Learning
OUR VALUES
Spirituality
Vedanta offers a profound understanding of the nature of reality. It emphasizes on the importance of self-realization and encourages seekers to explore their inner selves through meditation, introspection, and a quest for wisdom.
Vedanta Values
Vedanta promotes a sense of purpose beyond academic achievement, fostering a commitment to service, compassion, and ethical living. It pushes students to become well-rounded individuals who bring in a positive change within society and move beyond stringent educational values.
EYFP
What is EYFP?
VKE’s Early years foundation programme is a holistic educational programme using the concepts inspired by great educationists like Howard Gardner, Loris Malaguzzi, Glenn Doman, Dr.Maria Montessori etc. In Victorious Kidss Educares the child can take admission as soon as he or she is six weeks old. Babies and toddlers are made to feel safe and secure. We believe that children learn best through play – a child’s work. Our emphasis is on how to learn and not what to learn.
Education starting before birth:
At Victorious Kidss Educares education starts as soon as the mother conceives. Research has shown that the unborn child is a highly responsive being, who is constantly acquiring new skills. A masterpiece of human excellence in education, starts from the prenatal days. In this case, it is the mother herself who proceeds with this education. This is our own tradition (Abhimanyu Concept), which we have completely forgotten.
At Victorious Kidss Educares, we have a special educational programme for prospective mothers so that the child can come into the world with her/his utmost potentialities. Says Neuro-Surgeon and educationist Glenn Doman, “If you don’t use it, you lose it.” Try this if you wish to begin sharing our awe. If you happen to be pregnant right now look at your watch and count out exactly sixty seconds. During one minute your un-born baby gains approximately a quarter of million new brain cells. This implies, if we do not feed data worth 250,000 units of facts, our babies lose out their brain potential even before it is out in the world.
How does it work?
Play is the work of every child and initiates inquiry and actively engages children which helps them develop their intellectual, emotional, physical, social abilities. Play being the method of teaching in our Early Years Foundation Programme and the learning experiences that babies and toddlers have in class, help build their understanding, creativity, knowledge, skills and make sense of the world.
When babies and toddlers play they
- Explore the world – natural and social
- Learn about themselves
- Experiment with new ideas including symbolic competence required for formal learning
- Develop and expand their language skills
- Build their social, communication, thinking and other cognitive skills and abilities
- Learn life skills like managing time, problem solving, reasoning etc.
- Gives them a choice to enhance their interest and passion
Play is a great way for children to learn using their senses. We at VKE promote play for babies, toddlers, and all children. Learning is fun as play, and this nurtures our children to become positive, responsible, and lifelong learners.
Our Curriculum
An education of the head, the heart and the hand are “for one’s own liberation and for the good of the world” as Swami Vivekananda put it. This approach is for a child to discover their superpower hidden within. We aim to create happy, positive, healthy and successful children. We need this kind of education by which character is formed, strength of mind increased, the intellect is expanded, and by which one can stand on one’s own feet (Swami Vivekananda, Collected Works, Volume 5, p342)
In VKE we focus on 6 domains which are further bifurcated into developmental milestones as per the different phases. These domains are important because they all contribute to the child’s development in one way or another. Children learn through play activities in a loving and inclusive environment that will set them up for a lifetime of success.
SIX Domains are as follows:
Subjects and Activities:
Movement
Motor skills can be divided into two categories i.e gross motor skills and fine motor skills.These skills contribute to a child’s physical fitness and help them develop strength, flexibility, eye hand coordination and control.
Languages
Language and literacy skills are vital for effective communication and self-expression. Developing strong language skills allows children to express their thoughts, needs, and emotions verbally. They provide the foundation for lifelong learning and enable children to become effective communicators and active participants in the world around them.
Vision
Vision skills are crucial for children’s visual perception and understanding of the world around them. These skills enable children to identify and name objects, recognize shapes,colors and make sense of visual information. It helps them build their vocabulary and understanding of the world.
Cognitive
Cognitive skills contribute to a child’s ability to learn and understand their environment. It encompasses a variety of mental processes, such as attention, memory, problem-solving, and critical thinking. Play provides children with the opportunity to explore, experiment, and problem-solve, which helps develop their cognitive abilities.
Social and Emotional
Social and Emotional skills play a crucial role in a child’s development, and play is an essential avenue for their growth in these areas. Through play, children have the opportunity to interact with others, negotiate, and cooperate. They learn to take turns, share, and resolve conflicts, which are important social skills for building relationships and working with others.
Spiritual and Moral Development
Developing Spiritual skills and Moral skills can help children develop a sense of identity, understand their place in the world, and find purpose and meaning in their actions. It involves exploring one’s sense of purpose, values, and beliefs. They can provide children with a sense of inner peace, meaning, and connectedness to something greater than themselves.
Head: Desiree Dhami
Coordinator: Dhara Vyas
Age: 6 weeks old – 3 year old
What Do Toddlers Learn?
- Literacy (1st Language)
- Hindi
- French
- Sanskrit
- Japanese
- Jolly Phonics
- Numeracy
- Meditation & Yoga
- Fun and Fitness
- Arts & Crafts
- Puppetry
- Play
- Dance
- Music
3H- explanation
of layers
The aim of having the ‘Head, Heart and Hands’ in our learning approach was to give a holistic, integrated, experimental and experiential exposure to our learners. Well-rounded learning experiences help a child to develop in all domains of learning. Wonder and Reasoning, Making connections, Milestones, Multisensory & Values.
Babies and toddlers learn a lot more than what is taught in lessons at our Early Years Foundation Programme. Learning is an ongoing process and every child learns at his or her own pace.
Babies and toddlers are filled with wonderings, born curious, and we want this curiosity to become a way to inquire into the world around them. Milestones are the checkpoints in a child’s developmental growth. Understanding of the developmental milestones help us to support the learning of babies and toddlers and have intentional planning and teaching.
Multisensory learning means using your senses to learn. Multisensory teaching techniques stimulate the brain so that each sensory system becomes more developed and effective on which all future learning will be based.
Values are the guiding principles that help our babies and toddlers to make the correct decisions, right choices and have a purpose as they grow and bring balance in life.
IB-PYP
IB – Primary Years Programme
Purpose
Teaching Methodology
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. Through its inquiry-led, transdisciplinary framework, the PYP challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real-life contexts.
Education at Victorious Kidss Educares:
- The ‘Learning to love to learn’ philosophy majorly focuses on student-centred learning. Explores significant content, developing disciplinary and interdisciplinary understanding that revolves around local and global content
- Concept-based approach to teaching, learning and assessments
- Focus on building various life skills Communication, Critical thinking, Collaboration and Creativity, interpersonal relationships, communication skills, decision-making skills, self-awareness and problem-solving.
- Differentiated instructions to attain welling and excellence for learners across varied ability ranges and learning styles.
Environment
Student support:
The ATL (Approaches to Learning) exhibits the school’s commitment to promoting inquiry-based learning, critical thinking, and problem-solving skills, which are considered essential IB components.
Skills had been catered to by IB for a long time. Formerly known by the International Baccalaureate Organisation as Transdisciplinary Skills, these are, simply put, a set of skills that we use when we are involved in learning.
Let us look into a few strong reasons that bring out the significance of ATL Skills:
Holistic Development
ATL skills encompass a wide range of skills, including communication, research, critical thinking, self-management, and social skills. These skills contribute to the holistic development of a child, ensuring that they not only excel academically but also become well-rounded individuals.
Lifelong Learning
ATL skills are not just applicable within the classroom; they are essential for lifelong learning and success in various aspects of life. By introducing these skills at an early age, we are equipping students with the tools they need to navigate challenges and opportunities throughout their lives.
Inquiry-Based Learning
PYP emphasizes inquiry-based learning, where students explore topics and concepts by asking questions and seeking answers. ATL skills, such as research and critical thinking, are fundamental for effective inquiry-based learning.
Transferable Skills
ATL skills are transferable across subjects and disciplines. These skills are not isolated but can be applied in various contexts. This prepares students for transdisciplinary learning, a key aspect of the PYP curriculum.
Seamless Transition to MYP and Beyond
The incorporation of ATL skills serves as a seamless bridge between the Primary Years Programme (PYP) and the Middle Years Programme (MYP). ATL skills are not limited to one phase of education; they are a foundational aspect of the International Baccalaureate (IB) curriculum. By nurturing these skills from an early age, we ensure that students are well-prepared for the challenges and expectations of the MYP and, ultimately, the Diploma Programme (DP) in their later years.
Future Academic Success
ATL skills are not just relevant within the PYP or MYP; they are skills that will continue to play a crucial role in a student’s academic journey throughout their schooling. These skills are transferable and form the basis for success in higher education and professional life. By honing these skills early on, we are laying the foundation for a bright academic future.
Preparing for the Global Workforce
In an increasingly globalized and interconnected world, ATL skills are highly valued by universities and employers alike. They encompass skills such as communication, collaboration, and problem-solving, which are essential in the 21st-century workforce.
Building Independence
ATL skills encourage independence and self-directed learning. As students progress through their education, they will be expected to take more responsibility for their learning.
Real-World Relevance
ATL skills are not abstract; they are skills that children will use in real-life situations.
Head: Ira Ghosh
Coordinator: Pritisha Ahir
Age: 3-11 years
The development of Approaches to Learning (ATL) skills is integral to our students’ holistic education at our school, woven into both curricular and co-curricular activities. As a fundamental aspect of an IB education, ATL skills complement the learner profile, knowledge, conceptual understanding, and inquiry. These skills are nurtured through implicit and explicit teaching methods, encompassing various activities such as unit-based projects, passion projects, genius hours, mini-exhibitions, and the PYP 5 Exhibition. The aim is to reinforce the core principles of the PYP and emphasize the real-world significance of ATL skills. In the contemporary world, where critical thinking and problem-solving are essential, the five categories of ATL skills provide learners with the tools needed for success not only within the context of a unit of inquiry but also in broader life experiences. Ultimately, the cultivation of ATL skills empowers students to become lifelong learners who not only acquire knowledge but also develop the ability to learn and achieve throughout their lives.
Action at VKE Empowering Learners to Make a Difference @ VKE
At VKE, we believe in nurturing students who not only excel academically but also actively contribute to their communities and the world at large. Our commitment to the principles of the International Baccalaureate Primary Years Programme is reflected in our approach to action, which is woven into every aspect of our curriculum and school culture.
1. Application of Learning
At VKE, we understand that knowledge gained in the classroom must extend beyond its walls to have a meaningful impact. Through project-based learning, inquiry-based activities, and real-world problem-solving scenarios, our students develop a deep understanding of concepts while simultaneously learning how to apply them in practical situations.
2. Empowerment and Agency
We empower our students by fostering a sense of agency and responsibility for their learning and actions. Through student-led initiatives, such as our student council and service learning projects, students have the opportunity to voice their ideas, take ownership of projects, and see the tangible impact of their efforts. Whether it’s organizing a fundraising event for a charitable cause or advocating for sustainability practices within our school, students at VKE are encouraged to take initiative and lead with confidence.
3. Fostering Caring Individuals
We believe in nurturing more than just academic excellence; we strive to cultivate compassionate and empathetic individuals who are committed to making a positive difference in the world. Through our comprehensive social-emotional learning (SEL) curriculum, students develop empathy, respect, and a sense of responsibility towards others.
From participating in community service projects to engaging in cross-cultural exchanges, our students learn firsthand the importance of understanding and caring for others, regardless of differences.
4. Connecting with the Community
Community engagement is at the heart of the VKE experience. Through partnerships with local organizations, businesses, and universities, we provide our students with opportunities to connect with the wider community, learn from diverse perspectives, and contribute meaningfully to society. Whether it’s collaborating with local artists on a public art installation or partnering with scientists on environmental research projects, our students actively engage with the community, fostering mutual respect, understanding, and collaboration.
At VKE action is not just a concept—it’s a way of life. Through our holistic approach to education, we empower students to become lifelong learners, compassionate leaders, and active contributors to a better world. By integrating the principles of the IB PYP into our curriculum and school culture, we ensure that every student has the opportunity to realize their full potential and make a meaningful impact on the world around them.
Community plays a crucial role in building relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of its IB programme(s).
Learning
IB Primary Years Programme (PYP) at VKE:
VKE is committed to inquiry-based learning. Six transdisciplinary themes provide the framework for the exploration and construction of knowledge. Teachers and students are guided by these transdisciplinary themes — as they design Units of Inquiry for exploration and study. Through this process, students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular dispositions and learn to take socially responsible action.
The IB PYP comprises of six subject groups providing a broad and balanced curriculum.
- Language
- Mathematics
- Science
- Social studies
- Arts – Visual Arts and Dance
- Personal, social and physical education
The most significant and distinctive feature of the IB Primary Years Programme is the six transdisciplinary themes. These themes provide IB world schools with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to
step up beyond the confines of learning within subject groups
Who we are
Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human
Where we are in place and time
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives
How we express ourselves
Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic
How the world works
Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment
How we organize ourselves
Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment
Sharing the planet
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
The Exhibition
The Exhibition is an important part of the PYP for all students. In the final year of the programme, students undertake a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. As the culminating experience of the PYP, the Exhibition offers students an exciting opportunity to demonstrate independence and responsibility for their learning.
IB-MYP
IB – Middle Years Programme
What is the Middle Years Programme?
The IB Middle Years Programme (MYP) is designed for students aged 11 to 16. It provides a holistic framework of learning that emphasizes on developing and nurturing lifelong learners who have a caring and a balanced outlook towards the world.
An MYP Learner:
- is an active learner
- has intercultural understanding
- is globally engaged
- is multilingual
- demonstrates empathy
- possesses intellect and skills that enable him to live a meaningful life with a goal and objective.
The MYP Curriculum
The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.
The International Baccalaureate® (IB) Middle Years Programme (MYP) comprises eight subject groups:
At Victorious Kidss Educares, we offer:
MYP 1 to 3
- Language and Literature (Hindi, English, French)
- Language Acquisition (French, Hindi, English, Spanish)
- Mathematics
- Visual Arts
- Drama
- Individuals and Societies
- Physical and Health Education
- Modular Sciences
- Action and Service
- IDU (Interdisciplinary Units)
- Music and Dance (Extracurricular Activities)
MYP 4 and MYP 5
- Language and Literature (Hindi, English, French)
- Language Acquisition (French, Hindi, English, Spanish)
- Design (Digital, Product and Combined)
- Mathematics
- Sciences (Physics, Chemistry, Biology)
- Individuals and Societies/ History
- Visual Arts/ Drama
- Physical and Health Education
- Action and Service
- IDU (Interdisciplinary Units)
- Music and Dance (Extracurricular Activities)
Head: Jaya Kalsy
Coordinator: Vishwajeet Kumar
Age: 11 – 16 years
MYP CORE
The high school programme consists of eight subject groups integrated through five areas of interaction that provide a framework for learning within and across the subjects.
In the final year of the programme, students also engage in a Personal Project, which allows them to demonstrate the understandings and skills they have developed throughout the high school programme.
IB Learner Profile Attributes
Approaches to Learning (ATL)
Service as Action
Service Learning: Learning about a community in order to serve them to the best of your ability.
Action: Learning by doing, learning through experience and taking principled action.
It is an opportunity for learners to engage in service learning and demonstrate their approaches to learning skills. It is a way to develop a deeper sense of empathy and develop a deeper understanding of their role with the community, both local and global.
MYP Projects
MYP Projects
The personal project is an independent project that allows students to explore an area that is of interest to them, while developing the capacity for self-motivated study. The project itself could be anything from learning a musical instrument, to organising a fashion show, to researching an issue of global significance. It is an opportunity for students to choose a subject area and develop, design and implement a project from start to finish.
MYP 3 Community Project
The Community Project is an important learning experience for our Year 3 MYP students. Although Year 5 culminates in the Personal Project, in order to prepare our students and offer the opportunity to engage in service as action in the community.
The community project focuses on community and service, encouraging students to explore their right and responsibility to implement service as action in the community.
Interdisciplinary Unit (IDU)
Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups.
Mother Tongue Club
The school emphasizes on the importance on the belief that each student should have opportunity to maintain and develop their mother tongue. The school offers Mother tongue club for the languages-Bengali, Gujarati, Hindi, Kannada, Marathi, Marwadi, Punjabi, Sindhi, Tamil and Telugu based on the survey on mother tongue to identify the diversity of languages, the types and range of mother tongue in the learning community. The library and media centre is equipped with resources to support language learning through books, videos, dictionaries, magazines, journals and newspapers (in English and mother tongue).
MYP Assessments
Internal Assessments
Varied in approach- written, oral presentations, field work, practical work, role plays, debates, exhibitions, research papers, tests and examinations, peer and self-assessment.
Criterion related– students assessed against learning objectives which are published for each subject and each grade level. The aim is to find out what skills the students have acquired and what level of understanding can they demonstrate.
External assessment
The MYP offers a range of innovative eAssessments (external assessments) that go beyond traditional examinations. MYP eAssessments focus on conceptual understanding and the ability to apply knowledge in complex, unfamiliar situations. MYP eAssessment helps schools make robust and reliable judgments about students’ development as global learners, their ability to transfer understanding to unfamiliar situations, and their capacity to connect academic study with the world beyond the classroom.
In the MYP, the IB will be able to assess students’ work in two ways:
- ePortfolio of coursework,
- ePortfolio for the personal project.
- on-screen examinations, with each exam lasting two hours.
IB-DP
IB – Diploma Programme
WHAT IS IT ?
The International Baccalaureate (IB) Diploma Programme (DP) is a challenging pre-university curriculum for students aged 16 to 19. Established in 1968, it was the inaugural IB program, spanning two years to foster inquisitive, knowledgeable, empathetic, and globally-minded individuals. The program places strong emphasis on cultivating intercultural awareness and open-mindedness, ultimately awarding students a widely recognized qualification. The IBDP results serve as a gateway for college admissions in both India and international institutions.
What does DP offer students?
Within the DP, students:
- Cultivate extensive and profound knowledge.
- Thrive physically, intellectually, emotionally, and ethically.
- Master a minimum of two languages.
- Excel in conventional academic disciplines.
- Probe the essence of knowledge through the program’s distinct theory of knowledge course.
6. Foster critical Thinking, effective Communication, strong Social, adept Self-management, and proficient Research skills, encompassing information acquisition from diverse sources and real-world application.
7. Form a robust sense of personal identity and cultural awareness.
8. Develop intercultural competence.
9. Equip themselves for higher education and the workforce.
10. Engage in community service, applying their expertise beyond academics for valuable real-world experience.
Our Curriculum
The Diploma Programme (DP) curriculum encompasses six subject groups and the DP core, comprising theory of knowledge (TOK), creativity, activity, service (CAS), and the extended essay. These core components are mandatory and central to the program, designed to enrich students’ educational journey and challenge them to apply their knowledge and skills.
The diverse range of subjects within the Diploma Programme contributes to its rigorous nature, aimed at preparing students for successful university admission. In each academic area, students enjoy flexibility in selecting subjects that align with their interests and potential future studies at the university level.
Typically, students opt for three subjects at a higher level (HL) and three at a standard level (SL), with the IB recommending 240 teaching hours for HL subjects and 150 hours for SL subjects. HL subjects delve into greater depth and breadth compared to SL subjects.
The three core elements include:
Theory of Knowledge
Theory of Knowledge (TOK) is a thought-provoking course that invites students to contemplate the very essence of knowledge and how we arrive at what we consider factual or truthful.
TOK challenges students to scrutinize the foundations of knowledge, prompting critical reflection on the methods we employ to establish our beliefs. It’s a course rooted in the art of critical thinking, focusing on the inquiry into the processes of knowledge rather than the acquisition of specific information. Through TOK, students engage in an exploration of how we ascertain the validity of what we claim to know.
Assessment in TOK involves showcasing TOK Commentaries and composing a 1,600-word essay. By participating in TOK, students are encouraged to evolve into inquisitive and open-minded thinkers who value global diversity.
Extended Essay
The extended essay is a compulsory 4,000-word independent research essay, offering students the freedom to investigate a topic of their choosing. It serves as a valuable platform for honing research, communication, analytical, and evaluative skills.
Each student is provided with dedicated mentorship from a school teacher who guides them through the entire research and writing journey, culminating in a viva with their supervisor. This process fosters valuable academic growth and independence.
Creativity, Activity, Service
Creativity, Activity, Service (CAS) is an integral component of the IBDP, fostering personal and interpersonal growth through experiential learning and collaborative projects.
CAS encompasses three strands
- Creativity: Involves creative thinking through arts and innovative experiences.
- Activity: Promotes physical well-being, complementing academic pursuits.
- Service: Encourages voluntary efforts with a focus on learning, respecting the rights and dignity of all involved.
CAS projects challenge students to
- Exhibit initiative
- Demonstrate perseverance
- Develop skills such as collaboration, problem-solving, and decision-making.
CAS motivates students to embrace new challenges, lead initiatives, work collaboratively, show commitment, address global issues, consider ethical aspects, and cultivate valuable skills.
Head: Jaya Kalsy
Coordinator: Jaya Kalsy
Age: 16- 19 years
The IB Diploma Programme consists of the following subject groups
- Studies In Language and Literature
- Language Acquisition
- Individuals and Societies
- Sciences
- Mathematics
- The Arts
Selecting Subjects in the Diploma Programme
- Studies in language and literature, language acquisition, individuals and societies, sciences, mathematics, and the arts.
- In lieu of an arts course, students may opt for an additional sciences, individuals and societies, or languages course.
- Each student is required to undertake a minimum of three subjects at the higher level and three subjects at the standard level.
- Standard level subjects entail 150 teaching hours, while higher level subjects comprise 240 teaching hours.
DP Assessments
Internal Assessment:
Guided by their subject teachers, students at our school undertake their internal assessment components, which are assessed locally and then submitted to the IB for moderation.
External Assessment:
At the conclusion of the program, students sit for the IB DP Examination in May, administered by the IB, and all assessments are forwarded to the IB for evaluation.
Which Subjects do we offer?
Group 1 – Language A: Language and Literature
- English
- French
- Spanish
Group 2 – Language Acquisition
- Hindi B
- French ab initio (SL)
- French B
- Spanish ab initio (SL)
- Spanish B (German ab initio (SL) introduced from Academic Year 2024-2025)
Group 3 – Individuals and Societies
- Economics
- Business Management
- History
- Psychology
- Philosophy
- Global Politics
- Digital Society
- Geography
- Environmental Systems and Societies (SL)
Group 4 – Sciences
- Physics
- Chemistry
- Biology
- Design Technology
- Computer Science
- Environmental
- Systems and Societies (SL)
- Sports Exercise & Health Science
Group 5 – Mathematics
- Mathematics Analysis & Approaches (AA)
- Mathematics Application & Interpretation (AI)
Group 6 – The Arts
- Visual Arts
- Theatre Arts
- Music
Note: Unless otherwise mentioned, all subjects are available at both Higher Level (HL) and Standard Level (SL).
Core Components
- Theory of Knowledge (TOK)
- Creativity, Activity, Service (CAS)
- Extended Essay
For the Diploma, students must select a total of six subjects
- 3 at HL
- 3 at SL
IB-CP
CP – CAREER RELATED PROGRAMME
Introduction to CP at VKE
At Victorious Kidss Educares, we are proud to offer the renowned Career-related Programme (CP), designed to provide students aged 16-19 with a unique framework of international education that incorporates the values of the IB into a programme addressing the needs of students engaged in career-related education. Our CP is tailored to lead students to further/higher education, apprenticeships, or employment, equipping them with transferable and lifelong skills in applied knowledge, critical thinking, communication, and cross-cultural engagement.
The CP Curriculum at VKE
At Victorious Kidss Educares, CP students undertake a minimum of two IB Diploma Programme (DP) courses, a core consisting of four components, and a career-related study. The DP courses provide theoretical underpinning and academic rigour, while the career-related study further supports academic strength by providing practical, real-world approaches to learning. The CP core helps students develop skills and competencies required for lifelong learning.
Key Facts about the CP
The International Baccalaureate® (IB) Career-related Programme is the newest addition to the IB programme, aimed at enabling students to become self-confident, skilled, and career-ready learners, aligning with the demands of 21st-century employment.
Assessment and Exams
Students at Victorious Kidss Educares take written examinations at the end of their IB Diploma Programme courses, which are marked by external IB examiners. The components of the CP core are assessed by the school, ensuring a comprehensive evaluation of each student’s progress.
Who is the CP for?
The CP at Victorious Kidss Educares was specifically developed for students who wish to engage in career-related learning while gaining transferable and lifelong skills in applied knowledge, critical thinking, communication, and cross-cultural engagement.
Resources for CP Schools
Educators at Victorious Kidss Educares are granted access to a range of resources that help them teach and develop the unique aspects of the CP, ensuring a supportive and enriching learning environment for students.
Ready to Start Your CP Journey?
If you are ready to embark on a transformative educational journey with the Career-related Programme at Victorious Kidss Educares, we invite you to express your interest or simply request more information about IB education.
Head: Desiree Dhami
Coordinator: Dhara Vyas
Age: 6 weeks old – 3 year old
Students can benefit from the Career-related Programme (CP) in several ways:
Holistic Education
The CP offers a framework of international education that incorporates the values of the IB into a unique program addressing the needs of students engaged in career-related education. It leads to further/higher education, apprenticeships, or employment, providing students with a well-rounded, holistic learning experience.
Practical Application
CP students undertake a minimum of two IB Diploma Programme (DP) courses, a core consisting of four components, and a career-related study. This enables students to gain theoretical underpinning and academic rigor from the Diploma Programme courses while enhancing their learning with practical, real-world approaches through the career-related study.
Transferable and Lifelong Skills
The CP was specifically developed for students who wish to engage in career-related learning while gaining transferable and lifelong skills in applied knowledge, critical thinking, communication, and cross-cultural engagement. Students are equipped with essential competencies required for lifelong learning and personal development.
University Recognition
Through the CP, students deepen their understanding in general areas of knowledge, engaging in a holistic education model that fosters an enthusiasm for lifelong learning. This not only prepares students for higher education but also enhances their eligibility and performance in universities and other post-secondary institutions.
In summary, the CP at Victorious Kidss Educares provides students with a comprehensive educational experience that combines academic rigour with practical application, fostering the development of transferable skills and preparing students for further studies, career pathways, and lifelong success.
What is EYFP?
VKE’s Early years foundation programme is a holistic educational programme using the concepts inspired by great educationists like Howard Gardner, Loris Malaguzzi, Glenn Doman, Dr.Maria Montessori etc. In Victorious Kidss Educares the child can take admission as soon as he or she is six weeks old. Babies and toddlers are made to feel safe and secure. We believe that children learn best through play – a child’s work. Our emphasis is on how to learn and not what to learn.
Education starting before birth:
At Victorious Kidss Educares education starts as soon as the mother conceives. Research has shown that the unborn child is a highly responsive being, who is constantly acquiring new skills. A masterpiece of human excellence in education, starts from the prenatal days. In this case, it is the mother herself who proceeds with this education. This is our own tradition (Abhimanyu Concept), which we have completely forgotten.
At Victorious Kidss Educares, we have a special educational programme for prospective mothers so that the child can come into the world with her/his utmost potentialities. Says Neuro-Surgeon and educationist Glenn Doman, “If you don’t use it, you lose it.” Try this if you wish to begin sharing our awe. If you happen to be pregnant right now look at your watch and count out exactly sixty seconds. During one minute your un-born baby gains approximately a quarter of million new brain cells. This implies, if we do not feed data worth 250,000 units of facts, our babies lose out their brain potential even before it is out in the world.
How does it work?
Play is the work of every child and initiates inquiry and actively engages children which helps them develop their intellectual, emotional, physical, social abilities. Play being the method of teaching in our Early Years Foundation Programme and the learning experiences that babies and toddlers have in class, help build their understanding, creativity, knowledge, skills and make sense of the world.
When babies and toddlers play they
- Explore the world – natural and social
- Learn about themselves
- Experiment with new ideas including symbolic competence required for formal learning
- Develop and expand their language skills
- Build their social, communication, thinking and other cognitive skills and abilities
- Learn life skills like managing time, problem solving, reasoning etc.
- Gives them a choice to enhance their interest and passion
Play is a great way for children to learn using their senses. We at VKE promote play for babies, toddlers, and all children. Learning is fun as play, and this nurtures our children to become positive, responsible, and lifelong learners.
Our Curriculum
An education of the head, the heart and the hand are “for one’s own liberation and for the good of the world” as Swami Vivekananda put it. This approach is for a child to discover their superpower hidden within. We aim to create happy, positive, healthy and successful children. We need this kind of education by which character is formed, strength of mind increased, the intellect is expanded, and by which one can stand on one’s own feet (Swami Vivekananda, Collected Works, Volume 5, p342)
In VKE we focus on 6 domains which are further bifurcated into developmental milestones as per the different phases. These domains are important because they all contribute to the child’s development in one way or another. Children learn through play activities in a loving and inclusive environment that will set them up for a lifetime of success.
SIX Domains are as follows:
Movement
Motor skills can be divided into two categories i.e gross motor skills and fine motor skills.These skills contribute to a child's physical fitness and help them develop strength, flexibility, eye hand coordination and control.
Languages
Language and literacy skills are vital for effective communication and self-expression. Developing strong language skills allows children to express their thoughts, needs, and emotions verbally. They provide the foundation for lifelong learning and enable children to become effective communicators and active participants in the world around them.
Vision
Vision skills are crucial for children's visual perception and understanding of the world around them. These skills enable children to identify and name objects, recognize shapes,colors and make sense of visual information. It helps them build their vocabulary and understanding of the world.
Cognitive
Cognitive skills contribute to a child's ability to learn and understand their environment. It encompasses a variety of mental processes, such as attention, memory, problem-solving, and critical thinking. Play provides children with the opportunity to explore, experiment, and problem-solve, which helps develop their cognitive abilities.
Social and Emotional
Social and Emotional skills play a crucial role in a child's development, and play is an essential avenue for their growth in these areas. Through play, children have the opportunity to interact with others, negotiate, and cooperate. They learn to take turns, share, and resolve conflicts, which are important social skills for building relationships and working with others.
Spiritual and Moral Development
Developing Spiritual skills and Moral skills can help children develop a sense of identity, understand their place in the world, and find purpose and meaning in their actions. It involves exploring one's sense of purpose, values, and beliefs. They can provide children with a sense of inner peace, meaning, and connectedness to something greater than themselves.
Head: Saakshi Suryavanshi
Coordinator: Dhara Vyas
Age: 6 weeks old - 3 year old
What Do Toddlers Learn?
- Literacy (1st Language)
- Hindi
- French
- Sanskrit
- Japanese
- Jolly Phonics
- Numeracy
- Meditation & Yoga
- Fun and Fitness
- Arts & Crafts
- Puppetry
- Play
- Dance
- Music
3H- explanation of layers
The aim of having the ‘Head, Heart and Hands’ in our learning approach was to give a holistic, integrated, experimental and experiential exposure to our learners. Well-rounded learning experiences help a child to develop in all domains of learning. Wonder and Reasoning, Making connections, Milestones, Multisensory & Values.
Babies and toddlers learn a lot more than what is taught in lessons at our Early Years Foundation Programme. Learning is an ongoing process and every child learns at his or her own pace.
Babies and toddlers are filled with wonderings, born curious, and we want this curiosity to become a way to inquire into the world around them. Milestones are the checkpoints in a child’s developmental growth. Understanding of the developmental milestones help us to support the learning of babies and toddlers and have intentional planning and teaching.
Multisensory learning means using your senses to learn. Multisensory teaching techniques stimulate the brain so that each sensory system becomes more developed and effective on which all future learning will be based.
Values are the guiding principles that help our babies and toddlers to make the correct decisions, right choices and have a purpose as they grow and bring balance in life.
IB - Primary Years Programme
Purpose
Teaching Methodology
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. Through its inquiry-led, transdisciplinary framework, the PYP challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real-life contexts.
Education at Victorious Kidss Educares:
- The ‘Learning to love to learn’ philosophy majorly focuses on student-centred learning. Explores significant content, developing disciplinary and interdisciplinary understanding that revolves around local and global content
- Concept-based approach to teaching, learning and assessments
- Focus on building various life skills Communication, Critical thinking, Collaboration and Creativity, interpersonal relationships, communication skills, decision-making skills, self-awareness and problem-solving.
- Differentiated instructions to attain welling and excellence for learners across varied ability ranges and learning styles.
Environment
Student support:
The ATL (Approaches to Learning) exhibits the school’s commitment to promoting inquiry-based learning, critical thinking, and problem-solving skills, which are considered essential IB components.
Skills had been catered to by IB for a long time. Formerly known by the International Baccalaureate Organisation as Transdisciplinary Skills, these are, simply put, a set of skills that we use when we are involved in learning.
Let us look into a few strong reasons that bring out the significance of ATL Skills:
Holistic Development
ATL skills encompass a wide range of skills, including communication, research, critical thinking, self-management, and social skills. These skills contribute to the holistic development of a child, ensuring that they not only excel academically but also become well-rounded individuals.
Lifelong Learning
ATL skills are not just applicable within the classroom; they are essential for lifelong learning and success in various aspects of life. By introducing these skills at an early age, we are equipping students with the tools they need to navigate challenges and opportunities throughout their lives.
Inquiry-Based Learning
PYP emphasizes inquiry-based learning, where students explore topics and concepts by asking questions and seeking answers. ATL skills, such as research and critical thinking, are fundamental for effective inquiry-based learning.
Transferable Skills
ATL skills are transferable across subjects and disciplines. These skills are not isolated but can be applied in various contexts. This prepares students for transdisciplinary learning, a key aspect of the PYP curriculum.
Seamless Transition to MYP and Beyond
The incorporation of ATL skills serves as a seamless bridge between the Primary Years Programme (PYP) and the Middle Years Programme (MYP). ATL skills are not limited to one phase of education; they are a foundational aspect of the International Baccalaureate (IB) curriculum. By nurturing these skills from an early age, we ensure that students are well-prepared for the challenges and expectations of the MYP and, ultimately, the Diploma Programme (DP) in their later years.
Future Academic Success
ATL skills are not just relevant within the PYP or MYP; they are skills that will continue to play a crucial role in a student's academic journey throughout their schooling. These skills are transferable and form the basis for success in higher education and professional life. By honing these skills early on, we are laying the foundation for a bright academic future.
Preparing for the Global Workforce
In an increasingly globalized and interconnected world, ATL skills are highly valued by universities and employers alike. They encompass skills such as communication, collaboration, and problem-solving, which are essential in the 21st-century workforce.
Building Independence
ATL skills encourage independence and self-directed learning. As students progress through their education, they will be expected to take more responsibility for their learning.
Real-World Relevance
ATL skills are not abstract; they are skills that children will use in real-life situations.
Head: Ira Ghosh
Coordinator: Pritisha Ahir
Age: 3-11 years
The development of Approaches to Learning (ATL) skills is integral to our students’ holistic education at our school, woven into both curricular and co-curricular activities. As a fundamental aspect of an IB education, ATL skills complement the learner profile, knowledge, conceptual understanding, and inquiry. These skills are nurtured through implicit and explicit teaching methods, encompassing various activities such as unit-based projects, passion projects, genius hours, mini-exhibitions, and the PYP 5 Exhibition. The aim is to reinforce the core principles of the PYP and emphasize the real-world significance of ATL skills. In the contemporary world, where critical thinking and problem-solving are essential, the five categories of ATL skills provide learners with the tools needed for success not only within the context of a unit of inquiry but also in broader life experiences. Ultimately, the cultivation of ATL skills empowers students to become lifelong learners who not only acquire knowledge but also develop the ability to learn and achieve throughout their lives.
Action at VKE Empowering Learners to Make a Difference @ VKE
At VKE, we believe in nurturing students who not only excel academically but also actively contribute to their communities and the world at large. Our commitment to the principles of the International Baccalaureate Primary Years Programme is reflected in our approach to action, which is woven into every aspect of our curriculum and school culture.
1. Application of Learning
At VKE, we understand that knowledge gained in the classroom must extend beyond its walls to have a meaningful impact. Through project-based learning, inquiry-based activities, and real-world problem-solving scenarios, our students develop a deep understanding of concepts while simultaneously learning how to apply them in practical situations.
2. Empowerment and Agency
We empower our students by fostering a sense of agency and responsibility for their learning and actions. Through student-led initiatives, such as our student council and service learning projects, students have the opportunity to voice their ideas, take ownership of projects, and see the tangible impact of their efforts. Whether it’s organizing a fundraising event for a charitable cause or advocating for sustainability practices within our school, students at VKE are encouraged to take initiative and lead with confidence.
3. Fostering Caring Individuals
We believe in nurturing more than just academic excellence; we strive to cultivate compassionate and empathetic individuals who are committed to making a positive difference in the world. Through our comprehensive social-emotional learning (SEL) curriculum, students develop empathy, respect, and a sense of responsibility towards others.
From participating in community service projects to engaging in cross-cultural exchanges, our students learn firsthand the importance of understanding and caring for others, regardless of differences.
4. Connecting with the Community
Community engagement is at the heart of the VKE experience. Through partnerships with local organizations, businesses, and universities, we provide our students with opportunities to connect with the wider community, learn from diverse perspectives, and contribute meaningfully to society. Whether it’s collaborating with local artists on a public art installation or partnering with scientists on environmental research projects, our students actively engage with the community, fostering mutual respect, understanding, and collaboration.
At VKE action is not just a concept—it’s a way of life. Through our holistic approach to education, we empower students to become lifelong learners, compassionate leaders, and active contributors to a better world. By integrating the principles of the IB PYP into our curriculum and school culture, we ensure that every student has the opportunity to realize their full potential and make a meaningful impact on the world around them.
Community plays a crucial role in building relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of its IB programme(s).
Learning
IB Primary Years Programme (PYP) at VKE:
VKE is committed to inquiry-based learning. Six transdisciplinary themes provide the framework for the exploration and construction of knowledge. Teachers and students are guided by these transdisciplinary themes — as they design Units of Inquiry for exploration and study. Through this process, students develop an understanding of important concepts, acquire essential skills and knowledge, develop particular dispositions and learn to take socially responsible action.
The IB PYP comprises of six subject groups providing a broad and balanced curriculum.
- Language
- Mathematics
- Science
- Social studies
- Arts – Visual Arts and Dance
- Personal, social and physical education
The most significant and distinctive feature of the IB Primary Years Programme is the six transdisciplinary themes. These themes provide IB world schools with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to
step up beyond the confines of learning within subject groups
Who we are
Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human
Where we are in place and time
Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives
How we express ourselves
Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic
How the world works
Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment
How we organize ourselves
Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment
Sharing the planet
Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
The Exhibition
The Exhibition is an important part of the PYP for all students. In the final year of the programme, students undertake a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. As the culminating experience of the PYP, the Exhibition offers students an exciting opportunity to demonstrate independence and responsibility for their learning.
IB - Middle Years Programme
What is the Middle Years Programme?
The IB Middle Years Programme (MYP) is designed for students aged 11 to 16. It provides a holistic framework of learning that emphasizes on developing and nurturing lifelong learners who have a caring and a balanced outlook towards the world.
An MYP Learner:
- is an active learner
- has intercultural understanding
- is globally engaged
- is multilingual
- demonstrates empathy
- possesses intellect and skills that enable him to live a meaningful life with a goal and objective.
The MYP Curriculum
The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.
The International Baccalaureate® (IB) Middle Years Programme (MYP) comprises eight subject groups:
At Victorious Kidss Educares, we offer:
MYP 1 to 3
- Language and Literature (Hindi, English, French)
- Language Acquisition (French, Hindi, English, Spanish)
- Mathematics
- Visual Arts
- Drama
- Individuals and Societies
- Physical and Health Education
- Modular Sciences
- Action and Service
- IDU (Interdisciplinary Units)
- Music and Dance (Extracurricular Activities)
MYP 4 and MYP 5
- Language and Literature (Hindi, English, French)
- Language Acquisition (French, Hindi, English, Spanish)
- Design (Digital, Product and Combined)
- Mathematics
- Sciences (Physics, Chemistry, Biology)
- Individuals and Societies/ History
- Visual Arts/ Drama
- Physical and Health Education
- Action and Service
- IDU (Interdisciplinary Units)
- Music and Dance (Extracurricular Activities)
Head: Jaya Kalsy
Coordinator: Vishwajeet Kumar
Age: 11 – 16 years
MYP CORE
The high school programme consists of eight subject groups integrated through five areas of interaction that provide a framework for learning within and across the subjects.
In the final year of the programme, students also engage in a Personal Project, which allows them to demonstrate the understandings and skills they have developed throughout the high school programme.
IB Learner Profile Attributes
Approaches to Learning (ATL)
Service as Action
Service Learning: Learning about a community in order to serve them to the best of your ability.
Action: Learning by doing, learning through experience and taking principled action.
It is an opportunity for learners to engage in service learning and demonstrate their approaches to learning skills. It is a way to develop a deeper sense of empathy and develop a deeper understanding of their role with the community, both local and global.
MYP Projects
MYP Projects
The personal project is an independent project that allows students to explore an area that is of interest to them, while developing the capacity for self-motivated study. The project itself could be anything from learning a musical instrument, to organising a fashion show, to researching an issue of global significance. It is an opportunity for students to choose a subject area and develop, design and implement a project from start to finish.
MYP 3 Community Project
The Community Project is an important learning experience for our Year 3 MYP students. Although Year 5 culminates in the Personal Project, in order to prepare our students and offer the opportunity to engage in service as action in the community.
The community project focuses on community and service, encouraging students to explore their right and responsibility to implement service as action in the community.
Interdisciplinary Unit (IDU)
Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups.
Mother Tongue Club
The school emphasizes on the importance on the belief that each student should have opportunity to maintain and develop their mother tongue. The school offers Mother tongue club for the languages-Bengali, Gujarati, Hindi, Kannada, Marathi, Marwadi, Punjabi, Sindhi, Tamil and Telugu based on the survey on mother tongue to identify the diversity of languages, the types and range of mother tongue in the learning community. The library and media centre is equipped with resources to support language learning through books, videos, dictionaries, magazines, journals and newspapers (in English and mother tongue).
MYP Assessments
Internal Assessments
Varied in approach- written, oral presentations, field work, practical work, role plays, debates, exhibitions, research papers, tests and examinations, peer and self-assessment.
Criterion related– students assessed against learning objectives which are published for each subject and each grade level. The aim is to find out what skills the students have acquired and what level of understanding can they demonstrate.
External assessment
The MYP offers a range of innovative eAssessments (external assessments) that go beyond traditional examinations. MYP eAssessments focus on conceptual understanding and the ability to apply knowledge in complex, unfamiliar situations. MYP eAssessment helps schools make robust and reliable judgments about students’ development as global learners, their ability to transfer understanding to unfamiliar situations, and their capacity to connect academic study with the world beyond the classroom.
In the MYP, the IB will be able to assess students’ work in two ways:
- ePortfolio of coursework,
- ePortfolio for the personal project.
- on-screen examinations, with each exam lasting two hours.
IB - Diploma Programme
WHAT IS IT ?
The International Baccalaureate (IB) Diploma Programme (DP) is a challenging pre-university curriculum for students aged 16 to 19. Established in 1968, it was the inaugural IB program, spanning two years to foster inquisitive, knowledgeable, empathetic, and globally-minded individuals. The program places strong emphasis on cultivating intercultural awareness and open-mindedness, ultimately awarding students a widely recognized qualification. The IBDP results serve as a gateway for college admissions in both India and international institutions.
What does DP offer students?
Within the DP, students:
- Cultivate extensive and profound knowledge.
- Thrive physically, intellectually, emotionally, and ethically.
- Master a minimum of two languages.
- Excel in conventional academic disciplines.
- Probe the essence of knowledge through the program’s distinct theory of knowledge course.
6. Foster critical Thinking, effective Communication, strong Social, adept Self-management, and proficient Research skills, encompassing information acquisition from diverse sources and real-world application.
7. Form a robust sense of personal identity and cultural awareness.
8. Develop intercultural competence.
9. Equip themselves for higher education and the workforce.
10. Engage in community service, applying their expertise beyond academics for valuable real-world experience.
Our Curriculum
The Diploma Programme (DP) curriculum encompasses six subject groups and the DP core, comprising theory of knowledge (TOK), creativity, activity, service (CAS), and the extended essay. These core components are mandatory and central to the program, designed to enrich students’ educational journey and challenge them to apply their knowledge and skills.
The diverse range of subjects within the Diploma Programme contributes to its rigorous nature, aimed at preparing students for successful university admission. In each academic area, students enjoy flexibility in selecting subjects that align with their interests and potential future studies at the university level.
Typically, students opt for three subjects at a higher level (HL) and three at a standard level (SL), with the IB recommending 240 teaching hours for HL subjects and 150 hours for SL subjects. HL subjects delve into greater depth and breadth compared to SL subjects.
The three core elements include:
Theory of Knowledge
Theory of Knowledge (TOK) is a thought-provoking course that invites students to contemplate the very essence of knowledge and how we arrive at what we consider factual or truthful.
TOK challenges students to scrutinize the foundations of knowledge, prompting critical reflection on the methods we employ to establish our beliefs. It’s a course rooted in the art of critical thinking, focusing on the inquiry into the processes of knowledge rather than the acquisition of specific information. Through TOK, students engage in an exploration of how we ascertain the validity of what we claim to know.
Assessment in TOK involves showcasing TOK Commentaries and composing a 1,600-word essay. By participating in TOK, students are encouraged to evolve into inquisitive and open-minded thinkers who value global diversity.
Extended Essay
The extended essay is a compulsory 4,000-word independent research essay, offering students the freedom to investigate a topic of their choosing. It serves as a valuable platform for honing research, communication, analytical, and evaluative skills.
Each student is provided with dedicated mentorship from a school teacher who guides them through the entire research and writing journey, culminating in a viva with their supervisor. This process fosters valuable academic growth and independence.
Creativity, Activity, Service
Creativity, Activity, Service (CAS) is an integral component of the IBDP, fostering personal and interpersonal growth through experiential learning and collaborative projects.
CAS encompasses three strands
- Creativity: Involves creative thinking through arts and innovative experiences.
- Activity: Promotes physical well-being, complementing academic pursuits.
- Service: Encourages voluntary efforts with a focus on learning, respecting the rights and dignity of all involved.
CAS projects challenge students to
- Exhibit initiative
- Demonstrate perseverance
- Develop skills such as collaboration, problem-solving, and decision-making.
CAS motivates students to embrace new challenges, lead initiatives, work collaboratively, show commitment, address global issues, consider ethical aspects, and cultivate valuable skills.
Head: Jaya Kalsy
Coordinator: Jaya Kalsy
Age: 16- 19 years
The IB Diploma Programme consists of the following subject groups
- Studies In Language and Literature
- Language Acquisition
- Individuals and Societies
- Sciences
- Mathematics
- The Arts
Selecting Subjects in the Diploma Programme
- Studies in language and literature, language acquisition, individuals and societies, sciences, mathematics, and the arts.
- In lieu of an arts course, students may opt for an additional sciences, individuals and societies, or languages course.
- Each student is required to undertake a minimum of three subjects at the higher level and three subjects at the standard level.
- Standard level subjects entail 150 teaching hours, while higher level subjects comprise 240 teaching hours.
DP Assessments
Internal Assessment:
Guided by their subject teachers, students at our school undertake their internal assessment components, which are assessed locally and then submitted to the IB for moderation.
External Assessment:
At the conclusion of the program, students sit for the IB DP Examination in May, administered by the IB, and all assessments are forwarded to the IB for evaluation.
Which Subjects do we offer?
Group 1 – Language A: Language and Literature
- English
- French
- Spanish
Group 2 – Language Acquisition
- Hindi B
- French ab initio (SL)
- French B
- Spanish ab initio (SL)
- Spanish B (German ab initio (SL) introduced from Academic Year 2024-2025)
Group 3 – Individuals and Societies
- Economics
- Business Management
- History
- Psychology
- Philosophy
- Global Politics
- Digital Society
- Geography
- Environmental Systems and Societies (SL)
Group 4 – Sciences
- Physics
- Chemistry
- Biology
- Design Technology
- Computer Science
- Environmental
- Systems and Societies (SL)
- Sports Exercise & Health Science
Group 5 – Mathematics
- Mathematics Analysis & Approaches (AA)
- Mathematics Application & Interpretation (AI)
Group 6 – The Arts
- Visual Arts
- Theatre Arts
- Music
Note: Unless otherwise mentioned, all subjects are available at both Higher Level (HL) and Standard Level (SL).
Core Components
- Theory of Knowledge (TOK)
- Creativity, Activity, Service (CAS)
- Extended Essay
For the Diploma, students must select a total of six subjects
- 3 at HL
- 3 at SL
CP - CAREER RELATED PROGRAMME
Introduction to CP at VKE
At Victorious Kidss Educares, we are proud to offer the renowned Career-related Programme (CP), designed to provide students aged 16-19 with a unique framework of international education that incorporates the values of the IB into a programme addressing the needs of students engaged in career-related education. Our CP is tailored to lead students to further/higher education, apprenticeships, or employment, equipping them with transferable and lifelong skills in applied knowledge, critical thinking, communication, and cross-cultural engagement.
The CP Curriculum at VKE
At Victorious Kidss Educares, CP students undertake a minimum of two IB Diploma Programme (DP) courses, a core consisting of four components, and a career-related study. The DP courses provide theoretical underpinning and academic rigour, while the career-related study further supports academic strength by providing practical, real-world approaches to learning. The CP core helps students develop skills and competencies required for lifelong learning.
Key Facts about the CP
The International Baccalaureate® (IB) Career-related Programme is the newest addition to the IB programme, aimed at enabling students to become self-confident, skilled, and career-ready learners, aligning with the demands of 21st-century employment.
Assessment and Exams
Students at Victorious Kidss Educares take written examinations at the end of their IB Diploma Programme courses, which are marked by external IB examiners. The components of the CP core are assessed by the school, ensuring a comprehensive evaluation of each student’s progress.
Who is the CP for?
The CP at Victorious Kidss Educares was specifically developed for students who wish to engage in career-related learning while gaining transferable and lifelong skills in applied knowledge, critical thinking, communication, and cross-cultural engagement.
Resources for CP Schools
Educators at Victorious Kidss Educares are granted access to a range of resources that help them teach and develop the unique aspects of the CP, ensuring a supportive and enriching learning environment for students.
Ready to Start Your CP Journey?
If you are ready to embark on a transformative educational journey with the Career-related Programme at Victorious Kidss Educares, we invite you to express your interest or simply request more information about IB education.
Head: Desiree Dhami
Coordinator: Dhara Vyas
Age: 6 weeks old - 3 year old
Students can benefit from the Career-related Programme (CP) in several ways:
Holistic Education
The CP offers a framework of international education that incorporates the values of the IB into a unique program addressing the needs of students engaged in career-related education. It leads to further/higher education, apprenticeships, or employment, providing students with a well-rounded, holistic learning experience.
Practical Application
CP students undertake a minimum of two IB Diploma Programme (DP) courses, a core consisting of four components, and a career-related study. This enables students to gain theoretical underpinning and academic rigor from the Diploma Programme courses while enhancing their learning with practical, real-world approaches through the career-related study.
Transferable and Lifelong Skills
The CP was specifically developed for students who wish to engage in career-related learning while gaining transferable and lifelong skills in applied knowledge, critical thinking, communication, and cross-cultural engagement. Students are equipped with essential competencies required for lifelong learning and personal development.
University Recognition
Through the CP, students deepen their understanding in general areas of knowledge, engaging in a holistic education model that fosters an enthusiasm for lifelong learning. This not only prepares students for higher education but also enhances their eligibility and performance in universities and other post-secondary institutions.
In summary, the CP at Victorious Kidss Educares provides students with a comprehensive educational experience that combines academic rigour with practical application, fostering the development of transferable skills and preparing students for further studies, career pathways, and lifelong success.
