboration
  • Teaching differentiated to meet the needs of all learners.
  • Teaching informed by assessment

Through Personal projects, students experience the responsibility of completing a significant piece of work over an extended period. MYP projects encourage students to reflect on their learning and the outcomes of their work provide them with enriching learning experiences.

The MYP culminates with the Personal Project in Year 5(Grade 10) where students exhibit their projects through an exhibition. At Gaudium, we start preparing our students from MYP1 wherein the students are engaged with self-initiated and self-directed projects which will be exhibited at the end of the academic year.

The Gaudium encourages students to take social responsibility by imbibing the core values in their learning journey which will help them become caring young individuals who are compassionate and contribute to create a more peaceful world. Students from MYP1 -5 participate in service-based activities where the students act by applying what they are learning in the classroom and beyond. They take up individual and group activities to contribute to the society making a positive difference to the lives of others and to the environment.

At Gaudium, assessments are an integral part of teaching and learning. MYP assessment requires teachers to assess the prescribed subject-group objectives using the assessment criteria for each subject group. MYP teachers develop rigorous tasks that embrace a variety of assessment strategies.

Formative assessments are integrated into daily classroom lessons and activities to assess student learning and adjust instruction to meet the learning needs of all students.

Summative assessments occur at the end of each unit and enable students to demonstrate their knowledge and understanding of their learning. We also conduct time bound semester-end exams at the end of each term to provide students with the e-assessment environment preparation.

The Gaudium school communicates student achievement with parents at regular intervals, Students Led conference is one of the wonderful mediums, where students take responsibility for leading the conference and share the learning process with their parents.

IB Diploma Programme (IB DP)

The International Baccalaureate Diploma Programme (IBDP) is a two-year educational programme for ages 16-to-19-year-olds in 140 countries around the world. The programme provides an internationally accepted and acclaimed qualification for entry into higher education and is recognized by universities worldwide. Through the Diploma Programme (DP) core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service. The integration of school philosophy with the IB philosophy testifies the fact that our DP students are open-minded, self-reflective, caring individuals who balance both academic and non-academic activities well and grow up to be responsible global citizens.

The Gaudium IBDP Model 2021 05

In the DP, the curriculum consists of six subject groups and the three elements of the DP core. As one of these core elements, the theory of knowledge (TOK) course encourages students to become more aware of their own perspectives and assumptions through an exploration of the fundamental question of how we know what we know.

The six bands of subjects offered at The Gaudium are:

  • Band 1 – English A: Language and Literature HL (G1), English A: Language and Literature SL (G1)
  • Band 2 – French B SL (G2), Spanish ab SL (G2), Hindi B SL (G2), Spanish B SL (G2), French ab SL (G2)*
  • Band 3 – Computer Science HL (G4), Computer Science SL (G4), Biology HL (G4), Biology SL (G4), ESS SL (G 3 or 4), Business Management HL (G3), Business Management SL (G3), Design Technology HL (G4)
  • Band 4 – Chemistry HL (G4), Chemistry SL (G4), Economics HL (G3), Economics SL (G3), SEHS HL (G4), SEHS SL (G4)
  • Band 5 – Math AA HL (G5), Math AA SL (G5), Math AI SL (G5), Math AI HL (G5)*
  • Band 6 – Psychology HL (G3), Psychology SL (G3), Physics HL (G4), Physics SL (G4), Physics SL (G4), Visual Art HL (G6)*, Visual Art SL (G6)*, Business Management HL (G3), Business Management SL (G3)

*HL- High Level | *SL- Standard Level | *Ab- Ab Initio

ESS: Environmental systems and societies

Design Technology is generally taken with Chemistry and Buiness / Psychology

The Diploma Programme features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills:

The Community, Activity and Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Activity seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery. Other than the CAS component, DP students engage in year long community service projects aligned with the UN sustainable goals.

The Theory of Knowledge (TOK) develops a coherent approach to learning that unifies the academic disciplines. Although being considered as an individual component TOK is integrated into the subjects helping students to reflect on their knowledge and make deeper connections. Every teacher at The Gaudium is a TOK teacher who facilitates a thoughtful and purposeful inquiry amongst the students into different ways of knowing and knowledge.

The Extended Essay (EE) requires students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. At The Gaudium, our experienced supervisors guide the DP students in the research for writing the 4000 words Extended Essay (EE) that becomes the student’s first academic research paper.

Assessments

In accordance with IB, we at The Gaudium ensure that assessment philosophy, policy and procedures are best communicated to the stakeholders and provide students with feedback to inform and improve their learning.

  • In DP year 1, students appear for 2 Unit tests (Formative) and 2 Semester (Summative) exams
  • In DP year 2 students appear for 1 Unit test (Formative) and 1 Semester (Summative) exam followed by 2 pre-board exams before the year culminates with the board exams

Each formal summative assessment is designed to contribute to the final diploma qualification. Most of these are externally assessed so we ensure that the internal assessments are standardised through various in-house methods.

To qualify for the Diploma programme, student study:

  • 3 subjects at higher level (HL), 3 subjects at standard level (SL)
  • For those with limited or no experience of an available second language, ab initio courses are available.

The dynamic DP teachers, rather than being just a transmitter of knowledge, support student learning by making use of questions and tasks that help the student work. The Approaches to teaching and learning at The Gaudium are aligned with the IB aim of creating a supportive environment for learning to happen. Few salient features of ATL are:

  • Inquiry based
  • Constructivist
  • PBL- Project based and Problem based learning.
  • Intensive reading Programmes
  • Concept and context driven approach

IB Diploma Programme (IB DP)

The International Baccalaureate Diploma Programme (IBDP) is a two-year educational programme for ages 16-to-19-year-olds in 140 countries around the world. The programme provides an internationally accepted and acclaimed qualification for entry into higher education and is recognized by universities worldwide. Through the Diploma Programme (DP) core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service. The integration of school philosophy with the IB philosophy testifies the fact that our DP students are open-minded, self-reflective, caring individuals who balance both academic and non-academic activities well and grow up to be responsible global citizens.

The Gaudium IBDP Model 2021 05

In the DP, the curriculum consists of six subject groups and the three elements of the DP core. As one of these core elements, the theory of knowledge (TOK) course encourages students to become more aware of their own perspectives and assumptions through an exploration of the fundamental question of how we know what we know.

The six bands of subjects offered at The Gaudium are:

  • Band 1 – English A: Language and Literature HL (G1), English A: Language and Literature SL (G1)
  • Band 2 – French B SL (G2), Spanish ab SL (G2), Hindi B SL (G2), Spanish B SL (G2), French ab SL (G2)*
  • Band 3 – Computer Science HL (G4), Computer Science SL (G4), Biology HL (G4), Biology SL (G4), ESS SL (G 3 or 4), Business Management HL (G3), Business Management SL (G3), Design Technology HL (G4)
  • Band 4 – Chemistry HL (G4), Chemistry SL (G4), Economics HL (G3), Economics SL (G3), SEHS HL (G4), SEHS SL (G4)
  • Band 5 – Math AA HL (G5), Math AA SL (G5), Math AI SL (G5), Math AI HL (G5)*
  • Band 6 – Psychology HL (G3), Psychology SL (G3), Physics HL (G4), Physics SL (G4), Physics SL (G4), Visual Art HL (G6)*, Visual Art SL (G6)*, Business Management HL (G3), Business Management SL (G3)

*HL- High Level | *SL- Standard Level | *Ab- Ab Initio

ESS: Environmental systems and societies

Design Technology is generally taken with Chemistry and Buiness / Psychology

The Diploma Programme features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills:

The Community, Activity and Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Activity seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery. Other than the CAS component, DP students engage in year long community service projects aligned with the UN sustainable goals.

The Theory of Knowledge (TOK) develops a coherent approach to learning that unifies the academic disciplines. Although being considered as an individual component TOK is integrated into the subjects helping students to reflect on their knowledge and make deeper connections. Every teacher at The Gaudium is a TOK teacher who facilitates a thoughtful and purposeful inquiry amongst the students into different ways of knowing and knowledge.

The Extended Essay (EE) requires students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. At The Gaudium, our experienced supervisors guide the DP students in the research for writing the 4000 words Extended Essay (EE) that becomes the student’s first academic research paper.

Assessments

In accordance with IB, we at The Gaudium ensure that assessment philosophy, policy and procedures are best communicated to the stakeholders and provide students with feedback to inform and improve their learning.

  • In DP year 1, students appear for 2 Unit tests (Formative) and 2 Semester (Summative) exams
  • In DP year 2 students appear for 1 Unit test (Formative) and 1 Semester (Summative) exam followed by 2 pre-board exams before the year culminates with the board exams

Each formal summative assessment is designed to contribute to the final diploma qualification. Most of these are externally assessed so we ensure that the internal assessments are standardised through various in-house methods.

To qualify for the Diploma programme, student study:

  • 3 subjects at higher level (HL), 3 subjects at standard level (SL)
  • For those with limited or no experience of an available second language, ab initio courses are available.

The dynamic DP teachers, rather than being just a transmitter of knowledge, support student learning by making use of questions and tasks that help the student work. The Approaches to teaching and learning at The Gaudium are aligned with the IB aim of creating a supportive environment for learning to happen. Few salient features of ATL are:

  • Inquiry based
  • Constructivist
  • PBL- Project based and Problem based learning.
  • Intensive reading Programmes
  • Concept and context driven approach
1 Step 1



Excited about the school? Contact us and we will tell you how we fill happiness in your child:


keyboard_arrow_leftPrevious
Nextkeyboard_arrow_right