Learning support - Amity Global School Gurugram
LANGUAGE POLICY

MISSION STATEMENT OF AGS GURUGRAM

Our mission is to nurture young minds through a sound educational programme which is sensitive to the multicultural ethos, so as to create caring and socially responsible individuals. The school promotes and ensures that each student has ample opportunities to be an impressive communicator, a keen inquirer and one who enhances his/her academics, social and sporting skills, thereby developing into a well- balanced personality.

PURPOSE OF THE LANGUAGE POLICY

This language policy is a working document developed by Principal, academic coordinators and faculty from each school programme, International Baccalaureate Primary Years Programme (IBPYP), Cambridge International and International Baccalaureate Diploma Programme (IBDP). The policy is consistent with the stipulated principles and practices of IB and Cambridge International. This document outlines our school’s linguistic and academic goals and defines the programme designed to help our students attain these goals.
This policy is intended to provide an overview and guiding principles for language learning at AGSG, Gurgaon which permeates the entire school curriculum through authentic contexts in a culturally rich and diverse environment. Our policy is a statement of agreement—one to which the staff and AGSG community are committed to achieve.

PEDAGOGY

At AGSG, we recognize that all teachers are language teachers who have the responsibility to facilitate language acquisition and promote communication skills through their grade level and content area classes and all activities and events of school. The pedagogical attributes of the IBPYP, Cambridge International and IBDP as well as guiding documents are taken into consideration for this policy.

PHILOSOPHY

At AGSG, we believe language is a vital tool for learning, communicating and being an active member of a global society. As communication in the world changes, we have the responsibility of supporting our students to be multilingual learners. Language opens the mind and presents opportunities that will cultivate internationally minded citizens. We believe language acquisition is best supported by a language-rich environment which includes books, periodicals, prints, online resources, and teacher and student writing. Teachers are role models for using and learning language and can foster a positive attitude towards language and literature. Language is the major connecting element across the curriculum. Therefore, the focus is on not only language and literacy, but also on its application. Language is not perceived as individual content area. The integration of knowledge, skills and strategies of languages enables students to solve problems and think critically and creatively in all subject areas.

LANGUAGE OF INSTRUCTION

English is the language of instruction at AGSG. Literature is an integral part of the curriculum. By learning language as well as learning about and through language, an appreciation of the richness of language and a love of literature is nurtured. Books are carefully selected to reinforce learning and the development of reading skills, as well as to reflect various cultural aspects. Students learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts. Books are read for enjoyment and can also be discussed, analyzed, compared and contrasted. Students learn how to understand, interpret and respond to the ideas, attitudes and feelings expressed in various texts; to think critically about what they read; and to be able to make predictions and inferences based on information that is both explicit and implicit in the text. Scaffolding and extension in language learning are strategies adopted to differentiate and challenge students.
Language learning at AGSG extends beyond the classroom and has close connections to the resource centers. Teachers and students both use the library, ICT labs and different strategies to enrich language learning as well as learning in other subject areas.
The classroom environment is rich in print and literature to equip students with the tools they need to become lifelong readers and writers who can communicate their thoughts. Teachers act as facilitators who model writing, reading strategies, listening skills and appropriate speech.

ORAL LANGUAGE (LISTENING AND SPEAKING)-At AGSG,

students come from different cultures and backgrounds and strive to demonstrate conversational accuracy. Teachers value hands-on experiences in order to reinforce language acquisition (language of instruction, home language and other languages offered in school). Through oral presentations, skits, songs, debates, stories, reading aloud, assembly, etc. students become enthusiastic and open minded about other cultures. AGSG provides ample opportunities for students to learn unique ways to communicate with each other. Language as a common practice opens doors to a lifetime of open-mindedness and an appreciation of learning.

WRITTEN LANGUAGE (READING AND WRITTING)

Writing across the curriculum is a significant activity across all grade levels. The writing process involves creating an environment where students can acquire the skills necessary to produce written products for a variety of purposes. Written products can be informative, persuasive, poetic, or in the form of a story or dialogue or any other including digital format. Through the writing process students are encouraged to focus on meaning and the purpose.

VISUAL LANGUAGE (VIEWING AND PRESENTING) - At AGSG

students use skills acquired in ICT and visual texts to support their expression of ideas and thoughts. Students get opportunities to explore the function and construction of images to facilitate critical analysis of a range of texts. It also expands sources of information and expressive abilities of students.

ENGLISH LANGUAGE SUPPORT (ELS)

Students from language background other than English are supported in English and offered ELS classes. These classes aim to support these students to learn English and support language development in all subject areas. The objective of ELS is to integrate students into the mainstream classroom (Refer ELS policy of AGSG).

HOME / FAMILY LANGUAGE

The school supports home languages of all members of AGSG community. We feel that students and parents who speak another language bring an added perspective to learning. We value their views and encourage them to share. We utilize their knowledge as resources and guest speakers. Our library is building resources on books in the home languages of all our students and continues to look for more resources to support home languages. As the language programme develops, we will seek more opportunities to highlight and support other home languages based on the student language profile.

PYP PERSPECTIVE AT AGSG

The focus of language and its application is across subject areas and throughout the transdisciplinary programme of inquiry (POI). Language provides a vehicle for inquiry. The POI provides an authentic context for learners to develop and use language. Wherever possible, language is taught through the relevant, authentic context of the units of inquiry. The PYP language scope and sequence document identifies the major expectations considered essential in language learning.

SECOND LANGUAGE

Students of Nursery through grade 5 at AGSG, have Hindi classes every day for 40 minutes. All students of Nursery learn the language with their homeroom tutors. From KG to grade 5, Hindi classes are taken by Hindi teachers. Students’ progress in Hindi is continually assessed.
Students of AGSG are from different regions within the country and abroad, hence, at different stages of learning in Hindi. The practice for learning Hindi is differentiated to enable students to learn at their pace.

Students from countries other than the host country, India (host country language and culture), learn about its culture. They learn about the people, traditions, music, history, and customs of India, students discover what is unique about India, and what we have in common with their countries. This leads the students to the appreciation that the world is enriched by its many cultures.

SUPPORT FOR LANGUAGE DEVELOPMENT

AGSG has several support services available to help students in their language development.
Students who need additional support or an early intervention are discussed in a meeting by the homeroom tutor first with the PYPC and then with the SEN / ELS department and Principal. These meetings include classroom teachers, special education teachers, ELS Teachers, parents, PYP C and Principal. The team works together to develop a plan to help the student become successful by setting goals and monitoring progress towards those goals.
This also includes:
LEARNING SUPPORT- Students with special learning needs are supported by the classroom teacher and Special Education department. The special education teachers and the classroom teacher work hand in hand to implement the student’s IEP (Refer to SEN Policy of AGSG).
LIBRARY-The librarians collaborate regularly with teachers to support the students’ needs. The Librarians support research, book selection and acquisition of resources. The students are active participants in reading programme in English and Hindi. Differentiated reading and continued assessment through reflections, vocabulary building, language development is elements of the reading programme supervised by the homeroom tutors and Hindi teachers. This programme involves the participation of parents. Parents are invited to read and share stories with students in relation to the ongoing units of inquiry and in their home language.
TECHNOLOGY-Students have access to a wide range of technology that supports language development. Laptops, iPad, cameras, webcams, smart boards and projectors all help students compose, share and connect ideas. AGSG is constantly updating and using latest and relevant digital tools to promote language learning.

ASSESSMENT

Students are assessed in their development of oral language, written language, and visual language including viewing and presenting. While the end product is often assessed as an indicator of growth, the process is also vitally important and informally assessed. Students are given feedback based on both their growth towards individual learning goals and through formal reports at the end of each term. Regular meetings are held with parents, individually, and through parent teacher meetings scheduled in the school almanac.

CAMBRIDGE INTERNATIONAL PERSPECTIVE

At AGSG, English is the language of instruction and the medium through which students access learning and
communicate their understanding in all subjects. At AGSG all students from grade 6 to grade 10 learn Hindi or a foreign language (French, Spanish or German).
For grades 9 and 10 English is offered at two levels, as First Language English and English as a Second Language.
We support multilingualism by promoting other languages including home language, by allowing candidates to opt for the study of self-taught languages and take the examination either in O level or IGCSE level wherever it is available.
In grades 6 to 10 students are familiarized with host country culture through different activities and events at school.
All teachers use different strategies to enhance language acquisition to support student learning across the curriculum.

ASSESSMENT

Students of Grades 6 to 10 are assessed
At AGSG, to maintain high standards of academic rigor, Summative Assessments are held once a week. In order to reiterate learning and encourage students to be active learners students are assessed on class assignments, research work and presentations.

IBDP PERSPECTIVE

Aim of the language policy for IBDP students is as follows:
To have a common language of interaction throughout the campus, whether the interaction is academic or social or recreational.
To discourage formation and thus isolation of any group of students on the basis of language and ethnicity.
To prepare students adequately for higher studies at various English-speaking universities. To ensure clear communication and understanding with and by students in the classroom.

English language support (ELS SUPPORT)

ELS classes are held for students who need assistance and practice to be able to use English effectively. These classes are timetabled five times a week and additional support is given in individual cases. They are merged into the mainstream classes after an assessment of their language development.
Other languages offered in DIPLOMA PROGRAM GROUP I

LANGUAGE A
We offer English as Language A to the Diploma Program students as Indian students are exposed to the English language from the early years both at home and school. English is one of the best known languages to most Indians.
The prescribed course aims to introduce the students to a range of literary works of different genres, periods, styles and contexts. The study of works from different cultures and languages will introduce the students to the interdependence of culture on language and vice-versa. It will also enable the students to appreciate the art of fine writing.
Language A is offered at both Higher Level and Standard Level.
The course aims to promote interest and depth of reading among students. Reading will in turn promote fluency and precision in speech and writing enabling effective use of the language.
We offer the following courses in Language A:
English Literature both at Standard and Higher level
English Language and Literature both at Standard and Higher level
Hindi Literature both at Standard and Higher level
Self-taught Languages: Students are allowed to study his/her mother tongue as a self-taught language
(Standard level only). The school and DPC provide the support when required.

GROUP 2

LANGUAGE B
The Language B course meets the needs of students who have substantial previous knowledge of a second language. We offer the following languages:
English both at Standard Level as well as Higher Level Hindi both at Standard Level as well as Higher Level French at standard level and ab initio
Spanish at standard level and ab initio
German at standard level and ab initio

AB INITIO LANGUAGE
Diploma candidates who choose to study a new language are offered French, Spanish and German at standard and ab initio level. The course aims to provide students with an ability to deal with everyday communication and provides them with an insight into the culture of that country.
Assessment
AGSG makes use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer and self-assessments.
Regular school assessment and reporting plays a major role in the students and parents understanding of the objectives and assessment criteria and the students preparation for final assessment in the development of the curriculum according to principles of the program.
The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group. The assessment reports are also placed in the school’s secure network.
Each subject has different criteria which are the conditions that must be met for an expected result. Criteria generally include knowledge, understanding, skills and presentation.
Teachers organize continuous assessments over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject group. Task specific rubrics are prepared in accordance with the grade descriptors given in each subject area.
Academic progress is internally assessed and IB assessment grades are given based on the following: Summative Assessment (20%)
Term End Assessment (80%)
During a term, there will be two cycles of Summative Assessment for each subject and a Term End Assessment. Term End Assessments are given at the end of each term; in December and May. Assessment dates are mentioned in the AGSG Calendar. Students appearing for IBDP examinations in May take Mock Exams in February- March.

ADMISSIONS POLICIES

Applicants are required to complete a Student information form that indicates their proficiency in their mother tongue, English and other languages. In the Primary, Middle and Senior Schools, any application for a student who indicates that English is not their mother tongue will be reviewed by the ELS department as part of the admissions policy.

PARENTAL INVOLVEMENT

Parents are an integral part of our community of learners and are encouraged to provide support for language learning at AGSG. The school uses multiple methods to communicate to parents the critical importance of maintaining academic proficiency in the mother tongue. Parents are involved as mother tongue teachers and provide resources for mother tongue programmes.

PUBLISHED MATERIALS

Students, parents and staff members at AGSG originate from different countries and educational systems. To maintain consistency in published materials, British English spelling will be used for our formal written documentation. However, teachers and students may use their native country’s spelling and punctuation for all other work provided it is employed consistently throughout the document.

COMMUNICATION OF LANGUAGE POLICY TO THE AGSG COMMUNITY

The language policy will be introduced to the AGSG community through multiple pathways including staff meetings, PTM, grade level meetings and Principal’s News, Orientation programmes and IB Information sessions. The policy will also be featured on the common server. New staff will be familiarized with the document during orientation.

Plan for Implementation and Review

The Pedagogical Leadership Team accepts the responsibility for ensuring the language policy is put into practice. Teachers and administrators will communicate language policy to parents and posted on the school website. The Leadership Team will regularly evaluate implementation of language policy as evidenced by classroom observations and school presentations.
AGSG Language Policy will be reviewed every three years or earlier as needed by the Language Policy
Steering committee and pedagogical leadership team.

Resources

Guidelines for developing a school language policy, IBO
From Principles into Practice (PYP), My IB
PYP Language Scope and Sequence, IBO, 2018
Implementing the curriculum with Cambridge-A guide for school leaders 2016
Handbook of procedures for Diploma Programme
Reviewed and revised: 27th January 2021

COUNSELLING POLICY

MISSION STATEMENT OF AGS GURUGRAM

Our mission is to nurture young minds through a sound educational programme which is sensitive to the multicultural ethos, so as to create caring and socially responsible individuals. The school promotes and ensures that each student has ample opportunities to be an impressive communicator, a keen inquirer and one who enhances his/her academics, social and sporting skills, thereby developing into a well- balanced personality.

ROLE OF SCHOOL COUNSELLOR

The role of school counsellor is to provide guidance and counselling to the following:-
• Students or groups of students who are seeking guidance to resolve their psychosocial and emotional issues.
• Students referred by the coordinators who are facing some psychosocial or behavioral issue.
• Students referred by parents for concerns such as child’s emotional stability, social environment, academic achievement, and interpersonal issues.
Apart from the above mentioned, sessions are conducted in different grade on important issues such as anger management, good & bad touch, self-awareness, mental health, current social issues etc.

ORIENTATION

All the teachers and students should be made aware of the counsellor’s role in the school so that they can approach the counsellor when in need. This should be done before the start of every academic session.

MAINTAINING CONFIDENTIALITY AND RECORD KEEPING

All students have a right to confidentiality in their dealings with the counselor. All things discussed are kept confidential between the student and the counselor except when the student himself or another person is at risk. In some cases where breach of confidentiality is necessary for the student's best interest, the details of the case are first shared with the Principal of the school.
Recording of counseling sessions is kept to a minimum. The counselor makes notes for own future reference without recording the details of the problems.

  • REFERRALS BY THE COUNSELLOR
    The counsellor may also refer a student to an external, appropriately qualified professional. A referral may occur after the counselor has made an informed decision that the student's situation requires assistance beyond the counselor's professional training. Parents are provided with referral details and they make the decision to proceed with an appointment with the specialist.
  • Parent Interactions
  • Parent Workshops
  •  Parent-Counsellor meeting

Policy made on : 11th January 2021, however it has been in practice before.

 

 

ICT POLICY

MISSION STATEMENT OF AGS GURUGRAM

Our mission is to nurture young minds through a sound educational programme which is sensitive to the multicultural ethos, so as to create caring and socially responsible individuals. The school promotes and ensures that each student has ample opportunities to be an impressive communicator, a keen inquirer and one who enhances his/her academics, social and sporting skills, thereby developing into a well- balanced personality.

COMPUTER USAGE RULES FOR AGS STUDENTS

Students of grades 9-12 are being given the privilege of using their laptops on our school wi-fi system. This is a privilege and must be followed according to specific guidelines given below.
• Your laptops are your personal property and AGS takes no responsibility for any damage or theft of such property.
• All submissions to teachers and staff will be sent from your AGS school e-mail id.
• You will not use our wi-fi system to download illegal, immoral or otherwise inappropriate material in your laptop.
• You are expected to use your laptop for schoolwork only. Private use (music, You-tube, etc) is not permitted in school.
• You will ensure that any sound from your laptop will not disturb others.
Inability to follow the above guidelines will lead to the following consequences.

For the first instance: Meeting with the Programme coordinator
For the second instance: Meeting with the Principal
For the third instance: Meeting with the Principal, Programme coordinator, parent.

COMPUTER USE AGREEMENT

Name of Student (in block letters) :__________
Signature of Student : _______________

I understand these rules and promise to follow them. If I do not follow these rules, I know that I may have my laptop privileges restricted or confiscated

Signature of Parent(s) :_________

CHILD PROTECTION POLICY

MISSION STATEMENT OF AGS GURUGRAM

Our mission is to nurture young minds through a sound educational programme which is sensitive to the multicultural ethos, so as to create caring and socially responsible individuals. The school promotes and ensures that each student has ample opportunities to be an impressive communicator, a keen inquirer and one who enhances his/her academics, social and sporting skills, thereby developing into a well- balanced personality.

Nothing is more important than the safety of our children. When they are safe and happy, they learn and thrive. AGS, Gurgaon (AGSG) in keeping with our core values and vision statement, has a Child Protection Policy to guide our staff and parents in matters related to the health, safety and care of children attending our school.
When parents enroll their child at AGSG they agree to work in partnership with the school and abide by the policies adopted by the school management.
At AGSG, keeping children safe is everyone’s responsibility.

AGS’s Vision for Child Protection: We aim to create a safe environment, where children are respected, protected, empowered and active in their own protection, and where staff are skilled, confident, competent and well supported in meeting their protection responsibilities. All staff have a responsibility and duty to protect the rights and dignity of all students and to create a safe, secure and supportive environment. All staff must report suspected incidences, reports or disclosures child abuse to the Principal, relevant coordinator and administration officer.

AIMS

We seek to work in partnership with our school community to ensure the safety and care of our students as they learn and grow within AGSG environment. To achieve our aims in this context, we are committed to provide the following;
• Age appropriate lessons to help students understand personal safety, needs, and rights
• Annual review of the policy to ensure that all employees and staff are aware of the guidelines stated in the policy.

Review of this policy: Annually or as per need
Date : 15th January 2021

ASSESSMENT POLICY

MISSION STATEMENT OF AGS GURUGRAM

Our mission is to nurture young minds through a sound educational programme which is sensitive to the multicultural ethos, so as to create caring and socially responsible individuals. The school promotes and ensures that each student has ample opportunities to be an impressive communicator, a keen inquirer and one who enhances his/her academics, social and sporting skills, thereby developing into a well- balanced personality.

PHILOSOPHY

The assessment policy is a working document developed by Principal, academic coordinators and faculty from each school programme (IBPYP, Cambridge International and IBDP). At AGS, Nursery to grade 5 follow the IBPYP, Grades 6 to 10 follow Cambridge International and grades 11 and 12 follow IBDP. The policy is consistent with the stipulated principles and practices of IB and Cambridge International. Assessment at Amity Global School, Gurgaon involves collecting and analyzing assessment information which is used to drive instruction and to communicate effectively with stakeholders within, as well as outside of, the community. AGS Assessment Policy serves to guide and inform the staff, parents and students community of the school’s assessment practices.

ASSESSMENT IN PRIMARY YEAR PROGRAMME (PYP)

All stakeholders – learners, teachers, parents and management should have a clear understanding of what is being assessed and why; the method used to assess; and the criteria of success of each type of assessment.

PURPOSE OF ASSESSMENT (WHY)

At AGS, in the primary years the objective of assessment is to provide feedback to students and feed forward on the learning process.

• To students to meet their identified goals.

• To teachers - to identify student strengths and to give an insight into students’ understanding. Student Learning is promoted through planning and refining the teaching and learning process through assessments.

• To management – to evaluate student and teacher performance.

• To parents – a feedback about the progress of their children.

The data gathered from these assessments enable teachers to plan and refine their teaching strategy.
Teachers ensure specific, constructive and timely feedback on the development of knowledge, conceptual understanding and skills. Assessment will be reflected upon and should effectively guide students through the PYP framework of learning the acquisition of knowledge, understanding of concepts, mastering of skills and decisions to take action.

PRINCIPLES OF ASSESSMENT

A variety of resources and approaches are used at AGS to meet the needs of all learners. Backward design is utilized to ensure the appropriateness of assessments for the learning objectives.

The following are characteristics of effective assessment at AGS:
• Authentic with connections to the real world
• diverse and varied in method to address different learning styles
• differentiated to meet the individual students learning needs without cultural, ethnic, racial or gender bias frequent and ongoing.
• supportive of understanding
• concise and clear
• meaningful and relevant to the student
• inclusive of relevant and timely feedback with feedback to feed forward to support future learning.

WHAT TO ASSESS?

Assessment helps inform learning and teaching practices. Teachers plan for and provide opportunities for:
• Acquisition of knowledge
• Conceptual Understanding
• Development of Skills
• Developments of Dispositions
• Where students are in their learning journey
• Explore and Engage in Inquiry
• Multiple contexts to make connections with the real world
• Learn Collaboratively
• Take meaningful action

HOW TO ASSESS?

Assessment at AGS is an ongoing process. Assessments in AGS include the 4 dimensions of assessment:

Monitoring, Documenting, Measuring, Reporting.

They are:

Monitoring: Monitoring checks for progress against learning goals and success criteria.

Strategies- Observations, questioning, discussions of learning with peers and teachers and feedback

Tools -Open-ended tasks, written or oral assessments, portfolios

Documenting: It is compilation of evidence of learning. Documentation can be digital or physical and recorded in a variety of ways. It helps make learning visible and is shared with others. It reveals opportunities to learning goals and success criteria.

o Strategies- variety of forms-media and digital, Learning journals, stories and portfolios
o Tools-Rubrics, checklists, exemplars, anecdotal records and portfolios.

Measuring: It ensures teachers capture what the student has learned. It helps collect data points which can be analysed and used to further inform learning and teaching. A range of strategies and tools over time which are compiled to provide the picture of student progress and achievement over time.
Reporting: on learning informs the learning community about their progress in terms of acquisitions of knowledge, development of conceptual understanding, skills and dispositions.

REPORTING

Amity Global School Gurgaon provides meaningful feedback consistently to students, parents and community members through parents/teachers /student meetings, student LED conferences and report cards

End of term reports will:

• be provided every term – Two in a year
• reflect academic and non-academic learning
• be followed by opportunity for discussion between the child, parents/guardians and teacher
• include student self-assessment and reflection with comments by teacher and parent

THE EXHIBITION

The Exhibition is the culminating experience for the IB primary years program. It requires students synthesize their prior knowledge and to apply it in a self-directed manner. The exhibition provides an authentic assessment of learning of the PYP years. The subject of the exhibition is a student selected, real world problem which warrants an extended investigation. It is a celebration which unites students, teachers and families in an activity which represents the essence of PYP approaches to learning embedded with the IB learner profile. Exhibition is undertaken by students in their final year (Grade 5) of the PYP. The exhibition represents a significant event in the life of our school, encapsulating the essence of PYP and encouraging younger students to look forward to their final year of the programme and their future participation in the community at large.

ASSESSMENT IN THE CAMBRIDGE INTERNATIONAL (LOWER AND UPPER SECONDARY)

Assessment has purposes that are essential to the education process. These include assessments for learning (providing feedback in support of the learning process) and summative assessment (determining a learner’s level of development).

PURPOSES OF ASSESSMENT

Assessments inform schools and the learners about their depth of understanding and their acquisition of specified subject skills. Assessment of specific and transparent educational standards enable the benchmarking of the learner achievement on the international scale. Educational standards are referred to criteria which relate to the objectives of students’ learning.
Assessments are planned and designed alongside the curriculum and particular attention is paid to ensure that all assessments are valid, reliable and fair.
AGS has two terms, Term 1 from July to December and Term 2 from January to June. For Cambridge International, there will be one round of summative assessment for each subject and a term end assessment. Report cards are given at the end of every term.
In order to reiterate learning and encourage students to be active learners, students are assessed on term end assessments, summative assessments and ongoing formative assessments which includes class assignments, research work and presentations.
The students are encouraged to appear for the Checkpoint exams in Grade 8 to test their skills in English, Mathematics and Science.
In Grade 10, students appear for mock examinations in March which help teachers to assess them and support them better for Cambridge IGCSE examinations.

ASSESSMENTS IN IBDP

In keeping with the ethos of approaches to learning, AGS makes use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer and self-assessment. The assessment process in IB DP at AGS prepares students for the IBDP examination. The principles of assessment follow the guidelines given by IB.
Regular school assessment and reporting plays a major role:
• in the students’ and parents’ understanding of the objectives and assessment criteria
• in the students’ preparation for final assessment
• in the development of the curriculum according to the principles of the programme.
The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group.
Teachers organize continuous assessments over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject group. Task specific rubrics are prepared in accordance with the grade descriptors given in each subject area.
Academic progress is internally assessed and IB assessment grades are given accordingly.
AGS has two terms, Term 1 from July to December and Term 2 from January to June. For IBDP, there will be one round of summative assessment for each subject and a term end assessment. Report cards are given at the end of  every term.In Grade 12, students appear for mock examinations in March which help teachers to assess students and support them better for IBDP examinations.

PLAN FOR IMPLEMENTATION AND REVIEW

The Principal and Pedagogical Leadership Team accept the responsibility for ensuring the assessment policy is put into practice. Teachers and programme coordinators will communicate assessment policy to parents, and the ICT department will ensure electronic posting on the school website. The Leadership Team will regularly evaluate implementation of assessment policy as evidenced by classroom observations and school presentations.

AGS Assessment Policy will be reviewed every three years or earlier as needed by the pedagogical leadership team.

RESOURCES

-From Principles into Practice(PYP), MY IB
-Implementing the curriculum with Cambridge-A guide for school leaders 2016
-Diploma programme assessment Principles and Practice

Reviewed : 15th January 2021 and the objective of the review meeting was to work towards a whole school assessment policy.

INCLUSION POLICY

MISSION STATEMENT OF AGS GURUGRAM

Our mission is to nurture young minds through a sound educational programme which is sensitive to the multicultural ethos, so as to create caring and socially responsible individuals. The school promotes and ensures that each student has ample opportunities to be an impressive communicator, a keen inquirer and one who enhances his/her academics, social and sporting skills, thereby developing into a well- balanced personality.

A learning difficulty means that the child either:
a) has significantly greater difficulty in learning than the majority of children of the same age.
b) has a disability, which either prevents or hinders the child from making use of the educational facilities which are provided for children of the same age in a mainstream school
Special educational need (SEN) implies that a student has needs that are out of the ordinary, different from what is normal in a school.
Everyone at Amity Global School – Gurgaon is committed to providing the conditions and opportunities to enable students with SEN to be included fully in all aspects of school life.
In order to meet the special educational needs of our children at AGS we
• Identify those children who have SEN as soon as possible
• Provide intervention at a suitable level when a child is identified as having SEN.
• Use a variety of teaching styles and cater for different learning styles to allow children with SEN to access the Cambridge International and/or IB Curricula.
• Use resources effectively to support children with SEN.
• Assess and keep records of the progress of children with SEN.
• Recommend to work with outside agencies and NGOs that provide specialist support and teaching for children with SEN.
• Inform and involve the parents of children with SEN so that we can work together to support our children.
• Encourage active involvement by the children themselves in meeting their needs.
• Provide regular training for all staff working with children with SEN

• The special educator collaborates with the class teacher, single subject teachers, relevant, curriculum coordinators, parents and Principal to create an individual educational programme (IEP).

SEN SUPPORT STAFF

AGS employs qualified SEN teachers.

ADMISSION FOR CHILDREN WITH SEN

Admission at AGS is available to a child with SEN if:

a) The parents wish the child to attend the school.
b) The child’s special educational needs can be met by the school. c) Other pupils will not be disadvantaged.
d) Resources will be used efficiently.

Last reviewed on : 11th January 2021

ACADEMIC INTERGRITY POLICY

MISSION STATEMENT OF AGS GURUGRAM

Our mission is to nurture young minds through a sound educational programme which is sensitive to the multicultural ethos, so as to create caring and socially responsible individuals. The school promotes and ensures that each student has ample opportunities to be an impressive communicator, a keen inquirer and one who enhances his/her academics, social and sporting skills, thereby developing into a well- balanced personality.
“International Baccalaureate (IB) programmes encourage students to inquire and to think critically and creatively; students are then asked to give shape to their thinking through oral discussion or presentations, through visual representations and displays, and in multiple forms of writing. However, we live in an age in which we are all flooded by information and opinions. How can we help students navigate these waters so that they are able to confidently talk or write about what they are learning, making visible and explicit how they have constructed their ideas and what views they have followed or rejected? This is essentially what academic honesty is: making knowledge, understanding and thinking transparent.” (Source: Academic honesty in the IB educational context)
We strive as members of the IB community to be principled, acting with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.
At AGS, students are regularly trained, guided and recommended to make sure that the information they use is acknowledged in the body of the text and is fully listed in the bibliography using the referencing style agreed with the teacher. Students in the primary, middle and senior school are guided and advised to cite their sources so that readers can find them.
Students are guided to make clear which words, ideas, images and works are not their own. Students are guided and recommended that they must give credit for copied, adapted and paraphrased material. When using text, students must make clear where the borrowed material starts and finishes. Students are guided and recommended to ensure that all sources cited in the text must also be listed in the bibliography and all sources listed in the bibliography must be cited in the text. Primary, middle and senior school understand the ways for acknowledging the work of others.

Regular training sessions and workshops are organized in school for IB Diploma Programme students and teachers, by the diploma programme coordinator, school librarian, extended essay coordinator and teachers for various subjects. Through these sessions students are familiarized with and understand the methods for proper citation and they understand that proper citation is a key element to academic scholarship and intellectual exchange.
Parents or legal guardian of a Diploma Programme student, are guided on how they can support their children. Parents are advised to encourage their children to plan each assignment. Parents are encouraged to provide support to their children with the scheduling of their work, as they may have many assignments to complete. Parents are encouraged to establish a good level of communication with the school so that they understand the requirements of the Diploma Programme and what is expected of students. Parents are advised to encourage their children to ask their teacher for advice if they are having difficulty with their work.
IB Diploma Programme students submit an undertaking signed by them and their parents or legal guardian at the beginning of the academic session that all work submitted by the student for Extended essay, Internal assessment and Theory of Knowledge (TOK) will be authentic and candidate’s own work and the candidate will not indulge in any form academic misconduct. Parents, students, teachers and legal guardians of students fully understand the categories of academic misconduct in the IB. Students, parents, teachers and other members of the school community are made aware that a breach of IB regulations will have serious consequences.
At AGS students, parents and other members of the school community are made aware of the categories of academic misconduct in the IB which are as follows:

• Plagiarism is defined as the representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgment. The use of translated materials, unless indicated and acknowledged, is also considered plagiarism.

• Collusion is defined as supporting academic misconduct by another student, for example, allowing one’s work to be copied or submitted for assessment by another.

• Misconduct during an IB examination includes taking unauthorized material into an examination room, disruptive behavior and communicating with others during the examination.

• Communication about the content of an examination 24 hours before or after the examination with others outside their school community is also considered a breach to IB regulations

• Duplication of work is defined as the presentation of the same work for different assessment components and/or Diploma Programme requirements.

References used–
• Academic honesty in the IB educational context
• Academic integrity 2019 – IB document.
• Programme standards and practices, January 2014
• Examination procedure Cambridge International

Reviewed – 15th January 2021

ADMISSION POLICY
MISSION STATEMENT OF AGS GURUGRAM
Our mission is to nurture young minds through a sound educational programme which is sensitive to the multicultural ethos, so as to create caring and socially responsible individuals. The school promotes and ensures that each student has ample opportunities to be an impressive communicator, a keen inquirer and one who enhances his/her academics, social and sporting skills, thereby developing into a well- balanced personality.
Amity Global School offers two international curricula, International Baccalaureate (IB) and Cambridge Assessment International Education.
• Pre-Nursery : Play way method
• Nursery to Grade 5 : IBPYP (International Baccalaureate Primary Years Programme)
• Grade 6 to Grade 8 : Cambridge lower secondary
• Grade 9 and 10 : Cambridge IGCSE (International General Certificate of Secondary Education)
• Grade 11 and 12 : IBDP (International Baccalaureate Diploma Programme).
Admissions in AGS are ongoing according to availability of seats. In the primary school we take the students according to their age and an interaction with the PYP coordinator and the Principal.
The age criterion is as follows:

Age criterion for admission in the Primary classes

        (as on 1 June)

  • Pre-Nursery -    2 plus
  • Nursery -            3 plus
  • KG  -                    4 plus
  • 1st  -                     5 plus
  • 2nd -                    6 plus
  • 3rd -                     7 plus
  • 4th -                     8 plus
  • 5th -                     9 plus

Students from many countries seek admission in AGS, we are a flexible school and our age criterion could vary depending on the background of each child.

ADMISSION CRITERION FOR ADMISSION FROM GRADE 6 TO GRADE 9

Students applying for admission from grade 6 to grade 9 are assessed on basic skills in English, Mathematics and Science or we review their past report cards. This is followed by an interaction with the Cambridge Coordinator and Principal. The Cambridge coordinator guides them in subject selection.

ADMISSION TO GRADE 10

Admission may be granted in Grade 10 to students coming from IGCSE/ O level / IB MYP background only. Admission will only be granted if subjects studied by the student in Grade 9 match the subjects offered at AGS.

ADMISSION CRITERION FOR ADMISSION IN IBDP
For admission into the IBDP the DPC (Diploma Programme Coordinator) looks at the past report cards with specific focus on grade 10 report card. Students are assessed informally by interaction with the subject teachers on subject knowledge on English and Mathematics. The DPC guides the students in choosing the subjects at different levels. The DPC also gives an orientation to the parents and the students about the requirements of the Diploma Programme.
ADMISSION TO IBDP YEAR 2
Admission may be granted in Grade 12 to students coming from IBDP background only. Admission will only be granted if subjects studied by the student in Grade 11 match the subjects offered at AGS.
AGS is an inclusive school, we accept students with special learning needs and students who are non-native English speakers. Special support classes for special education needs (SEN) and English learning support (ELS) are provided.
All admissions have to be approved by the Principal, who forwards them to the Chairperson, for final approval.
Last reviewed on : 15th January 2021
ENGLISH LANGUAGE SUPPORT (ELS) POLICY

MISSION STATEMENT OF AGS GURUGRAM

Our mission is to nurture young minds through a sound educational programme which is sensitive to the multicultural ethos, so as to create caring and socially responsible individuals.

The school promotes and ensures that each student has ample opportunities to be an impressive communicator, a keen inquirer and one who enhances his/her academics, social and sporting skills, thereby developing into a well- balanced personality.

At the time of admission all students are assessed for ELS needs. If required student is recommended ELS support.
ELS classes are time tabled during the Hindi classes in Primary school.
ELS students get support from the home room tutors and single subject teachers.

On-going assessment and feedback is given to parents regarding the progress of students to the relevant Coordinator, Principal and the parents.

The progress of each child is reported at the end of every term.
The ELS department collaborates closely with the HRT, relevant Coordinator to discuss the program and progress of the students. The ELS department along with the relevant Coordinator presents a report to the Principal once the student can work independently.
The Principal informs the relevant Coordinator and parents.

AIMS:

The broad goals of ELS program are to support students to:

• Develop a level of competency and confidence in using English that allows them to fully participate in social and school-based contexts.
• Develop conceptual understanding while developing English language skills.
• Develop an understanding of the learning styles and expectations of the schooling system.

More specifically, the ELS aim to develop students' competence in

English in the following areas:
• Ability to use and understand English in a variety of contexts Control over the structures and grammatical features of English
• Ability to use strategies that facilitate the acquisition of English, and to negotiate communication in English.

Last Reviewed on : 11th January 2021