Learning through doing – How IB syllabus at TRINS prepares learners for an international professional career:

By trinswebadm  |  11 July, 2022

What’s the right syllabus for my child? At TRINS this is a question we often get from prospective parents

According to a survey by Aspiring Minds, close to 90 percent of Indian graduates are  considered unemployable for any position after passing through a conventional public school education and higher education.

Here at TRINS, our main aim is to mould the next generation of leaders for a better future. What this means in practice is creating a learning environment that empowers students to succeed in their professional and academic futures. This is one of the key reasons why we offer the IB syllabus for our secondary school students. 

The IB curriculum is a rigorous, Swiss syllabus that’s recognized at higher education institutions in over 150 countries. The IB schools in India focus on learning through doing, preparing students for real-world challenges in the world outside school as opposed to rote learning. As an  IB schools in India, we empower TRINS learners with the skills they need to succeed in real life.

But how, exactly, does the IB syllabus help in this regard? In this article, we’ll be taking a look at some of the key features of IB schools and how the syllabus helps us mould your children into tomorrow’s leaders. 

IB Certified Teachers 

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The IB teaching style is, in many ways, fundamentally different from the approach used in most public schools. IB teachers facilitate understanding: instead of passing on facts to memorize, IB teachers help students arrive at their own conclusions. To ensure that the TRINS IB program offers a consistent, rewarding experience, all our IB staff are certified by the IB board and many have the top-tier Advanced Certificate in Teaching and Learning.

Our IB teachers come from diverse backgrounds, with experience teaching learners in countries ranging from. Our teachers are highly qualified to help the students in easy learning of the IB syllabus LKG to IB syllabus 12.

Advanced certification means that TRINS IB teachers have fully imbibed the IB spirit, ensuring that learners get a fundamentally different experience from the public school approach.

IB School Syllabus LKG – 12

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Our early learning cetre is based on the IB syllabus LKG and is Inspired by the Primary Years Programme (IB). It is a play-based trans-disciplinary enrichment programme meant to empower youngsters. It also seeks to provide the kid with opportunities for emotional and social development as they grow.

The IB Syllabus 12 grade consists of two programmes: A Levels and the IB diploma programme.

The Diploma Programme syllabus consists of six subject groups and a three-elements in the “DP core”.

Students may choose among the following IB diploma subjects (topic groups):

  • Language and Literature
  • Language Acquisition
  • Individuals and Societies
  • Sciences
  • Arts
  • Mathematics

The DP core requires learners to reflect on the nature of knowledge, do independent research, and complete a project that frequently includes community service.

The three components of the DP core are as follows:

  • Theory of Knowing (TOK): Inquiry into the nature of knowledge and how we know what we claim to know.
  • The Extended Essay (EE), a self-directed piece of study that culminates in a 4,000-word paper.
  • Creativity, Activity, and Service (CAS): A project centred on these three ideas.

Creativity, Activity, and Service: the CAS model

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The CAS model is at the heart of the IB approach, and one of the differentiators from public school syllabi. As the name suggests, the CAS model is based on the foundational pillars, Creativity, Activity, and Service. It’s relevant to note here that each of these pillars is proactive, with an emphasis on individual student ideas, thoughts, and actions, as opposed to passive and receptive rote learning. 

Creativity in CAS is about encouraging TRINS learners to extend ideas they learn in a given IB class to their personal experiences and the insights they gain elsewhere, in other classes and outside school. Instead of merely memorizing a set of facts, IB learners at TRINS relate the things they learn to their lives, and then bring that out in the form of activity. The service aspect of CAS also plays a critical part by making learners see how the things they learn can have a tangible impact on the communities they live in. 

CAS, in essence, prepares students for the professional world that lies ahead. Being equipped with a set of facts isn’t enough in dynamic workplace and leadership contexts. Rather, it’s the ability to take new input and leverage creative, action-oriented thinking to arrive at solutions that deliver. CAS in the TRINS IB program empowers our learners to make executive decisions, preparing them for their futures in decision-making roles in the workplace. 

Theory of Knowledge and the Extended Essay: Going Beyond Exams

Many Indian public school curricula are very effective at one particular thing: preparing students to write competitive examinations for Indian universities. Unfortunately, this often comes at the expense of preparing learners for their professional lives later. When students use rote learning to pick up facts, there’s one question that often goes unanswered: Why? What’s all of this for? The IB curriculum at TRINS addresses this through the Theory of Knowledge and Extended Essay modules. 

The Theory of Knowledge course is a compulsory part of the IB curriculum at TRINS.  ToK poses learners with questions about the nature of knowledge, to understand the why and how behind the conclusions reached in textbooks and during discussions. This isn’t merely an academic exercise. Theory of Knowledge inculcates flexibility into students’ learning styles. 

In the real world, there are rarely situations with a black and white “right” or “wrong” answer. By studying ToK, students understand this, empowering them to take objective, well-considered decisions. 

The Extended Essay, another mandatory aspect of the TRINS IB curriculum expands on this. IB learners are expected to write a 4000-word self-directed research, independent paper on a topic of their choice. The idea here is not only to prepare students for a university-style approach to learning: it’s to drive every IB learner at TRINS to create new knowledge about their topic of choice. 

This stands in stark contrast to rote learning, where the student passively acquired facts without context and without the ability to apply them in the real world. Successfully writing the EE demands that students have a base of facts, but, more importantly, understand the topic and how those facts can be applied in real life.

Empowering Higher Education Opportunities Worldwide

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While a certificate from the CBSE or ICSE board is recognized by many international universities, the theoretical and STEM-oriented learning approach often puts students at a competitive disadvantage when trying to apply to prestigious international universities. An IB diploma from TRINS is recognized by institutions in over 150 countries. 

Just as importantly, our IB program prepares TRINS learners to succeed when applying to colleges internationally. Top institutions in countries like the US and UK have an application process that forces students to think beyond rote facts, to think about their own place in a particular field of study and their objectives, beyond getting a seat. The analytical skills TRINS IB students acquire through ToK and the Extended Essay empower them to handle applications with ease, and the results speak for themselves. In 2020, over X percent of TRINS graduates successfully joined an international university (we’ll need a number here).

Conclusion: The IB Program at TRINS Builds Learners and Leaders for an Increasingly World

Moulding a new generation of leaders. The TRINS IB program is an embodiment of our school’s motto. By moving beyond the rote learning and STEM-oriented approach of syllabi like the ICSE and CBSE, IB prepares TRINS learners to fully understand their future professional and academic fields, and to think outside the box. Today’s world is evolving at an unprecedented rate. Facts on the ground, in any profession, are rarely static. 

What this means is that analytical and free-thinking skills matter far more than ever before. The TRINS IB program ensures that our learners gain the ability to take new input and arrive at their own conclusions. The TRINS IB program nurtures thinkers and doers, fully prepared to meet tomorrow’s challenges.

We intend to live up to that standard and become one of best IB schools in India. The curriculum is structured by both IB programmes (the Primary Years Programme and the Diploma Programme) and the School’s suite of Cambridge Assessment International Education examinations. However, our classroom style is inspired by our dedication to an international schooling while studying in India.

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