The International Baccalaureate (IB) offers high-quality programmes of international education to a worldwide community of schools.
There are more than 890,000 IB students at 3,108 schools in 140 countries.
The IB programme is more practical, having a broader spectrum of subjects that lead to all-round development.
The focus is on ‘how to learn’ rather than ‘what to learn’.
Requires breadth and depth of study, helping students to adopt different learning methods.
Opportunities to study topics of varied interest
Assessment process facilitates continuous learning
Encourages students to participate in extra-curricular activities
Prepares students well for tertiary study
Because individual students have different needs, interests and abilities, four courses in mathematics are available:
Mathematical Standard Level
Mathematics Higher Level
These courses are designed for different types of students: those who wish to study mathematics in depth, either as a subject in its own right or to pursue their interests in areas related to mathematics; those who wish to gain a degree of understanding and competence better to understand their approach to other subjects; and those who may not as yet be aware how mathematics may be relevant to their studies and in their daily lives. Each course is designed to meet the needs of a particular group of students. Therefore, great care should be taken to select the course that is most appropriate for an individual student.
In making this selection, individual students should be advised to take account of the following types of a factor.
Their own abilities in mathematics and the type of mathematics in which they can be successful
Their own abilities in mathematics and the type of mathematics in which they can be successful
Their own interest in mathematics, and those particular areas of the subject that may hold the most interest for them
Their other choices of subjects within the framework of the Diploma Program
Their academic plans, in particular, the subjects they wish to study in future
Their choice of career
The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. This course does not have the depth found in the mathematics HL courses. Students wishing to study subjects with a high degree of mathematical content should, therefore, opt for a mathematics HL course rather than a mathematics SL course.
The course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Students wishing to study mathematics in a less rigorous environment should, therefore, opt for one of the standard level courses, mathematics SL or mathematical studies SL. Students who wish to study an even more rigorous and demanding course should consider taking further mathematics HL in addition to mathematics HL.
We are all born with an urge to understand the world around us. This leads us to ask questions. how does the sun keep on shining? How do lasers and compact discs work? If you find that the more answers you discover, the more questions you want to ask, then Physics is for you. Physics satisfies this curiosity with knowledge. Physics also shows how major scientific ideas contribute to technological change, impacting on the industry, business and medicine and improving quality of life. Physics provides explanations for how things happen.
Physics are crucial years in building the interest and foundation of students in preparation for H2 physics. Through this period, students are required to investigate natural phenomena, understand the principles, theories and laws to explain the physical behaviour of the universe and finally apply patterns and models (including mathematical ones) to new situations. At the IP level, students find that they are taught a greater breadth and depth of the content and are often faced with mathematically demanding questions that challenge them beyond the O level syllabus. This is advantageous as it gives the students earlier exposure to A-level content, but on the other hand, it can be counterproductive when students have less time to fully appreciate the physics behind the mathematics or when students find that they are not taught the skills to handle the unorthodox questions set by the schools. This leads to the student not liking the subject, which consequently leads to poorer performance. At Baccalaureate Academy, our approach is to help our students first comprehend and appreciate the concepts. This is in part achieved through our specially developed notes that not only highlights the key concepts, but also take various tangents to discuss the application of physics to real-world scenarios and other disciplines. In addition, our teachers are well trained and have the passion and dedication to bring the subject alive and encourage curiosity. Once comprehension is achieved, computation will be with understanding rather than just an exercise of plugging numbers into formulae that seems to fit. In addition, our teachers have years of experience teaching the subject which will allow them to know exactly where the common misconceptions and errors are. They will also impart to the students question answering techniques that will help them gain confidence in school examinations. By the end of the two years, while our primary concern is to help our students perform to the best of their ability in the examinations, our program also aims to develop in our student's a keen interest and a greater appreciation of the natural phenomenon, as well as various technologies in their day to day encounters. The analytical skills that they have learnt will also benefit them tremendously in future, whether or not they decide to pursue physics at the A levels.
Biology is all around us. It involves the study of living things: the diversity of life, the structure and function of living organisms and their interactions with the natural environment. It is a fascinating subject which is rapidly changing and is having an ever-increasing impact on everyday life. It is very much a science and involves testing ideas through planning, implementing and evaluating experimental evidence. Biology is fun and will develop your understanding of yourself and the world you live in.
The most important feature of any tuition centre is its teaching staff. The students at our centre are particularly fortunate to be taught by well-qualified and highly experienced current teachers with proven examination success.
Our teachers are available before and after lessons to assist students with their regular homework problems or with any other issues.
All lessons are taught in the well-equipped classroom, allowing teachers to integrate aids like audio-visual software and 3D models into their lessons to enhance their understanding of difficult concepts.
Describing IGCSE as “exam-driven” is a bit unfair.
The International Baccalaureate chemistry course is a niche qualification with a specific syllabus, so it’s only natural that we have highly specialised tutors to help with this part of the IB. The chemistry paper is pretty particular, and the compulsory coursework on top of the exam can make revision seem overwhelming. A course that goes into such depth is ideal for private tuition because there’s already no risk of getting bored. With a personalised study plan and someone to simplify the tricky bits, it’s just that little bit more interesting.
Many students struggle with IB Chemistry SL/HL. There are so many subjects to learn, and you cannot fall behind. You need to be learning during the school year in order to ace the IB Chemistry papers.
1. Avoiding the topics you didn't fully comprehend in class. If you did not learn it in the classroom, you need to seek additional assistance.
2. Only cramming a week or two before the IB Chemistry Exam. There are way too many topics to master in only a week or two (that is why the course is taught over 1 to 2 years). So, master the subjects as you learn them in our class.
The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders. ?The MYP is flexible enough to accommodate most national or local curriculum requirements.
Addresses holistically students' intellectual, social, emotional and physical well-being.
Provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future.
Ensures breadth and depth of understanding through study in eight subject groups.
Requires the study of at least two languages (the language of instruction and additional language of choice) to support students in understanding their own cultures and those of others.
Empowers students to participate in service within the community helps to prepare students for further education, the workplace and a lifetime of learning.
develop their potential
explore their own learning preferences
take appropriate risks
reflect on, and develop, a strong sense of personal identity.
MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of:
identities and relationships
personal and cultural identity
orientations in space and time
scientific and technical innovation
fairness and development
globalization and sustainability
At the core of all IB Programmes is the learner profile, 10 attributes fostered in students that promote their development as responsible members of their local, national and global communities. IB learners strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. At Baccalaureate Academy, students study 8 subject groups, with a minimum of 50 teaching hours per subject group each year. Distinctive features of the MYP include:
Are big ideas, which form the basis of teaching and learning in the MYP. They ensure breadth and depth in the curriculum and promote learning within and across traditional disciplines.
Provide shared starting points for an inquiry into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. a unifying thread throughout all MYP subject groups, are skills which help students manage their own learning. They provide a foundation for success in further education and the world beyond the classroom. ?
Essential components of the MYP, set out clear learning outcomes that grow from students’ participation in local and global communities. MYP projects are informed by respected models of service learning and provide stepping stones toward the Diploma Programme’s core requirements for Creativity, Action and Service (CAS).
For students completing the programme ? in year 5, is a culminating experience in which students apply their approaches to learning skills to complete an extended, self-directed piece of work. This required component provides opportunities for creative and truly personal demonstrations of learning.