Introduction to the DP
Welcome to the International Baccalaureate (IB) Diploma Programme! The IBDP is a gateway to a transformative educational journey that prepares students aged 16 to 19 for the challenges and opportunities of a rapidly evolving world.
With its presence in over 150 countries, the IBDP offers a truly international learning experience, recognized globally for its high standards and commitment to excellence. Beyond academics, the programme nurtures creativity, intellectual curiosity, and civic responsibility, empowering students to think deeply, act purposefully, and contribute positively to their communities and beyond.
At LGS JTI Senior, as partners on a learning journey with the IB, we are global in our outlook and rooted in the local community; above all, we are committed to developing inquiring, knowledgeable and caring young people, empowered with the skills to create a better and more peaceful world.
We do this by helping students find meaning and purpose in their endeavours and fuel them with the optimism they need to believe that they can make a difference. We want students to love being at school and to throw themselves into the opportunities their community has to offer.
Structurally, at the heart of the IBDP are six subject groups: Studies in Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, and the Arts. Students are encouraged to explore these disciplines, selecting one subject from each group and optionally choosing a second subject from any group (except Group 6). Complementing these academic pursuits are the programme’s three core components—Theory of Knowledge, the Extended Essay, and Creativity, Activity, Service (CAS)—which foster critical thinking, independent research, and meaningful engagement with the world
We invite you to explore the DP and embark on this enriching journey of discovery, growth, and intellectual exploration within our IB Diploma Programme—a path that cultivates knowledge, character, and the potential to shape a better world. Together, we aim to embrace diversity, transcend boundaries, and become agents of meaningful change.
Difference between A Levels and IBDP
Both programmes take equally valid approaches, but focus on different aspects of your education.
The key differences between A Levels and the IB Diploma are:
Both studied over 2 years, A Levels comprise of 3 to 4 subjects studied in depth, whereas the IB takes a more holistic approach with 6 subjects.
The IB also includes other core components that are a part of the Diploma, such as Theory of Knowledge, an Extended Essay and CAS (Creativity, Action Service) activities.
A Levels are graded A* to E, with A* being the highest grade, whereas the IB uses a numerical 1-7 grading system, with 7 being the highest.
A Level students usually pick 3 or 4 subjects, and can choose any combination of subjects on offer, though their choices usually depend on the subject group combinations offered by their respective school. In the IBDP, however, taking Mathematics & a Language are mandatory.
As such, it’s not a question of which is better, but which is best for your learning style, and your study choices at degree level.
The best path for a student largely depends on their individual personality and needs.
For more information, please visit the IB website.
Core of the Diploma Programme
The Extended Essay
An exciting academic challenge involving independent research on a topic of the student’s choice in consultation with a subject expert supervisor. The 4000 word extended investigation helps to develop strong research and organisational skills and intellectual confidence in the style of a University assignment.
Creativity, Activity and Service
CAS is a celebration of students’ non academic interests and learning. Students choose their own unique programme of creative, active and service experiences through which to make a positive impact on the school and local community and develop skills for lifelong learning.
Theory of Knowledge
By engaging in thought-provoking discussions and activities, students develop their analytical and evaluative skills, cultivating a deeper understanding of the complexities of knowledge and its application in various contexts.
subjects we are offering
Six subject groups and the subjects we are offering
1. Studies in Language & Literature
2. Language Acquisition
3. Individuals & Societies
4. Sciences
5. Mathematics
6. The Arts
Grading and Assessment
Students complete written examinations at the end of the Diploma Programme, which are marked by external IB examiners. In addition, they undertake assessment tasks within the school, which are either initially graded by teachers and then moderated externally, or sent
directly to IB examiners.
To be awarded the Diploma, students must earn at least 24 points, meet minimum performance standards across all subjects, and satisfactorily participate in the Creativity, Activity, and Service (CAS) requirements. The maximum total a student can achieve is 45 points.
Assessment in the Diploma Programme is criterion-based, meaning students are evaluated against clearly defined objectives and criteria for each subject, rather than in comparison with other students. This approach ensures consistency and fairness, and the results remain statistically stable year after year. Universities around the world recognize and value the rigour and reliability of the IB Diploma Programme’s assessment system.
Merit Scholarships
LGS JTI Senior awards merit scholarships to students who demonstrate exceptional academic performance in their IGCSE, O Level, MYP or equivalent examinations. Scholarships are calculated using a points-based system based on grades and attendance.
Points System
| Previous School | Grade / Mark | Points per Subject |
|---|---|---|
| Within LGS | A* | 12 |
| A | 8 | |
| Outside LGS | A* | 10 |
| A | 5 | |
| MYP Students | 7 | 10 |
| 6 | 5 | |
| Studies Abroad | — | Case by case |
Attendance Contribution
- Students from within LGS with 90% or higher attendance per subject earn 2 additional points per subject.
Scholarship Allocation
| Total Points | Scholarship % |
|---|---|
| 60 | 100% |
| 55 | 90% |
| 50 | 75% |
| 45 | 60% |
| 35–40 | 50% |
| 30 | 25% |
Maintaining the Scholarship
- Students must maintain high academic performance and consistent attendance.
- Frequent absences or declining grades may lead to review or withdrawal of the scholarship.
Administrative Fee
- An administrative fee is applicable even for students receiving a 100% tuition scholarship.
Academic Support and Inclusion
At JTI, we are committed to creating an inclusive and supportive learning environment that reflects our IB Access and Inclusion policy. Our student body is highly diverse, encompassing a wide range of economic, ethnic, and occupational backgrounds, with a strong focus on gender balance in our Diploma Programme (DP) classrooms.
From the moment students join us, their academic progress is closely monitored. When challenges arise, our first approach is differentiated teaching in the classroom, helping teachers provide the most effective support while determining whether further assessments or formal Access Arrangements are needed.
Our support strategies are comprehensive and tailored to individual needs. They include subject-specific guidance, planning and organizational support, revision assistance, and customized examination arrangements. Whether delivered one-on-one or in small groups, these interventions aim to strengthen both academic skills and independent learning.
In collaboration with the Head of School and Programme Director, our in-house psychologists coordinate cases requiring external referrals or medical assessments. This ensures clear communication with parents, who play an active role in supporting their child’s learning journey. While assessment costs are covered by families, our overarching goal is always to foster an environment where every student can thrive.
JTI’s dedicated team tracks academic and co-curricular progress closely, providing timely guidance whenever needed. Staff-student interactions are grounded in mutual respect and collaboration, with teachers encouraging students to solve challenges through thoughtful questioning rather than ready-made solutions. This approach nurtures resilience, independence, and critical thinking skills.
Students’ progress is regularly shared with parents through detailed reports, which include teacher comments and class average grades. This system helps students understand whether they are on track to meet, exceed, or fall short of their target grades, and encourages reflection, goal-setting, and active participation in their education. Progress across all subjects is accessible via ManageBac, our platform for both IGCSE and DP, keeping students and parents continuously informed.
To emphasize consistent engagement and learning growth, our assessment approach balances formal examinations and internal coursework equally, with 50% weightage to exams and 50% to assignments, tests, and other coursework. This ensures students focus not only on outcomes but also on the learning process itself.
Through these strategies, JTI provides a supportive, inclusive, and empowering academic environment where every student has the tools and guidance to succeed.
FAQs
Globally-recognised qualifications and highly-trained teachers
At LGS JTI Senior, every student is seen as an individual with unique strengths and potential. Our skilled faculty guide boys through the all-boys IGCSE programme and both boys and girls through the co-educational IB Diploma, helping them achieve academic excellence and preparing them for admission to top universities around the world.