St Joseph’s Institution IP: 2025 IB Framework & Entry Routes

Q: What does the SJI IP guide cover?
A: How SJI’s Integrated Programme feeds into the IB Diploma, the learner profile it seeks to cultivate, and the current entry pathways (DSA-Sec Year 1 + Year 3 IP intake).

TL;DR
• The SJI Integrated Programme leads directly to the International Baccalaureate Diploma; its “Core–Apply–Integrate” teaching framework helps students move from foundational knowledge to real-world application and purposeful integration (SJI IP overview).
• Desired outcomes emphasise “Persons of Integrity” and “Persons for Others” with global outlook, nurtured through explorer/reflective/communicator archetypes and strong cognitive + affective development (same source).
• The 2025 DSA-Sec (Year 1) cycle opens 7 May–3 June 2025 (11 a.m.–3 p.m.) for boys taking the PSLE; SJI highlights talent categories across both SEC and IP tracks and reminds successful applicants to honour their programme/CCA commitments (DSA Year 1 page). Interviews are slated between 16 July and 6 August 2025.
• A separate Year 3 IP admission exercise (for Sec 2 boys) runs 15 July–15 August 2025, includes a General Ability Test on 4 September, and shortlists candidates for interviews on 10 October (Year 3 IP admissions).

Quick facts for families

• SJI’s IP boys stay in school for all six years and take the IB Diploma instead of O-Levels (SJI IP overview).
• Lessons follow a clear Core → Apply → Integrate sequence so students learn concepts, try them out, then use them to help others (same source).
• Year 1 entry runs through MOE’s DSA portal from 7 May to 3 June, with interviews between 16 July and 6 August (DSA Year 1 page).
• Sec 2 boys in other schools can attempt Year 3 entry, but must sit the General Ability Test on 4 September before interviews in October (Year 3 IP admissions).

1 | Learning philosophy

• SJI’s IP is built around the Core–Apply–Integrate scaffolding: students master core content and dispositions aligned to the IB, apply learning in authentic contexts, then integrate knowledge to create purposeful connections that serve others (SJI IP overview).
• Programmes emphasise both cognitive and affective growth, focusing on thinking, communication, character, and leadership so learners become socially responsible “persons for others.”