Learning Support- Amity Global School, Gurgaon

IB Mission Statement
The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Amity Global School-Gurgaon, Mission Statement:
Our mission is to nurture young minds through a sound educational program which is sensitive to the multicultural ethos, 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-Gurgaon ,Vision Statement
At Amity we believe in creating a happy environment as a happy student creates a happy home leading to a happy society, a happy country and further a happy world.
The concept of Vasudhaiva Kutumbakam (The world is one family) is the foundation of our functioning.

IB Learner Profile

Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Open-Minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-Takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced: We understand the importance of balancing different aspects of our lives— intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

LANGUAGE POLICY OF AGSG
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. Our policy is a statement of agreement—one to which the AGSG community is committed to achieve.

PURPOSE OF THE LANGUAGE POLICY
This policy is intended to provide an overview and guiding principles for language learning at AGS, Gurgaon which permeates the entire school curriculum through authentic contexts in a culturally rich and diverse environment.

The objectives of the policy include:-

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

PHILOSOPHY
At AGSG, we believe language is a vital tool for learning, communicating and being an active member of a global society. We recognize that all teachers are language teachers who have the responsibility to facilitate language acquisition and promote communication skills. 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. Language is the major connecting element across the curriculum.

To support multilingual learners and promote language & literacy following Languages are offered at AGS, Gurguram:

English
Hindi
Spanish
German
French

In addition, students are supported for self-taught Language A.

ROLE AND RESPONSIBILTIES OF ALL TEACHERS AS LANGUAGE TEACHERS

All teachers at AGS aid English language acquisition in following ways:-

All teachers use language in correct way modelling high standards of written and spoken language.
All teachers provide opportunities for reading, writing, listening and presenting through various class activities and provide feedback on the
Teachers give students opportunity to collaborate where they can discuss using English language.
Teachers often use Power Point presentations and other audio-visual aids to simplify the content and make it easier to comprehend.
Students from language background other than English are supported through the use of visuals and gestures during class lectures and discussions to ensure that it is easy for students to
Paraphrasing and re-phrasing of instructions and discussions are done by all teachers during their classes to support students from language background other than English by simplifying language.

LANGUAGE OF INSTRUCTION
English is the language of instruction at AGSG. All teachers use English language as a medium to deliver their class lectures and conduct other school events and activities. Students are encouraged to converse in English language with each other and the teachers except in Language B classes. All communications (oral or written) with all stakeholders happen in English language.

PROMOTING MOTHER TONGUE
At AGS, Gurugram, learners come from diverse cultures and linguistic backgrounds. In our local context, Hindi is the dominant language of communication. Following strategies are used to promote mother language in the school:-

Language week is celebrated very year starting with the celebrations of “Hindi Diwas” followed by other languages such as Spanish, German, French, Korean to promote mother-tongue.

Students are encouraged to participate in various activities such as plays, Nukkad Nataks, dance and music in their mother tongue.

Translation dictionaries are allowed to enhance learner’s understanding of the content.

Students are given opportunities to interact with the local community in the form of activities and community service.

HOME / PERSONAL LANGUAGE

The school supports home languages of all members of AGSG community. Students and parents who speak another language bring an added perspective to learning. Their views are valued and they are encouraged 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, more opportunities will be sought to highlight and support other home languages based on the student language profile.

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.

LANGUAGE PROFILE

IB PRIMARY YEAR PROGRAMME (Pre-Nursery – Grade 5)

From Pre-nursery to Grade 5 English and Hindi are taught.

Students of AGSG are from different regions within the country and abroad, and hence, at different stages of learning in Hindi. The practice for learning Hindi is differentiated to enable students to learn with flexibility.

CAMBRIDGE INTERNATIONAL (Grade 6 – Grade 10)

At AGSG all students from grade 6 to grade 10 learn English and 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.

IB DIPLOMA PROGRAMME

English is the language of instruction and assessment.

DP Group 1: Language & Literature are offered in Hindi, English and self-taught and Higher and standard level.

DP Group 2: Language Acquisition is offered in English and Hindi at Higher and Standard level. While foreign languages - French, Spanish and German are offered at Higher level, Standard level and ab initio.

LINK WITH ADMISSIONS POLICY
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 programs.

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 post 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: 23rd February 2023

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.

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) :_________

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

IB Mission Statement

The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Amity Global School-Gurgaon, Mission Statement:

Our mission is to nurture young minds through a sound educational program which is sensitive to the multicultural ethos, 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-Gurgaon ,Vision Statement

At Amity we believe in creating a happy environment as a happy student creates a happy home leading to a happy society, a happy country and further a happy world.

The concept of Vasudhaiva Kutumbakam (The world is one family) is the foundation of our functioning.

IB Learner Profile

Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Open-Minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-Takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced: We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

ASSESSMENT POLICY:

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.

PHILOSOPHY

At AGSG assessment is considered essential to guide the teaching and learning process. Assessment includes both assessment of learners’ skills and assessment of learning in various subjects. Assessments help students, teachers and parent have constructive feedback on the progress of student’s development. Assessment is holistic and analytical process evaluating the strengths and opportunities for learners. All assessments at AGSG are conducted in a transparent manner. Assessments help students build confidence in their variabilities and take ownership of their learning.

ASSESSMENT IN PRIMARY YEAR PROGRAMME (PYP)

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

PURPOSE OF ASSESSMENT (WHY)

At AGSG, 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
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
To management – to evaluate student and teacher

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 AGSG to meet the needs of all learners. Backward by design approach is utilized to ensure the appropriateness of assessments for the learning objectives.

The following are characteristics of effective assessment at AGSG:

authentic with connections to the real world
diverse and varied in method to address student variability
differentiated and ongoing to meet the individual students learning needs without cultural, ethnic, racial or gender
concise and clear
meaningful and relevant to the student
inclusive of relevant and timely feedback with feedback to feed forward to support future

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 AGSG is an ongoing process and includes 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.

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

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 – twice a year
reflect academic and non-academic learning
be followed by opportunity for discussion between the child, parents/guardians and teacher
include students’ self-assessment and reflection with comments by teacher and parent

THE EXHIBITION

The Exhibition is the culminating experience for the IB primary years programme. 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 SECONDARY and IGCSE)

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 school community about learners’ 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.

AGSG has two terms, Term 1 from July to December and Term 2 from January to June. There will be one round of summative assessment for each term in all subjects and a term end assessment. Report cards are given at the end of every term.

In order to reinforce 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, AGSG makes use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer and self- assessment. The assessment process in IBDP at AGSG 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

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.

Type of Assessment at AGSG

Formative assessment:

It is an ongoing assessment based on research work, presentation, class assignment, concept test, quiz, group discussion, role play etc. which are assessed based on Task specific rubrics prepared in accordance with the grade descriptors given in each subject area. This assessment plays a vital role in all round development of students by developing many ATL skills and infuse learner profile attributes.

Summative Assessment: / Term End Assessment.

Assessment calendar and important timeline and deadlines for the coursework submission are published in almanac and parents and students are oriented in the beginning of the academic session regarding the assessment process and requirements to achieve IB Diploma.

AGSG 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 of their 2^nd year which help teachers to assess students and support them better for IBDP examinations.

Stages of assessment cycle at AGSG:

Preparation of exam paper: prepared by subject teachers in accordance with ib guidelines under supervision of HODs and
Conduct of examination: All internal written examination is being conducted in actual exam condition following IB
Marking and grading: Marking of all answer script done by subject teachers according to marking scheme grade awarded according to grade boundaries decided by subject teachers under the guidance of HODs and DPC. The marking and awarded grade are reviewed by subject
Feedback to feed forward: Feedback provided to students and strategies to improve are discussed in detail.
Reporting: For all internal summative and term end assessment, Students are awarded grades according to IB guidelines. Detailed progress report provided to students and parents after each term end examination followed by PTM (parent-teacher meeting)

Reflection and Assessment design: Teachers reflect on the quality of assessment in conjunction to the learners’ progress and plan and prepare for the next assessment

Assessment of Core and externally assessed components: (EE/TOK/HL Essay/ VA process portfolio/CAS)

Learners are being guided by subject experts following IB guidelines. Deadline for all submissions is published in almanac and reinforced time to time. Academic integrity is followed throughout the process and after assignments are submitted, they are processed through Turnitin to further ensure the authenticity of the work.

CAS is an ongoing process and are awarded a completion based on fulfillment of all requirements and criterion of all three strands of CAS: Creitivity, Activity and Service.

Internal Assessment:

Learners are guided by subject teachers following IB guidelines. Students are encouraged to do extensive research and follow subject specific criterion for their work. Academic integrity is followed throughout the process and after assignments are submitted, they are processed through Turnitin to further ensure the authenticity of the work.

Standardization of marking of IAs:

subject teachers of the same subject/group sit together to discuss the criterion marking of the coursework to achieve
All subject teachers are required to adhere to this standard in their own
After marking done by the teachers, HODs of the subject go though the marking, discuss with the concern teachers, and do the moderation if
Subject teachers revisit all the coursework and do the remarking according to suggestion given by the

Awarding Predicted grades:

The Predicted Grade (PG) are awarded to students by concern subject teachers based on evidence gathered regarding students’ academic performance and development of their coursework in the subject.
PGs from all subject teachers are compiled by college counsellor and kept in As a policy of AGSG, PG are directly uploaded to university portal by referee or the college counsellor.
PG’s may be used by university to process the admission application of candidate who seeks admission in that
PGs for IBO are awarded based on students’ performance in mock examination and internal assessment in the subject.

IBDP Final Exam and Grade awarding:

Final IBDP written examination is taken by IBO during the month of April- May. Examination is conducted in school adhering tightly with all rules and regulation set by IBO. The result is published on IBIS mostly in first week of July. Diploma awarded to a student or not, depends on many factors and grade boundaries decided by ibo by keeping in mind numerous factors. School supports students to apply for “Enquiry upon result” if they are not happy with the grades achieved.

Roles and Responsibilities of school community

Roles and Responsibilities of subject teachers:

To ensure involvement of all students in the assessment process, by explaining the objectives and process of assessment and also in self-assessment or peer assessment
To communicate all information regarding planned assessment to students, parents and DPC in timely
To prepare a focused and effective assessment (formative or summative) tools to enhance students’
To provide timely and effective feedback to feed the learning.
To prepare assessment to assist differential learning
To maintain assessment profile of each
To work collaboratively with DPC and other subject teachers to provide opportunity to develop ATL skills and IB learner profile attributes along with assessment of core

Roles and Responsibilities of Principal and DPC

To provide opportunities to all teachers for professional development (external/internal) to keep them updated to latest development in IIBDP assessment
To provide enough opportunity to teachers to plan an effective assessment and collaborate with
To ensure the conduct fair and focused summative and term end assessments.
To create a school culture that actively encourages academic integrity in all
To comply with all the mandate guidelines to conduct fair IBDP Final exams in
DPC must support the IB in the prevention, reporting and investigation of any
To provide enough opportunity to students, parents and teachers to discuss assessment and students’ progress.
Timely submission of all coursework to IBIS portal for

Roles and responsibilities of students

To participate in assessment activities to the best of their abilities and in accordance with the IB learner

To maintain confidentiality and privacy in relation to their personal data and assessment
To have their individual learning needs and circumstances taken into account when participating in assessment

To ensure that assessment materials are submitted on time and meet the requirements of the assessment
To respect the intellectual property rights of others and to properly cite sources and
To maintain academic integrity in all aspects of
To actively seek out opportunities for feedback and improvement in their own
To support and encourage others in their learning and assessment

Roles and Responsibilities of Parents or legal guardian

To encourage their children to participate actively in all type of
To provide support to their children with the scheduling of their work and ensure timely submission of all coursework.
To read the AGSG assessment policy and IB integrity policy and seek clarification if any point is not clear to
To encourage their children to ask their teacher for advice if they are having difficulty with their work rather than resorting to any means of
To communicated timely and effectively with teachers to be aware of their wards’

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.

Reviewed on: 27^th February 2023.

RESOURCES

Assessment principles and practices—Quality assessments in a digital age
Assessment principles and practices—A guide to assessment for teachers and coordinators
Diploma Programme Assessment procedures 2022 (IBO, September 2021, updated November 2021)
IB Academic Integrity (IBO, October 2019)
From Principles into Practice (PYP), MY IB

Implementing the curriculum with Cambridge-A guide for school leaders 2016

IB Mission Statement

The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Amity Global School-Gurgaon, Mission Statement:

Our mission is to nurture young minds through a sound educational program which is sensitive to the multicultural ethos, 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-Gurgaon ,Vision Statement

At Amity we believe in creating a happy environment as a happy student creates a happy home leading to a happy society, a happy country and further a happy world.

The concept of Vasudhaiva Kutumbakam (The world is one family) is the foundation of our functioning.

IB Learner Profile

Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Open-Minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-Takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change

Balanced: We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

What is inclusion policy?

The IB states, “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. This can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving. Inclusion is the learner profile in action, an outcome of dynamic learning communities.

The terms “inclusion” and “inclusive education” refer to a broad understanding that embraces the diversity of learners and all minority groups. Inclusion is achieved through a culture of collaboration, mutual respect, support and problem solving.

AT AGSG, the primary purpose of this Inclusion Policy is to provide guidance to teachers, parents and the whole school on the provision of effective Learning Support to students with learning difficulties. The policy is design keeping each student in mind and providing them intervention and educational support as per their individual need.

• Equal opportunities to participate and engage in quality learning.
• As education is considered a human right that promotes the sense of belonging, safety, self- worth and hold growth for every student, transdisciplinary themes should be provided at their level of understanding.
• Ensure that involvement of parents, students and school staff towards students with special educational needs and encourage positive environment to avoid isolation.
• Ensure that special education needs students are offered a broad, balanced and differentiated curriculum in an inclusive education.

Individuals with the following difficulty are recognized by the Inclusive Policy:
• Specific learning difficulties (such as dyslexia, dyscalculia, dysgraphia)
• Emotional & behavioral difficulties
• Neurological Problem (Autism Spectrum Disorder)
• Mental health conditions such as attention deficit hyperactivity disorder, eating disorders & anxiety, lack of concentration, difficulties in comprehensions.

ADMISSION POLICY FOR STUDENTS WITH DIVERSE LEARNING NEEDS:

The school’s Admission policy has the right to admit students with learning difficulties or physical disabilities only if adequate provisions can be made to meet their respective needs. The aim is to promote inclusion so that children with special educational needs can achieve their full learning potential through access to broad, balanced, creative and challenging curriculum and a wide variety of opportunities and experiences.

At the time of transition stage of any SEN student, the child’s performance report card, student SEN report and IB official transfer of the session will be handed over to the parents.

NOTE: For further information refer to our Admission policy.

As per our Admission policy for Inclusive Students, we ensure that in case a child needs any special care or any specific need, it must be mentioned at the time of admission. (Written information clearly supplied in the admission forms).

If a student is applying for admission and has been identified with special educational needs, any results of prior testing and/ or existing Individual Education Plans (IEPs) need to be provided to the Admissions Office with the application.

Applications will not be processed until all supporting documentation has been submitted and the school can make an informed decision as to whether or not it can meet the student’s needs.

PRIMARY YEARS PROGRAMME

• Differentiated teaching carried out to provide effective strategies enabling every learner to achieve appropriate personal learning goals.
• Movement breaks to be provided to the learner at various intervals of time during academic teaching and learning.
• Providing least restricted environment to ensure that learners will be educated with their peers.
• Support/Shadow teacher provided by the parents who will be assisting the child in the class.
• Providing “Optimal Learning Environment” with a positive productive school climate, intellectually and emotionally safe stimulating classroom to the learner.
• The diverse needs of each learner are addressed with an ever-present attention to equity and continuous academic, social, and emotional growth.

INCLUSION POLICY FOR CAIE

Learners with special educational needs may benefit from specific access arrangements that take the learner’s difficulty into account when assessments or learning tasks are performed.
• Allowing extended time for tests, exams, or assignments
• Use of a scribe
• Modified test papers
• Use of a reader
• Allowing extended time for test, exams or assignments
• Providing a quite or separate testing area so there are fewer distractions and less noise.
• Use of computer for exams
• Prompter
• Practical assistant
• Communicator

INCLUSION POLICY FOR IBDP

As per IBDP guidelines during examination Inclusive Access Arrangement shall be followed in the following cases if they fulfill the requirements:

• Access to modified papers candidates with visual challenges or specific learning difficulties: changes can be made to the print of the examination paper; and, printing the examination content on coloured papers.
• If a candidate has difficulties in reading or attention, test directions may be clarified by the invigilator or a designated reader.
• Access to a separate room if is in the best interest of the candidate taking the examination and others in the group. Example – lighting for the visually impaired, a scribe or a computer required by the candidate giving the examination.
• Access to additional time during examination will depend upon the degree of needs of the student requirement. This shall be dependent upon the scores of the psychological tests.
• Access to prompter for a student giving examination due to attention issues, psychological or neurological conditions.
• Access to reading: Magnifying devices to enlarge and read print may be used by candidates with vision issues, reader or reading software.
• Access to writing in an examination or otherwise various facilities can be provided like computer without internet facility or data and scribe.
• Access to speech and communicator for receiving instructions if the student has hearing challenges.
• Access to calculators (four function) and practical assistance through assistant or aide
• Access to extensions (deadlines) and exemptions (medical requirements). A candidate may be permitted rest breaks if required to do so due to medical, physical, psychological or other conditions.
• Seating arrangements can be made keeping certain aspects in mind like students with vision and hearing difficulties.
• Access to a nurse or assistant if required by the candidate during examination.
• Access to aid if that is the normal functioning requirement of the student. Example hearing aid, low vision aid, magnifying aid, etc.

AGSG embraces students with diverse learning needs to include those with varied learning styles, languages and cultures.

Everyone at Amity Global School – Gurgaon is committed to providing the conditions and opportunities to enable students with learning diversities to be included fully in all aspects of school life.

IB Mission Statement

The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Amity Global School-Gurgaon, Mission Statement:

Our mission is to nurture young minds through a sound educational program which is sensitive to the multicultural ethos, 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 - Gurgaon , Vision Statement