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Diploma Programme


(Offering this programme is subjected to authorisation)

Mandatory Candidacy Text: Skill Stork International School is a Candidate School* for the IB Diploma Programme. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Skill Stork believes is important for our students. Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit:

Skill Stork International School, set to embark on its journey as an International Baccalaureate Diploma Programme (IBDP) school, is committed to offering a dynamic and comprehensive educational experience. Embracing the ethos of the renowned IBDP, Skill Stork aims to cultivate a nurturing environment that fosters intellectual curiosity, global perspective, and holistic development among students aged 16 to 19.

Our forthcoming IBDP curriculum is designed to empower students with the essential skills and attributes needed for success in higher education and beyond. As an aspiring IBDP candidate school, we are dedicated to providing a rigorous and balanced academic program integrated with the core elements of Theory of Knowledge (TOK), Extended Essay (EE), and Creativity, Activity, Service (CAS).

Recognition in India:

Understanding the DP: A Multidisciplinary Programme

"How can i show that this is the best model for solving this problem in the real world?"

Multidisciplinary learning is represented as a mixed salad where the intredients remain seperate and distinguishable (Choi and Pak 2006)

Theory of Knowledge

Disciplines are supported by Theory of Knowledge which asks students to use metacognition and understand how we know what we claim to know

Language Acquisition

Language and Literature

Individuals and Societies




Approaches to Teaching

How do we learn
Inquiry Based Learning (IBL)

“ IBL is a process set to develop the skills and natural curiosity of students enabling them to become autonomous lifelong learners.”

At Skill Stork International School, the adoption of inquiry-based learning stands as a fundamental and optimal approach within the IB DP courses.

This method empowers students to

  • Encourages and values curiosity.
  • Fosters creativity development.
  • Improves problem-solving abilities.
  • Illustrates interconnected learning.
  • Grants students independence.
  • Offers genuine and tailored differentiation.

"Skill Stork's dedication to inquiry-based learning not only elevates achievement in DP subjects but also molds versatile learners equipped with vital skills for their future pursuits."

Concept Based Learning

Skill Stork International School prioritizes conceptual understanding as a cornerstone of the IB DP curriculum.

The school's approach

  • 1. Explores overarching concepts crossing subject limits.
  • 2. Promotes deep engagement with complex ideas.
  • 3. Encourages higher-level thinking and reasoning.
  • 4. Supports the transition from concrete to abstract thinking.
  • 5. Applies knowledge across diverse contexts.
  • 6. Balances interrelated concepts, content, and skills.
  • 7. Merges critical factual knowledge with conceptual understanding.
  • 8. Cultivates adaptable skills for real-world challenges through experiential, social learning. (Experiential learning- Constructing learning through hands-on experiences that are highly social in nature.)

What do we learn?

Important points to keep in mind during subject choices:

  • 1. Regular diploma pathway: Choose six subjects, including at least one from groups 1 to 5. The sixth subject can be from any group, including Group 6 (optional). Three HL and three SL subjects required.
  • 2. Indian students: Allowed to select three Group 4 (Sciences) subjects in an irregular diploma, excluding Group 3 subjects, due to local demand.
  • 3. Regular and irregular diplomas hold equal value in the IB context.
  • 4. Regular diploma completion requires adherence to subject selection, core subjects, and balance between HL and SL. Indian students have specific exceptions for irregular diploma selection.
  • 5. The IBDP core is mandatory for all program students.
Subjects Offered at Skill Stork International School
Subject Group Subjects
Group 1: Studies in Language and Literature English A: Language and Literature (HL)
Group 2: Language Acquisition Language B: Hindi (SL)
Language ab initio: French (SL)
Group 3: Individual and Societies Economics (SL)
Environmental Systems and Societies (HL)
Global Politics (HL)
Group 4: Sciences Biology (HL)
Chemistry (HL)
Physics (HL)
Computer Science (HL)
Group 5: Mathematics Analysis and Approaches (HL)
Application and Interpretation (HL)
Group 6: Arts Visual Arts (SL)
Music (SL)
IBDP Core Extended Essay (EE)
Theory of Knowledge (TOK)
CAS (Creativity Activity Service)

Contextualized Learning

“Teaching developed in local and global contexts.”

Why do we learn?

Education at Skill Stork International School integrates with the world through contextualized learning, enabling students to link new knowledge to their experiences and environment. Our school actively promotes contextualized learning by encouraging exploration of local and global contexts, allowing students to engage with global issues such as development, conflict, rights, and the environment.

Contextual Learning

  • Emphasizes on personalized learning, students relate comprehensions and information to their own experiences
  • Facilitates the connection of abstract concepts with real-life scenarios, fostering international-mindedness, a fundamental principle in IB education.
  • Encourages analysis, evaluation, and interpretation of information
  • Fosters the ability to question, reason, and solve problems
  • Cultivates independent and evidence-based judgment
  • Promotes the exploration of diverse perspectives and viewpoints
  • Engages in activities that stimulate logical and creative thinking.
  • The IBDP CORE: Theory of Knowledge, the Extended Essay, and CAS collectively reinforce the idea that learning is interrelated, concurrent, and contributes to the development of the learner profile (and vice versa). Core helps build deeper understanding of different disciplines and help the students make connection within and beyond the classrooms.

Collaborative Teaching

  • Collaboration is integral at Skill Stork International School, rooted in Vygotsky and Piaget's theories, fostering teamwork through group projects, debates, and shared activities across subjects.
  • Ongoing dialogue and feedback loops are encouraged at Skill Stork, allowing students to address understanding gaps, which informs targeted teaching adjustments.
  • In the IB DP core (Extended Essay, Theory of Knowledge, and Creativity, Activity, Service), collaboration involves the entire school community, emphasizing collective responsibility over individual grading for group tasks.
  • The core components also necessitate collaboration among teachers and students, aligning with Skill Stork's teaching approach, emphasizing collective involvement and feedback mechanisms to enrich student learning experiences.
  • This collaborative ethos underscores the school's culture, showcasing the interconnectedness of learning and fostering responsible, engaged learners within the IB DP framework.

Learning for All

  • Skill Stork International School prioritizes "Learning for All" by implementing inclusive education strategies within the IB DP framework.
  • The school aligns with Universal Design for Learning (UDL) principles, ensuring equitable learning opportunities for every student.
  • The school focuses on differentiation to address individual student needs while maintaining a balanced education philosophy inherent in the DP.
  • Embracing diverse language profiles, Skill Stork recognizes all teachers as educators, utilizing various teaching methods and collaborative learning approaches to meet the needs of the diverse student community.
  • Skill Stork promotes understanding varying learning traits, fostering teacher self-reflection to identify biases and adapt teaching methods accordingly.
  • The school emphasizes transferable concepts and diverse pathways to learning, aligning assessments with objectives to enhance student engagement.
  • The IB DP structure of offering Standard Level (SL) and Higher Level (HL) courses reflects Skill Stork's commitment to inclusivity.
  • SL courses expose students to various disciplines, while HL courses provide in-depth exploration in areas of personal interest.
  • Both SL and HL maintain rigorous assessment criteria, ensuring academic integrity and fairness in evaluation.
  • Skill Stork's integration of IB DP options demonstrates its dedication to creating a wholesome, inclusive educational environment meeting the unique needs of every student.

Informed by Assessment

  • Skill Stork International School integrates IB Diploma Programme (DP) assessments, focusing on criterion-related evaluation in line with curricular objectives.
  • The school distinguishes between formal IB assessments and internal formative assessments, crucial for providing ongoing feedback to adjust teaching methods.
  • Seamless integration of feedback and feedforward mechanisms in classrooms ensures a continuous transition from formative to summative assessments at Skill Stork.
  • The school's approach prioritizes not only meeting formal assessment requirements but also fostering continuous improvement in students' learning experiences.
  • This comprehensive feedback loop aligns with the DP's goal of holistic education and skill development, emphasizing continuous improvement and comprehensive learning experiences.

The IB Diploma Programme (IBDP) grades students on a scale of 45, requiring a minimum of 24 points to pass. Students receive 6 subject grades (maximum 42 points) and 3 points from the core (Extended Essay and TOK). CAS participation is mandatory but doesn't contribute to points. Internal assessments (IAs) and exams vary between Higher Level (HL) and Standard Level (SL) courses. Both HL and SL use the same grade descriptors; however, HL demands a deeper understanding and broader application across subjects. The IB values achievement across diverse academic disciplines, reflected in the equal points awarded for HL and SL courses.

A candidate can only receive the overall diploma certificate if none of the following nine conditions below applies

  • CAS requirements have not been met.
  • Candidate’s total points are fewer than 24.
  • An N (no grade awarded) has been given for theory of knowledge, extended essay or for a contributing subject.
  • A grade E has been awarded for one or both of theory of knowledge and the extended essay.
  • There is a grade 1 awarded in a subject/level.
  • Grade 2 has been awarded three or more times (HL or SL).
  • Grade 3 or below has been awarded four or more times (HL or SL).
  • Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
  • Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

Approaches to Learning

Thinking Skills: Develop 'Habits of Mind'

  • Skill Stork International School prioritizes critical thinking within the IB DP framework through a constructivist approach, guiding students to question and analyze knowledge acquisition methods across subjects.
  • The school places emphasis on the Theory of Knowledge (TOK), aiming to cultivate reflective thinkers who contemplate the nature of knowledge.
  • Metacognition and reflection are central aspects at Skill Stork, empowering students to control cognitive processes and encouraging deep reflection, emphasizing various reflective approaches.
  • The IB DP focuses on higher-order thinking by promoting analysis, synthesis, and evaluation, steering away from rote memorization, and encouraging critical inquiry through examination command terms.
  • Inspired by Harvard's 'Project Zero,' the school integrates Visible Thinking Routines , embedding a culture that values both collective and individual thinking in daily classroom experiences.

Bloom's Taxonomy
To Develop high order thinking

Lower Order Thinking Skills (LOTS)

  • Remember(Recognizing, recalling)
  • Understand (Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining)
  • Apply (Executing, implementing)

Higher Order Thinking Skills (HOTS)

  • Analyse(Differentiating, organizing, attributing)
  • Evaluate(Checking, critiquing)
  • Create(Generating, planning, producing)
  • * Subject Objectives for IBDP begin from ‘Analyse’

To understand Bloom’s Taxonomy better please click on -

Approaches to Learning

Communication Skills: Express, Influence, Engage and Succeed’

  • Skill Stork International School prioritizes communication skills within the IB DP framework, recognizing their significance for academic success and interpersonal connections.
  • The institution integrates a comprehensive approach to communication in the curriculum, emphasizing written and oral proficiency, critical listening, strategic reading, and persuasive argumentation.
  • Aligned with DP core elements, students practice communication skills in various contexts through TOK essays, extended essays, and engaging in community interactions during CAS activities.
  • Skill Stork encourages strategic planning and reflection on communication strategies during CAS involvements, enabling students to anticipate challenges and effectively utilize communication skills for advocacy and community interaction.
  • Implementing Mendler's strategies, such as modeling effective conversations, encouraging turn-taking, and emphasizing non-verbal cues, contributes to creating an environment conducive to enhancing students' communication proficiency.

Approaches to Learning

Social Skills: Craft Connections, Foster Growth

  • Skill Stork International School emphasizes on the social skills within the IB DP framework, acknowledging their importance for both academic achievement and interpersonal development.
  • Aligning with the Attributes of IB learner profiles, the school integrates life skills like empathy, sympathy and interpersonal skills into its educational philosophy.
  • Within the DP curriculum, Skill Stork emphasizes collaborative learning through projects and activities that enhance negotiation skills, fostering richer collaborative learning experiences.
  • The institution encourages open dialogue between teachers and students, allowing students to provide feedback on their understanding, fostering accountability for learning outcomes.
  • The Group 4 project, part of the IBDP curriculum framework, promotes collaboration not only within but also across diverse school communities, providing opportunities for developing collaborative skills on a broader scale.

Approaches to Learning

Self – Management Skills: Master Self, Achieve Triumph

  • Skill Stork International School nurtures self-management skills within the IB DP, focusing on organization and affective skills crucial for both academic and personal development..
  • Emphasizing time management and effective planning, the school employs specific strategies to teach students how to manage tasks and deadlines efficiently.
  • Skill Stork prioritizes affective skills like resilience, self-motivation, and mindfulness by fostering a culture that embraces challenges as growth opportunities. This approach aligns with the IB learner profile and encourages risk-taking.
  • Additionally, the school promotes intrinsic motivation through autonomy and provides an environment conducive to mindfulness, enhancing students' cognitive abilities.
  • Aligning with the Attributes of IB learner profiles, the school integrates life skills like problem solving, decision making and intrapersonal skills into its philosophy.educational

Approaches to Learning

Research Skills

  • Skill Stork International School recognises research skills as crucial to the IB DP's core, and are notably showcased in the Extended Essay, enabling students to conduct supervised research vital for university-level studies.
  • Internal assessment essays across diverse subjects reinforce research proficiency, while the school prioritizes academic integrity by teaching essential citation methods.
  • The school's library plays a key role in instructing citation techniques, offering workshops to combat plagiarism, and collaborating with librarians to enhance students' information literacy for effective research navigation.
  • IB Philosophy revolves around ‘Inquiry based learning’. This Approach to teaching itself drives research skills and brings them to the centre of IB education.

IBDP an advantage to Ivy League college admissions

  • The International Baccalaureate Diploma Programme (IBDP) holds substantial advantages for students aiming for admission to Ivy League colleges due to its holistic and rigorous educational framework. Here's a concise summary highlighting why the IBDP stands out for Ivy League admissions:
  • Rigorous Academic Foundation:
  • Diverse Subject Choices: IBDP allows students to choose subjects aligned with their passions, offering a wide range of disciplines.
  • Comprehensive Curriculum: With six subject groups, students develop critical skills tailored to their interests, fostering exploration and skill development vital for undergraduate studies.
  • Key Components Elevating University Prospects:
  • Theory of Knowledge (TOK): Encourages critical thinking, enabling learners to connect theoretical concepts with real-life scenarios, a trait highly valued by Ivy League institutions.
  • Extended Essay (EE): Enhances research, writing, and analytical skills, crucial for university-level studies. Writing EE in desired subjects amplifies prospects for admission in specific courses.
  • Creativity, Activity, Service (CAS): Demonstrates diverse engagement, leadership, and problem-solving abilities, aligning with Ivy League preferences for well-rounded individuals.
  • Emphasis on Global Perspective and Skills:
  • International Mindedness: IBDP fosters understanding diverse cultural perspectives, inquiry into global issues, and the pursuit of solutions, aligning with Ivy League colleges' focus on global awareness.
  • IB Learner Profile: Students imbibe qualities such as open-mindedness, critical thinking, and empathy, and principled actions— attributes highly valued by Ivy League institutions.
  • Distinctive Preparatory Nature:
  • Problem-Solving Skills: Emphasis on resolving global challenges prepares learners for the challenges and complexities presented by Ivy League academic environments.
  • Personal and Intellectual Development:
  • Reflective and Balanced Approach: Encourages self-awareness, personal development, and maintaining balance across physical, emotional, and intellectual aspects, which resonates with Ivy League colleges' focus on well-being and personal growth.