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Teaching, for me, is a dynamic process that prioritizes student engagement, inquiry, and holistic growth. My philosophy aligns closely with the International Baccalaureate (IB) principles, which emphasize inquiry-based learning, international-mindedness, and the holistic development of learners. This perspective has been shaped by my experiences teaching across ICSE, CBSE, and IB contexts, leading to the belief that education should prepare students for academic success and nurture them into becoming responsible global citizens. I view learning as an active and collaborative process where students ask questions, investigate, and build upon their knowledge. By designing lessons that foster curiosity and encourage critical thinking, such as exploring historical events through primary sources or debating global issues, I aim to develop problem-solving skills aligned with the IB Learner Profile attributes like being "inquirers" and "thinkers" (International Baccalaureate, 2019).

In addition, I strongly believe that education extends beyond academics to nurture emotional, social, and ethical growth. This aligns with the IB mission of developing well-rounded individuals who value empathy and intercultural understanding (Hill & Saxton, 2014). By integrating service-learning projects into my teaching, I believe in providing students with opportunities to connect their learning with real-world contexts, fostering a sense of social responsibility. A student-centered approach is another keystone of my teaching philosophy, where I motivate students to take ownership of their learning through personalized learning paths and reflective activities. Practices such as student-led conferences, Model United Nations, and goal-setting help create an environment that supports self-improvement and lifelong learning, echoing the IB’s emphasis on student agency (Kunskapsskolan India, 2023). Furthermore, I also support the building up of interdisciplinary connections in learning, as these enable students to see the bigger picture and appreciate the interconnectedness of knowledge. For instance, combining historical analysis with scientific advancements or literary interpretations helps students develop critical perspectives, reflecting IB’s focus on integrated knowledge systems (Dugonjic-Rodwin, 2021).

My teaching philosophy has been shaped by diverse educational frameworks. The ICSE curriculum’s emphasis on in-depth subject knowledge and project-based assessments inspired me to incorporate creative assignments that encourage critical exploration. Meanwhile, the CBSE system’s structured and rigorous approach underscored the importance of uniformity in lesson planning. However, its reliance on rote learning motivated me to seek more application-based learning strategies. The IB’s student-centric and globally oriented approach significantly influenced my perspective, highlighting the importance of inquiry, reflection, and intercultural understanding (Hernández-Torrano & Courtney, 2021). These experiences have converged to shape a philosophy that blends the rigor and creativity of ICSE and CBSE with the holistic and reflective practices of IB.

In conclusion, my teaching philosophy seeks to foster inquiry, promote holistic development, and encourage interdisciplinary connections. By leveraging the strengths of diverse educational systems, I attempt to prepare students not just for academic achievement but also for meaningful roles in a globalized world. My approach reflects the IB philosophy of creating lifelong learners who are critical thinkers, empathetic individuals, and responsible global citizens.

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The chosen purpose is Purpose 1: The governing body and school leaders articulate a purpose for learning that aligns with the IB’s philosophy and mission. (0101-01)

Purpose 1.1: The school develops a mission, vision, and strategy that reflect the IB mission and philosophy. (0101-01-0100)

Although operating under the Central Board of Secondary Education (CBSE) system, Kunskapsskolan Gurgaon (KKG) aligns significantly with the International Baccalaureate (IB) philosophy, particularly with Purpose 1.1. This purpose focuses upon the development of a mission, vision, and strategy that reflect the IB's mission and philosophy. KKG's educational approach demonstrates a strong commitment to these ideals, underscoring its alignment with the IB's educational objectives.

KKG's mission focuses on personalized learning and the establishment of clear goals for students (Kunskapsskolan India, 2023). This approach mirrors the IB's emphasis on developing inquiry-based, knowledgeable, and caring young people. The school’s mission statement articulates a commitment to fostering an educational environment where students are encouraged to stretch their boundaries and exceed their expectations. This is closely aligned with the IB's mission to nurture learners who are active, compassionate, and lifelong learners with a global perspective (International Baccalaureate Organization, 2019).

One of the key pieces of evidence supporting KKG's alignment with the IB philosophy is its mission and vision statements. These documents clearly outline the school's dedication to educational excellence and personalized learning, reflecting the core values of the IB. By emphasizing personalized learning, KKG ensures that each student's unique learning needs are met, fostering an environment of inquiry and reflection (Khurana, 2016). This approach is central to the IB philosophy, which advocates for student-centered learning and the development of critical thinking skills.

Furthermore, KKG actively displays its mission and vision statements in classrooms and on online platforms which can very well be visible on their school website. This visibility serves as a constant reminder of the school’s commitment to the educational ideals that align with the IB. By making these statements accessible to students, parents, and educators, KKG reinforces its dedication to fostering an environment that values inquiry, knowledge, and compassion. This practice not only supports the school's educational objectives but also ensures that the entire school community is engaged with and committed to these values (Saubert & Cooper, 2023).

While KKG is not an IB school, its educational strategies reflect a commitment to the principles of the IB. The school's focus on personalized learning and clear goal-setting aligns with the IB's emphasis on developing well-rounded individuals who are prepared to engage with complex global issues. KKG's educational approach encourages students to become active participants in their learning journey, promoting a culture of inquiry and reflection that is central to the IB philosophy.

In conclusion, Kunskapsskolan Gurgaon exemplifies how a CBSE school can align with the IB's Purpose 1.1 by developing a mission, vision, and strategy that reflect the IB's educational philosophy. Through its commitment to personalized learning and the promotion of clear educational goals, KKG fosters an environment that encourages inquiry, critical thinking, and international-mindedness. This alignment not only enhances the educational experience for its students but also prepares them to become compassionate and knowledgeable global citizens.

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Infographic based on how KKG supports teachers

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The chosen environment is Teacher Support 2- The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice.

Teacher support 2.1: The school complies with IB-mandated professional development requirements, as outlined in IB documentation.

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The chosen culture is- Culture 2: The school implements, communicates, and regularly reviews an inclusion policy that creates cultures that support all students to reach their full potential.

Culture 2.1: The school implements and reviews an inclusion policy that meets IB guidelines (0301-02-0100). (evidence provided in other bracket for this section with images of our school document)

At Kunskapsskolan Gurgaon, though it follows the CBSE curriculum, the school embodies a philosophy that aligns closely with the International Baccalaureate (IB) framework, particularly in its emphasis on inclusion. The school actively implements and regularly reviews policies that aim to create a culture of inclusivity, ensuring that all students—irrespective of their backgrounds, abilities, or needs—are provided with equitable opportunities to succeed. This approach reflects the IB’s guidelines for implementing inclusion policies that cater to diverse learner needs while promoting a collaborative and respectful community (International Baccalaureate, 2019).

Kunskapsskolan Gurgaon’s emphasis on personalized learning pathways demonstrates its commitment to inclusion. The school’s educational philosophy, derived from the KED program, focuses on tailoring education to individual student needs and interests (Kunskapsskolan India, 2023). This personalized approach aligns with the IB’s focus on differentiation and inclusivity, which emphasizes understanding and addressing the unique learning profiles of students. For instance, students at Kunskapsskolan engage in regular goal-setting activities, where they collaborate with teachers to identify personal academic and developmental objectives.

Moreover, the school fosters an inclusive culture by promoting empathy and mutual respect among its diverse student body. Activities such as group projects, community service initiatives, and cultural exchange programs are embedded in the curriculum, enabling students to understand and appreciate different perspectives. These efforts resonate with the IB’s emphasis on developing internationally minded individuals who exhibit empathy and intercultural understanding (Hill & Saxton, 2014).

Inclusion at Kunskapsskolan Gurgaon extends beyond academics, encompassing social and emotional well-being. The school provides counselling services, peer support systems, and mentorship programs to address the holistic needs of its students, especially when it comes to focusing on Special education needs students (SEN) students as well. These initiatives reflect the IB’s recognition of the importance of well-being in creating inclusive learning environments. Additionally, the school’s focus on regular policy reviews demonstrates its commitment to evolving and adapting to meet the dynamic needs of its learners. For example, feedback mechanisms involving students, parents, and teachers are in place to assess the effectiveness of existing policies and identify areas for improvement (Kunskapsskolan India, 2023).

While Kunskapsskolan Gurgaon’s practices align closely with IB’s standards, certain areas could be enhanced to further align with the Diploma Programme (DP). For instance, the inclusion policy could incorporate more structured strategies for fostering international-mindedness, such as integrating global themes into the curriculum or offering professional development opportunities for teachers on inclusive practices specific to the DP framework (Hernández-Torrano & Courtney, 2021). These additions could strengthen the school’s commitment to meeting the IB standards while reinforcing its inclusive culture.

In conclusion, Kunskapsskolan Gurgaon exemplifies a culture of inclusion that resonates with the IB philosophy. Its focus on personalized learning, empathy, and holistic well-being creates an environment where all students can thrive. By continuing to align its policies and practices with IB guidelines, particularly in the context of the DP, the school can further enhance its commitment to fostering an inclusive and supportive community.

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This is a collage showing how KKG supports its students, provides inclusion to SEN students, and gives each student personalized goals and strategies.

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The chosen two learning practices are:

Students as lifelong learners (0402):

Lifelong learners 2: Students demonstrate and reflect on their continued development of the IB learner profile attributes.

Students as Lifelong Learners 2.2: Teachers provide students with opportunities in the curriculum to reflect on the growth and demonstration of their learner profile attributes (0402-02-0200)

Kunskapsskolan Gurgaon provides multiple opportunities to demonstrate its commitment to fostering students as lifelong learners. One of the primary pieces of evidence is the school’s emphasis on personalized learning plans (PLPs). The KED program, central to Kunskapsskolan’s philosophy, empowers students to create these plans in collaboration with their teachers, identifying academic and personal goals custom-made to their strengths and areas of growth (Kunskapsskolan India, 2023). These PLPs include regular reflection sessions where students review their progress and adapt their strategies. Such practices align perfectly well with the IB’s learner profile attribute of being reflective, as students critically evaluate their development and adjust to improve their learning outcomes (International Baccalaureate, 2019).

Another notable example is the use of interdisciplinary projects that require students to connect learning across various subjects. For instance, in one project, students had to explore the theme of sustainability in today’s world. At the end to show the culmination of the same, the students had created products on their own from sustainable materials and set up stalls within the school campus to sell them (images attached in evidence). This interdisciplinary approach nurtures critical thinking and inquiry, both integral to the IB learner profile (Dugonjic-Rodwin, 2021). The school also organizes weekly workshops and seminars that encourage students to investigate global issues, such as climate change or technological ethics, promoting international-mindedness (images attached in evidence). These activities illustrate how Kunskapsskolan nurtures the IB learner profile attributes of being inquirers and open-minded individuals.

Evidence from the school’s practices can also be seen in its commitment to student agency. The school’s flexible curriculum encourages students to choose projects that align with their interests while still meeting academic objectives. For instance, students interested in technology can design coding solutions as part of a mathematics assignment or work on robotics challenges as part of extracurricular activities. This autonomy not only fosters engagement but also encourages students to take ownership of their learning, resonating with the IB’s emphasis on student-centered education (Saubert & Cooper, 2023).

Kunskapsskolan also facilitates student reflection through portfolio reviews. These reviews allow students to collect evidence of their growth over time, documenting their progress across the attributes of the IB learner profile. Students are encouraged to present their portfolios to peers and teachers, fostering a reflective dialogue about their learning journey. Such reviews are critical in helping students internalize the concept of lifelong learning, as they become more aware of how their experiences shape their intellectual and personal development.

Approaches to Assessment (0404):

Approaches to assessment (0404) Approaches to assessment 1: Students and teachers use feedback to improve learning, teaching, and assessment.

Approaches to assessment 1.2: The school uses specific and constructive school-based reporting to provide students and teachers with information that can be used to improve learning, teaching, and assessment (0404-01-0200)

Kunskapsskolan Gurgaon also offers strong evidence of alignment with the IB’s philosophy of assessment. One key piece of evidence is the use of formative assessments to monitor student progress. Teachers use diverse tools such as rubrics, project evaluations, and peer reviews to evaluate both academic achievements and skills such as collaboration and creativity. For example, in a history class, students were tasked with developing a historical simulation game. This project required them to research historical events, design an engaging format, and reflect on their process. The assessment criteria focused not only on the accuracy of historical information but also on creativity and teamwork, showcasing a holistic approach to evaluation consistent with IB standards (Hill & Saxton, 2014).

Feedback mechanisms at Kunskapsskolan provide additional evidence of IB-aligned assessment practices (evidence of feedback is attached as an image). Teachers offer timely, specific, and constructive feedback during one-on-one mentoring sessions, a cornerstone of the KED program. During these sessions, students discuss their challenges and successes and collaboratively identify strategies for improvement. This practice mirrors the IB’s focus on formative feedback as a tool to guide students toward higher achievement (Hernández-Torrano & Courtney, 2021). Furthermore, the school organizes feedback sessions where students receive peer input on their projects, encouraging a culture of collaboration and mutual growth.

Kunskapsskolan Gurgaon also demonstrates its commitment to skill development through assessments that emphasize higher-order thinking. For instance, a mathematics assessment might require students to apply statistical analysis to real-world data, such as environmental pollution levels or economic trends. Such assessments not only test students’ understanding of mathematical concepts but also challenge them to think critically and solve complex problems, mirroring the expectations of IB assessments (International Baccalaureate Organization, 2019).

Reporting practices at Kunskapsskolan provide further alignment with IB standards. The school employs data-driven reporting systems that include detailed analyses of students’ academic performance, personal growth, and skill development. Reports are shared with students and parents, fostering a transparent and collaborative approach to improvement. The inclusion of qualitative feedback in these reports ensures that students receive actionable insights to enhance their learning strategies. While these practices reflect the IB’s focus on constructive reporting, the school could further strengthen its alignment by integrating digital portfolio systems that allow students to track and reflect on their progress over time (Hernández-Torrano & Courtney, 2021).

Another key practice at Kunskapsskolan that aligns with the IB’s assessment philosophy is its incorporation of global themes into evaluation criteria. For instance, students might be assessed on their ability to address ethical issues related to artificial intelligence or propose sustainable solutions for urban development. Such assessments encourage students to think globally and ethically, aligning with the IB’s mission to develop internationally minded individuals (International Baccalaureate, 2019). These global connections are particularly evident in subjects like social sciences and environmental studies, where students are required to present their findings to an audience, simulating the extended essay and theory of knowledge components of the DP program.

Despite being a CBSE-affiliated school, Kunskapsskolan Gurgaon demonstrates significant efforts to incorporate IB assessment practices. One example is the collaboration between subject teachers to design interdisciplinary assessments, fostering connections between subjects. While this practice aligns with IB expectations, there is room for growth in formalizing these collaborations. Structured professional development sessions focusing on IB assessment strategies could help teachers deepen their understanding of the IB framework and enhance their implementation of interdisciplinary projects (Hill & Saxton, 2014).

In conclusion, Kunskapsskolan Gurgaon’s emphasis on fostering lifelong learning and employing progressive assessment practices provides compelling evidence of its alignment with IB principles. The school’s personalized learning plans, reflective practices, and focus on skill development demonstrate its commitment to nurturing the attributes of the IB learner profile. Similarly, its use of formative assessments, constructive feedback, and global themes in evaluations mirrors the IB’s holistic approach to assessment. By formalizing interdisciplinary planning and integrating digital tools for tracking student progress, Kunskapsskolan Gurgaon could further strengthen its alignment with the IB DP program, bridging the gap between CBSE and IB frameworks and enriching students’ educational experiences.

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Evidence- 1 showcasing the integration of subjects and the culmination at the end. (reference given in the reference list. Termed as image 1)

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Evidence- 2 showcasing the various seminars that take place (reference given in the reference list. Termed as image 2)

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About us - Kunskapsskolan.com. (2024). Kunskapsskolan.com. https://www.kunskapsskolan.com/aboutus.4.1d96c045153756b0c14d5714.html

Assessment & exams | Diploma | International Baccalaureate®. (2019). International Baccalaureate®. https://www.ibo.org/programmes/diploma-programme/assessment-and-exams/

Assessment principles and practices—A guide to assessment for teachers and coordinators. (n.d.). https://www.ibo.org/globalassets/new-structure/programmes/dp/pdfs/teachers-and-coordinators-amended-2020.pdf

Diploma programme assessment. (n.d.). International Baccalaureate®. https://www.ibo.org/programmes/diploma-programme/assessment-and-exams/understanding-ib-assessment/

Dugonjic-Rodwin, L. (2021). Field theory and education: A case study of the International Baccalaureate. International Studies in Sociology of Education, 30(3), 325–348. https://doi.org/10.1080/09620214.2021.1886595

Hill, I., & Saxton, S. (2014). The International Baccalaureate (IB) Programme: An international gateway to higher education and beyond. Higher Learning Research Communications, 4(3), 42–52. https://go.openathens.net/redirector/murdoch.edu.au?url=https://www.proquest.com/scholarly-journals/international-baccalaureate-ib-programme-gateway/docview/1612466698/se-2

Hernández-Torrano, D., & Courtney, M. G. R. (2021). Modern international large-scale assessment in education: An integrative review and mapping of the literature. Large-scale Assessments in Education, 9(17). https://doi.org/10.1186/s40536-021-00109-1

International Baccalaureate. (2019, October 11). International education. International Baccalaureate®. https://www.ibo.org/

International Baccalaureate Organization. (2019). Diploma programme (DP). International Baccalaureate®. https://www.ibo.org/programmes/diploma-programme/

Khurana, D. (2016, June 24). Kunskapsskolan Gurgaon | Mypaathshala. Mypaathshala.in. https://www.mypaathshala.in/school/kunskapsskolan-gurgaon/

Kunskapsskolan India. (2023, December 15). Kunskapsskolan - Best school in Gurgaon. https://ked.edu.in/gurgaon/

Kunskapsskolan India. (2023, December 20). Kunskapsskolan - Best school in Gurgaon. https://ked.edu.in/ked-program/

Kunskapsskolan India. (2023, December 22). Kunskapsskolan - Best school in Gurgaon. https://ked.edu.in/mission-vision/

Photos. (n.d). Home (Facebook page). Facebook. Retrieved November 22, 2024, from https://www.facebook.com/share/1W5iuHtBi9/

(See this for image 2 attached as evidence)

Saubert, S., & Cooper, L. (2023). A review of international education literature: Interdisciplinary and discovery challenges. IFLA Journal, 49(1), 216–229. https://doi.org/10.1177/03400352221085293

Vadhera, I. (2023). Samsung phone gallery (Image 1 photographs of students). Shot at Kunskapsskolan Gurgaon