2016

Student-Parent Handbook

Table of Contents SCHOOL TIMINGS ............................................................................................................................... 3

MISSION STATEMENT ....................................................................................................................... 4

SREENIDHI INTERNATIONAL SCHOOL MISSION STATEMENT ............................................................. 4

THE IB LEARNER PROFILE ............................................................................................................... 5

SCHOOL UNIFORM ............................................................................................................................. 6

FEE PAYMENT SCHEDULE FOR THE ACADEMIC YEAR 2016-17 ............................................. 7

STUDENT EXIT POLICY ..................................................................................................................... 8

STUDENT LEAVE ................................................................................................................................ 8

SREENIDHI SPORTS ACADEMY ....................................................................................................... 8

IBPYP AT SREENIDHI INTERNATIONAL SCHOOL ..................................................................... 11

IBMYP AT SREENIDHI INTERNATIONAL SCHOOL ................................................................... 14

IBDP AT SREENIDHI INTERNATIONAL SCHOOL ....................................................................... 16

ICSE (GRADE 10) ............................................................................................................................... 19

ISC (GRADE 11 AND 12) ................................................................................................................... 19

ASSESSMENT POLICY ...................................................................................................................... 21

ASSESSMENT – PYP ...................................................................................................................... 21

ASSESSMENT– MYP ..................................................................................................................... 24

ASSESSMENT PRACTICES .......................................................................................................... 25

REPORTING .................................................................................................................................... 25

Assessment – DP............................................................................................................................... 26

LANGUAGE POLICY ......................................................................................................................... 32

Language learning: an overview ....................................................................................................... 32

School language profile .................................................................................................................... 32

- Other language needs of the community ........................................................................................ 33

ACADEMIC HONESTY POLICY ...................................................................................................... 36

EXPECTATIONS AND CONVENTIONS ...................................................................................... 37

Procedures for Handling Incidents of Academic Dishonesty: .......................................................... 38

Rights of the student, if suspected of a breach of academic Honesty. .............................................. 39

CAREER COUNSELING .................................................................................................................... 42

STUDENT CODE OF CONDUCT ...................................................................................................... 43

SCHOOL TIMINGS

Nursery, PP1 & PP2 – 8.00 am to 11.30 a.m.

Grade 1 to 12 - 8.00 am to 3.00 pm | ETZ: Grade 4 to 12 - 3.00 pm to 4.30 pm

DAY CARE - 11.30 Noon to 3.00 pm (Please contact office for the details)

SCHOOL OFFICE - Monday to Saturday - 8.00 am to 5.00 pm

EMAIL | WEBSITE - info@sis.edu.in | www.sis.edu.in | hos@sis.edu.in

School Campus: After APPA, Near Himayatsagar Lake, Aziznagar, Hyderabad, 500 075.

Phone No: 91 9912244409, +91 9912238111, +91 9912345042 | www.sis.edu.in

CITY OFFICE:

D.NO:8-2-293/82/L/287A,

Opp. KBR National Park, Road No: 12,

BANJARA HILLS,

Hyderabad-500 034

Mobile: +91 99122 38111, +91 99122 44409

MISSION STATEMENT

SREENIDHI INTERNATIONAL SCHOOL MISSION STATEMENT

Sreenidhi International School is a vision translated into reality of giving students a modern,

meaningful and wholesome education. We have made this possible through an ongoing

conversation between students, teachers and parents. Our aim is to ensure that every child

learns to be intellectually sceptical yet optimistic, doubting yet positive, unconventional yet

constructive, competitive, but not destructive. A student who studies at Sreenidhi will be a

renaissance individual in a universal sense.

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 inter-cultural

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.‖

THE 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.

Communicators: We express ourselves confidently and creatively in more than one

language and in many ways. We collaborate electively, 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.

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.

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.

SCHOOL UNIFORM

There is no School Uniform for students of Pre-primary.

For students of Grade 1 and above:

For Boys

Formal Sports

White Shirt, Olive Green Shorts/Trousers

White Socks with Green Bands, (provided by

the school)

Black Shoes(provided by the school)

Tie & Blazer (on special days for

Grade 7 & above)

Grey Shirt with House colour stripes

and Grey Shorts

White Socks with Green Bands(provided by the

school)

Black Sports Shoes(provided by the school)

For Girls

Formal Sports

White Shirt, Olive Green Skirt

White Socks with Green Bands, (provided by

the school)

Black Shoes(provided by the school)

Tie & Blazer (on special days for

Grade 7 & above)

Grey Shirt with House colour stripes

and Grey Shorts

White Socks with Green Bands (provided by

the school)

Black Sports Shoes (provided by the school)

SCHOOL HOUSES

To inculcate a sense of loyalty, team spirit and healthy competition, students are divided into

Four Houses.

House Colour

Mars Red

Jupiter Green

Neptune Yellow

Venus Blue

(All the students are expected to maintain their uniforms neatly. They must also maintain

personal hygiene. Fancy accessories will not be permitted on the school premises or buses.)

PRICING FOR EXTRA UNIFORM / SHOES / SOCKS

Item Quantity Price / Unit

1-4 BOYS One Set 880/-

6-10 BOYS One Set 965/-

1-5 GIRLS One Set 1015/-

6-10 GIRLS One Set 1050

SOCKS Per Pair 100/-

SHOES Per Pair 1250/-

SPORTS One Set 610/-

ID CARD Each 150/-

LOCKER KEYS Each 200/-

FEE PAYMENT SCHEDULE FOR THE ACADEMIC YEAR 2016-17

Details DUE DATES WITH Rs 1000/-

LATE FEE

WITH Rs 2500/-

LATE FEE

WITH Rs 4000/-

LATE FEE

1st

Instalment

1st Mar ’16 to15th

Mar ’16

16th Mar ’16 to31st

Mar ’16

1st April ’16

to15th April ’16

16th April ’16 30th

April ’16

2nd

Instalment

1st Sept ’16 to15th

Sept ’16

16th Sept ’16 to30th

Sept ’16

1st Oct ’16 to15th

Oct ’16

16th Oct ’16 to31st

Oct ’16

3rd

Instalment

1st Dec ’16 to 15th

Dec ’16

16th Dec ’16 to31st

Dec ’16

1st Jan ’17 to15th

Jan ’17

16th Jan ’17 31st Jan

’17

A late fee of Rs 100/- per day will be charged from the 45th day, the fees become due for the

instalment.

STUDENT EXIT POLICY In case a student has to leave early, parents are requested to notify the Admin office as their

sole point of contact. The admin shall then facilitate the student exit and communicate the

same to all relevant stakeholders.

STUDENT LEAVE All students are required to have at least 80% attendance during a single academic year. It is

mandatory for students appearing for IB and ICSE examinations to comply with the exam

requirements. Students failing in meeting the requirements may not be able to write the

semester exams and final board examination. The School management will hold all rights to

take a final decision.

SREENIDHI SPORTS ACADEMY Sreenidhi International School’s futuristic vision to provide the best sports facilities to all

children and adults, led to the birth of Sreenidhi Sports Academy (SNSA) in the year 2009.

Through a well chalked out sports programme, SNSA caters to every sporting need of the

student – high class state of the art infrastructure and facilities, excellent national and

international level coaching and providing ample opportunities to participate in the inter

house, inter school, district, state, national and international events and competitions.

The sports programme believes that a strong foundation built in early life continues to hold

steady throughout the later years. This foundation is built by strengthening and encouraging

growth and development in all areas of self-discipline, confidence, social, emotional,

physical, communication, creativity and sportsmanship. The programme caters to the advance

level athletes as well as to the beginner level.

At all levels, full-time SNSA mentors and coaches are committed to teaching and coaching

the necessary skills for both team and individual performance. Under their guidance,

professional sports training is imparted to all students of the school.

Grade wise Sports Program

- Grade Nursery to Grade 1 – Athletic activities and swimming are areas of focus.

- Grade 2 and Grade 3 – Exposure to all games and sports are given.

- Grade 4 and above – Encouraged to choose from the following games / sports for their

major sports or ETZ programme:

# Athletics # Basketball # Cricket # Football # Handball # Yoga # Horse

Riding # Squash #Swimming # Tennis # Volleyball

Sports Activities and Infrastructure

❖ Athletics – 200m Track with 8 Lanes, field events arena

❖ Basketball – Two synthetic courts, one practice court

❖ Cricket – Full fledge ground with three main turf wickets, dressing room, practice

wickets (Cement, Turf, Astro Turf).

❖ Football – One full fledge ground, three junior size grounds

❖ Handball – Two grounds

❖ Horse Riding – Tie up with Hyderabad Riding and Polo Club

❖ Squash – Two glass back with wooden flooring courts

❖ Swimming – 25m pool with six lanes, toddler court

❖ Tennis – Four synthetic flooring courts

❖ Volleyball – Two courts

❖ Yoga

EXTRA TIME ZONE (ETZ) SPORTS PROGRAM 2016 – 17 (From 11th July 2016 to 27th February 2017)

With the focus of imparting wholesome education to the child, we at Sreenidhi have

conceived Extra Time Zone (ETZ) Sports Programme which is conducted by team of highly

qualified coaches and sports mentor from Sreenidhi Sports Academy.

ETZ provides an excellent opportunity to students who want to excel and have more play

time for ―Major Sport‖ selected in their regular school hours OR for those who want to try

another sport along with their ―Major Sport‖.

Games / Sports offered: # Athletics # Basketball # Cricket # Football # Horse Riding # Squash

#Swimming # Tennis

Students from Grade 4 to Grade 12 could be part of this programme.

Timing: 3.00pm to 4.30pm

Days: Monday to Friday Venue: Sreenidhi International School

***Cricket, Tennis and Horse Riding are paid activity.

ETZ Fee Structure

- Cricket - VVS Laxman Sports Academy ` 60,000/- (for 12 months)

Monday to Saturday

- Horse Riding - ETZ Fee ` 16,000/- (Grade 1 to 12)

Twice a Week, Venue – Hyderabad Riding Club (# Subject to registration)

- Tennis - ETZ Fee ` 20, 000/- (Grade 1 to 5) | ETZ Fee ` 25,000/- (Grade 6 to 12)

- Individual (one to one) Coaching is available at an extra cost for Tennis, Squash, Swimming

# ETZ Transport Charge `12,000/-(One-time payment)

(For all students who register for ETZ Programme)

Mode of Payment: Cheque in favour of SREENIDHI INTERNATIONAL SCHOOL

For Query Contact: Mr. Shiv Kumar Sen, Director SNSA | Mobile No. 9912244470

Email – dirsnsa@sis.edu.in

Other activities during ETZ:

Performing Arts: Theatre, Music and Art | Visual Arts: Art and Interactive Graphics

IBPYP AT SREENIDHI INTERNATIONAL SCHOOL

Sreenidhi International School (SNIS) - our primary years focus on Inquiry based teaching

learning and concept driven curriculum rather than mere content driven curriculum. The

transdisciplinary approach reiterates our belief that knowledge transcends beyond individual

subject areas, thus aiding development of skills, concepts and attitudes, which form the core

of any learning. The path for lifelong learners is clearly demarcated. The Primary Section of SNIS is an authorized school for PYP (Primary Years Programme) of

International Baccalaureate Organization (IB), which focuses on the development of the

whole child as an inquirer, both in the classroom and in the world outside.

Five essential elements of the PYP: The five essential elements - concepts, knowledge, skills, attitudes, action are incorporated

into this framework, so that students are given the opportunity to: • Gain knowledge that is relevant and of global significance • Develop an understanding of concepts, which allows them to make connections throughout their learning. • Acquire transdisciplinary and disciplinary skills • Develop attitudes that will lead to international-mindedness • Take action as a consequence of their learning The PYP curriculum model is: The written curriculum - The most significant and distinctive feature of the IB Primary Years

Programme is the six transdisciplinary themes. These themes are about issues that have

meaning for, and are important to, all of us. The programme offers a balance between

learning about or through the subject areas, and learning beyond them. The six themes of

global significance create a trans-disciplinary framework that allows students ―to step up‖

beyond the confines of learning within subject areas. • Who we are • Where we are in place and time • How we express ourselves • How the world works • How we organize ourselves • Sharing the planet Teachers are guided by these six transdisciplinary themes as they design units of inquiry that

both transcend and articulate conventional subject boundaries. The programme can be

illustrated by a hexagon with the six transdisciplinary themes surrounding six subject areas: Language | Social Studies | Mathematics | Arts | Science | Personal, Social and Physical

Education The transdisciplinary themes and subject areas outlined above form the knowledge element of

the programme. The taught curriculum - The six transdisciplinary themes help teachers to develop a

programme of inquiry, which involves in-depth investigations into important ideas / concepts

identified by the teachers, and requiring a high level of involvement on the part of the

students. These inquiries are substantial, in-depth and usually last for several weeks. The assessed curriculum - Assessment is an important part of each unit of inquiry as it both

enhances learning and provides opportunities for students to reflect on what they know,

understand and can do. The teacher’s feedback to the students provides the guidance, the

tools and the incentive for them to become more competent, more skilful and better at

understanding how to learn. Learner profile - The learner profile describes a list of attributes that promote academic

rigour and the establishing of a personal value system leading to international-mindedness. It is expected that PYP teachers will assess and report on individual student development

regarding each of the ten attributes.

The students in the final year of the PYP carry out an extended, collaborative inquiry

approach – the PYP Exhibition. At Sreenidhi International School the PYP Exhibition take

place towards the end of the school year but the planning, research and gathering information

about issues start at the beginning of the year. The students along with their teachers decide

the transdisciplinary theme under which they would carry out their inquiry. The Exhibition is

an important learning experience for all.

IBMYP AT SREENIDHI INTERNATIONAL SCHOOL

The MYP is designed for students aged 11 to 16. It provides a framework of learning that

encourages students to become creative, critical and reflective thinkers. The MYP emphasizes

intellectual challenge, encouraging students to make connections between their studies in

traditional subjects and the real world. It fosters the development of skills for communication,

intercultural understanding and global engagement—essential qualities for young people who

are becoming global leaders. The MYP is flexible enough to accommodate most national or

local curriculum requirements. The IB Middle Years Programme addresses holistically students' intellectual, social,

emotional and physical well-being and provides students opportunities to develop the

knowledge, attitudes and skills they need in order to manage complexity and take responsible

action for the future. It ensures breadth and depth of understanding through study in eight

subject groups and requires the study of at least two languages (language of instruction and

additional language of choice) to support students in understanding their own cultures and

those of others. It empowers students to participate in service within the community and helps

to prepare students for further education, the workplace and a lifetime of learning. Distinctive features of the MYP: At the core of all IB Programmes is the learner profile, 10 attributes fostered in students that

promote their development as responsible members of their local, national and global

communities. IB learners strive to be inquirers, knowledgeable, thinkers, communicators,

principled, open-minded, caring, risk-takers, balanced and reflective. In the MYP, students study 8 subject groups, with a minimum of 50 teaching hours per

subject group each year. Distinctive features of the MYP include: Key and related concepts are big ideas, which form the basis of teaching and learning in the

MYP. They ensure breadth and depth in the curriculum and promote learning within and

across traditional disciplines. Global contexts provide shared starting points for inquiry into what it means to be

internationally minded, framing a curriculum that promotes multilingualism, intercultural

understanding and global engagement. Approaches to teaching and learning, a unifying thread throughout all MYP subject

groups, are skills which help students manage their own learning. They provide a foundation

for success in further education and the world beyond the classroom. Action and service, essential components of the MYP, set out clear learning outcomes that

grow from students' participation in local and global communities. MYP projects are

informed by respected models of service learning and provide stepping stones toward the

Diploma Programme's core requirements for Creativity, Action and Service (CAS). The personal project, for students completing the programme in year 5, is a culminating

experience in which students apply their approaches to learning skills to complete an

extended, self-directed piece of work. This required component provides opportunities for

creative and truly personal demonstrations of learning.

IBDP AT SREENIDHI INTERNATIONAL SCHOOL

At Sreenidhi International School, the International Baccalaureate Diploma Programme

(IBDP) for students aged 16 to 19 helps develop the intellectual, personal, emotional and

social skills to live, learn and work in a rapidly globalizing world. It is a demanding two-year

curriculum placing strong emphasis on the ideals of international understanding and

responsible citizenship leading to final examinations and a qualification that is welcomed by

leading universities around the world. It offers a comprehensive curriculum, emphasizes rigor and excellence in academic

preparation, promotes international understanding, fosters intellectual inquiry and a

humanitarian perspective.

At Sreenidhi International School, students learn more than a collection of facts. The

Diploma Programme prepares students for university and encourages them to: ask challenging questions, learn how to learn develop a strong sense of their own identity and

culture, develop the ability to communicate with and understand people from other countries

and cultures. The curriculum contains six subject groups together with a core made up of three separate

parts. This is illustrated by the model. Students study six subjects concurrently. These include two languages, one subject from

individuals and societies (group 3), one experimental science (group 4), one mathematics

subject (group 5), and one subject from the arts (group 6) or another subject from groups 1 to

5. Candidates for the diploma study six subjects selected from the subject groups. Normally

three subjects are studied at higher level (courses representing 240 teaching hours), and the

remaining three subjects are studied at standard level (courses representing 150 teaching

hours). For all three parts of the core extended essay, theory of knowledge and creativity,

action, service are compulsory and are central to the philosophy of the Diploma Programme.

The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to

investigate a topic of individual interest, and acquaints students with the independent research

and writing skills expected at university. The interdisciplinary theory of knowledge (TOK) course is designed to provide coherence by

exploring the nature of knowledge across disciplines, encouraging an appreciation of other

cultural perspectives. Participation in the school's creativity, activity, service (CAS)

programme encourages candidates to be involved in artistic pursuits, sports and community

service work, thus fostering students' awareness and appreciation of life outside the academic

arena.

IB Diploma subjects at SNIS

Group 1 Language A

Language and

Literature

Language A1 English SL/HL

Group 2 Second Language

French ab initio (SL), French B, Hindi B (SL),

Spanish ab Initio(SL), Spanish B

Group 3 Individuals and Societies History, Economics, Business Management,

ITGS, Psychology, ESS(SL)

Group 4 Experimental Sciences Biology, Chemistry, & Physics, Computer Science,

ESS(SL)

Group 5 Mathematics Mathematics HL, Mathematics SL,

Mathematical studies(SL)

Group 6 The Arts Visual Arts, Theatre

To know more about the IB programmes, please visit- www.ibo.org

At Sreenidhi International School, students set the goal and the standards and practices of our

system help them to achieve it.

Our unique system of assessment policy and reporting focuses more on the learning process,

which ensures checks and balances at every stage. During this process students become

responsible and accountable for their learning and teachers become accountable.

ICSE (GRADE 10)

The Council's Mission The Council for the Indian School Certificate Examinations is committed to serving the

nation's children, through high quality educational endeavours, empowering them to

contribute towards a humane, just and pluralistic society, promoting introspective living, by

creating exciting learning opportunities, with a commitment to excellence. The learning continuum at Sreenidhi from primary years programme to middle school takes

place with the fundamental aspect of smooth transition at different levels – students, parents

and teachers. The objective of Indian Certificate of Secondary Education (ICSE) includes the

promotion of science, literature, the fine arts and the diffusion of useful knowledge by

conducting school examination through the medium of English with spelt out syllabus

content for Grade 9 and Grade 10 (ref: www.cisce.org). The concepts, skills, attitudes and

action across the middle school years would be in interdisciplinary mode where students

come to understand bodies of knowledge and modes of thinking from two or more subject

groups and integrate them to create a new understanding. But the learning is nevertheless

rooted in the disciplines.

ISC (GRADE 11 AND 12)

The Indian School Certificate Examination is an examination through the medium of English,

designed in accordance with the recommendations of the new education policy 1986, after a

two-year course of studies beyond the Indian Certificate of Secondary Education (Year 10)

examination or its equivalent. [For more details see regulations and syllabuses book from

www.cisce.org]

UCAS recognition on the ISC Examination:

The National Admissions and Accreditation agency in the United Kingdom –UCAS

(University and College Admission Services) has recognized the ISC at par with the Higher

School qualification of the University of Scotland.

Electives offered for ICSE/ISC

ICSE ` ISC

GRADE 10 GRADE 11/12

Group-I (Compulsory) English

Second Language

Hindi/Telugu/French/Spanish

(Select any One)

History, Civics & Geography

Group-II (any Two) Mathematics

Science

Economics

Group-III ( any one) Art

Drama

Computer Applications

English (Compulsory)

Electives: Any four Mathematics

Physics

Chemistry

Biology

Accounts

Business Studies

Economics

Physical Education

History

Psychology

English Literature

Computer Science

Art

Combination of electives offered

during / after counselling with

Academic Coordinator.

ASSESSMENT POLICY

Assessment Philosophy and Principles at Sreenidhi International School We believe that assessment is integral to planning, teaching & learning. It is an on-going

process which brings forth the evidence of achievement as well as provides timely feedback

to students.

Assessments facilitate teachers to identify individual student’s strengths and areas of concern

in relation to the curriculum outcomes and reflect on their teaching & learning strategies as

well.

The focus of assessment practices is also gathering and analysing information as well as

catering to the individual learning needs & requirements. At Sreenidhi International School,

teachers and students both collaborate to design the task as well as the tools for assessment.

ASSESSMENT – PYP

Assessment is the gathering and analysis of information about student performance and is

designed to inform practices. It identifies what students know, understand, can do and feel at

different stages in the learning process.

Assessment is integral to all teaching and learning. It is central to the PYP goal of

thoughtfully and effectively guiding children through the five essential elements of learning:

the understanding of concepts, the acquisition of knowledge, the mastering of skills, the

development of attitudes and the decision to take responsible action.

The prime objective of assessment in PYP is to provide feedback on the learning process.

Students and teachers need to be actively involved in assessing the student’s progress.

Everyone concerned with assessment (teacher, student, parent, administrators) should have a

clear understanding of: What is being assessed? | Why is it being assessed? How is it being

assessed? | Who is assessing?

The tools used to assess the essential elements are varied at SNIS. They include observations,

performance assessments, process-focused assessments, selected responses, open-ended tasks

and portfolios. Hence at SNIS, assessment includes- assessing, recording & reporting.

Why do we assess?

Assessment is an integral part of our planning, teaching and learning. We assess

- To extend student learning

- To provide information about student learning

- To assist in the evaluation of the programme

- To identify what and how the student is learning

- To build a clear picture of the student- his / her interests, strengths – weaknesses

(feedback to work upon)

- Identify student’s specific needs as well as group needs.

- Self-reflection for teachers to review their own teaching & learning process.

What do we assess?

We assess all the 5 essential elements of the programme as well as the attributes of the IB

Learner Profile.

- Understanding of concepts

- Acquisition of knowledge in the different subject areas

- Development of trans-disciplinary skills

- Development of attitudes

- Demonstration of the attributes of the IB Learner Profile

- Assess the prior knowledge & experience of the students

How is it that we assess?

- Collect evidence of student understanding / thinking

- Engage students in reflecting on their learning

- Develop rubrics / checklist & tools of assessment in collaboration with students

- Self assessment as well as peer assessment is encouraged

- Identifying exemplars

- Keeping records of student work/ tasks

- Documenting the learning process

- Use a range of assessment strategies & tools

How is student learning promoted?

- The results of assessment are used to guide further teaching and learning

- Students are involved in the assessment process: reflection on their own learning, taking

responsibility for their own learning, developing their ability to be self-critical and setting

targets for subsequent work. Students also learn to critically assess the work of their peers.

- By checking learning outcomes in relation to curriculum aims.

At SNIS assessment is both summative and formative

Summative assessment: This aims to give teachers and students a clear insight into students’

understanding. Summative assessment is the culmination of the teaching and learning

process, and gives the students opportunities to demonstrate what has been learned. It can

assess several elements simultaneously: it informs and improves student learning and the

teaching process; it measures understanding of the central idea, and prompts students towards

action. Summative assessment provides varied opportunities for the students to show their

understanding of the central ideas and appropriate assessment tasks are designed with this in

mind.

All assessment tasks are planned in advance-prior to the start of the unit. However the

summative task might undergo variation / changes depending upon the students’ progression

into the learning from the prior knowledge assessment through their inquiry.

The school encourages sharing of the summative task with the students and providing an

opportunity in collaborating in designing a summative task as well. The criteria for the task

must be built upon by the teachers and students together.

Formative assessment: This provides information that is used in order to plan the next stage

in learning. It is interwoven with learning, and helps teachers and students to find out what

the students already know and can do so that further provocations can be provided in order to

improve knowledge and understanding. Teachers strive to ascertain students’ prior

knowledge so as to provide them with challenging provocations and experiences to further

construct meaning. Formative assessments are frequent, formal or informal (e.g. questioning,

anecdotal records, written comments, oral feedback), embedded in teaching and provides

clear and timely feedback that helps students in their learning progression. It also provides

evidence that informs, or shapes, short term planning for learning.

STRATEGIES & TOOLS USED FOR ASSESSMENT

Strategies- All teachers will assess students’ prior knowledge and experience before

embarking on new learning experiences in an appropriate way.

Observations - All students are observed regularly, with the teachers taking notes on the

individual, the group, and the whole class. Observations include how groups work and the

roles of participants within the group.

Performance Assessments - The assessment of goal directed tasks with established criteria.

They provide authentic and significant challenges and problems. There are numerous

approaches to the problem and rarely only one correct answer. (Use of audio, video and

narrative records encouraged).

Process focused Assessments - Students are observed often & regularly by noting the typical

& non typical behaviours - collecting multiple observations to enhance reliability and

validity.

Selected responses - Test & quizzes are the most familiar examples of this form of

assessment.

Open ended tasks - Situations in which students are presented with a stimulus and asked to

communicate an original response. The answer may be written, drawn, a diagram or a

solution.

TOOLS

Checklists: These are lists of information, data, attributes or elements that should be present.

A mark scheme is a type of a checklist.

Rubrics: An established set of criteria for rating students in all areas. The descriptors tell the

assessor what characteristics or signs to look for in the student's work and then how to rate

them on a predetermined scale. Rubrics can be developed by the student as well as the

teacher.

Exemplars: Samples of student's work that serve as concrete standards against which other

samples are judged.

Anecdotal records: These are brief written notes based on observations of students. They

need to be systematically compiled and organized.

Continuums: These are visual representation of the developmental stages of learning. They

show a progression of achievement or identify where a student is in a progress.

REPORTING

Reporting should involve parents, students & teachers as well as reflect on the values / vision

of the school at large. It should be clear and understandable. It must be comprehensive,

honest and credible.

Ongoing communication: Teachers can be contacted by e-mail or during telephone hours.

Individual meetings with teachers: By appointment, to discuss student performance and

progress.

Student-led conferences: Some of the personal development dialogues take the form of

student-led conferences where the student discusses his/her work and progress with the

parent. Future goals are identified and set by the student in conjunction with the parent and

teacher.

Parent-Teacher Conferences: It will be held twice each semester sharing general

information about the work in the class and sharing areas of strength and weaknesses.

3 way conferences: This is held 2 times a year (once a semester) to facilitate all the 3

stakeholders- parents, students and teachers come together. Students discuss their learning

and understanding with their parents and teacher, who are responsible for supporting the

student through this process. They are responsible for reflecting upon work samples. The

student, parents and the teacher collaborate to establish and identify the student’s strengths

and areas for improvement.

Report Card: Once in each of the two semesters.

Parent sessions: Parent orientation programmes, sessions for parenting, effective home

environment.

ASSESSMENT– MYP

PURPOSE OF ASSESSMENT

Why do we assess?

We assess to

- Support and encourage student learning by providing feedback on the learning process.

- Inform, enhance and improve the teaching process

- Provide opportunity for students to exhibit transfer of skills across disciplines, such as in the

personal project and interdisciplinary unit assessments

- Promote positive student attitudes towards learning

- Promote a deep understanding of subject content by supporting students in their inquiries set

in real-world contexts

- Promote the development of critical and creative thinking skills

- Reflect the international-mindedness of the programme by allowing for assessments to be

set in a variety of cultural and linguistic contexts

- Support the holistic nature of the programme by including in its model principles that take

account of the development of the whole student.

ASSESSMENT PRACTICES

What is being assessed and how is being Assessed?

- Assessments will be learner centred, inquiry-based, and authentic in nature.

- Assessment and evaluation practices and expectations are discussed with students at the

beginning of each unit—including the distribution and discussion of rubrics.

- Students are involved in the development of criteria, checklists, and rubrics.

- Rubrics are clarified using student-friendly language.

- Exemplars are made available to students.

- Assessments allow students to reach the highest level of achievement in the rubric

descriptor bands.

- Summative assessments will include the prescribed minimum tasks for each subject area

and will be assessed each semester of the program.

- MYP assessment will be continuous with each criterion being assessed at least twice per

semester per subject area.

- The Personal Project will be assessed using MYP Personal Project criteria.

- Teachers will determine the final level of achievement for each criterion.

- Adding the final determination for each criterion and then applying the MYP grade

boundaries for each subject area will determine the final MYP grade for each subject area.

- Assessment Strategies may include: Observation, Selected response, Open-ended tasks,

Performance, Process journals, Portfolios,

- Assessment Tasks may include: Compositions, creations of solutions or products in

response to problems, essays, examinations, questionnaires, investigations, research,

performances, presentations (oral, written, graphic)

REPORTING

How do we present the data?

Formal reporting takes the following form:

- Consultation sessions where parents are offered a time for personal discussion with the

teacher. If parents cannot make it on that day, a separate mutually convenient time is fixed

- A quarterly written report by the homeroom and subject teachers to the parent detailing the

pupil’s progress as well as record of set targets, achievements and other activities.

The report which goes out at fixed times in the year also includes attitudes and behaviour.

- Giving out Progress Reports* (*In the MYP, this is a brief report of academic or

behavioural progress or lack of it which is given out to individual students by subject teachers

as and when the need arises, with the approval of the Coordinator)

- Students with learning disabilities who take sessions with the school special educator are

given a semester report on their progress.

- Reporting will also be done through student led conference.

- Parents will be provided with two semester end reports which will include teacher feedback

and final achievement levels.

When do we Report?

Months Types of Reports

August Teacher Parent Conference

September Student Led Conference

November Semester End Report

February Teacher Parent Conference

March Student Led Conference

May Semester End Report

Assessment – DP

Why do we assess?

Assessment of the DP is high-stakes, criterion-related performance assessment. It is based on

the following aims:

• DP assessment should support the curricular and philosophical goals of the programme,

through the encouragement of good classroom practice and appropriate student learning

• The published results of DP assessment must have a sufficiently high level of reliability,

appropriate to a high-stakes university entrance qualification.

• DP assessment must reflect the international-mindedness of the programme wherever

possible, must avoid cultural bias, and must make appropriate allowance for students working

in their second language

• DP assessment must pay appropriate attention to the higher-order cognitive skills (synthesis,

reflection, evaluation, critical thinking) as well as the fundamental cognitive skills

(knowledge, understanding and application)

• Assessment for each subject must include a suitable range of tasks and

instruments/components that ensure all objectives for the subject are achieved.

• The principal means of assessing student achievement and determining subject grades

should be the professional judgment of experienced examiners, supported by statistical

information.

The above aims of the DP are to achieve the development of students who are ―inquiring,

knowledgeable and caring‖ and who become ―active, compassionate and lifelong learners‖.

Therefore these characteristics shall be reflected in the assessment system. The desired

personal characteristics of students, expressed in the IB mission statement, fit very well with

a constructivist theory of student learning, in which students actively engage in the learning

process, take responsibility for their own learning, and enhance their knowledge,

understanding and skills through inquiry.

How do we assess?

School based assessment

A range of assessment tasks like project work, research work, class tests and examinations

will be criterion-referenced giving the detailed grade descriptors (rubrics/matrices) with

subject specific objectives paying appropriate attention to the higher-order cognitive skills as

well as the fundamental cognitive skills. At the end of every semester, this range of tasks on

student performances is reduced to a final subject grade (on a scale of 1 to 7) according to

grade descriptors.

IB Formal Assessment

The formal assessment system adopted by the IB for the DP includes elements from both

extremes. There are some highly formalized assessment tasks, including multiple-choice

tests, but there are also many more substantial open-ended tasks, and a focus on process

through teacher marking of student projects and practical work (internal assessment

component). This range of tasks on student performances is reduced to a final subject grade

(on a scale of 1 to 7) according to grade descriptors. The standards for grade descriptors may

exist on paper in generic form, and be reinforced by written exemplar material. However, in

the final analysis, the complexity and variety of information that must be synthesized in order

to arrive at a judgment requires an interpretation of standards resident in the minds of the

experienced senior examining team. The senior examiners and IB staff do refer to statistical

data to verify their judgments, but the primary decisions in marking and grading are based on

the judgment of student performance against the expected standards.

Types of Assessment

School Based

(a) Formative Assessment

The approach followed at Sreenidhi International School is by designing assessment

instruments that encourages good pedagogy and constructive student involvement in their

own learning. The informal assessment (Formative Assessment), is based on the components

–

• class participation

• encouraging good classroom rules/practices as per the essential agreement

• support of learning tools such as notebook, textbook, pen, pencil

• attentiveness through inquiry and communication

• collaborative learning with the peer groups

• classwork and homework which encourages students in note-taking, summarizing,

organizing and presenting their work

• any other assessment whose objective is to scaffold student learning such as class tests,

quizzes, research/project work, MCQs etc.

All formative assessments are supported by reflection and feedback.

(b) Summative Assessment

The summative assessment in Sreenidhi International School is criterion referenced on skill

sets as per the subject specific objectives. For all subjects across group 1-5, the following

summative assessment tasks are conducted in each semester:

Types of Assessment

Unit Test (20 %): Unit Tests are conducted at the end of each unit and is aligned with the

unit planner assessment objectives. It is aligned with the externally assessed components of

the IB formal assessment and may include objective/ descriptive questions, short essays,

structured responses etc.

Assignment (20 %): Assignments are aligned to the internally assessed components of the

IB formal assessment. Assignments may consist of written tasks, oral presentations,

commentaries, problem solving portfolios etc.

Project Work (20 %): Project work is designed to assess the students’ ATL skills and is

aligned with the internally assessed components of the IB formal assessment. Project work

may consist of exploration, industry reports, creative task, field study etc.

Semester Examinations (40%): Semester examinations are conducted at the end of each

semester and are designed to cover all units taught in that semester. These examinations are

aligned with the externally assessed components of the IB formal assessment.

For group 6 subjects, the following summative assessment tasks are conducted in each

semester:

Types of Assessment

Research Portfolio: 35 %: Students are evaluated based on primary/secondary research that they conduct on work done

by theorists, artists etc. in their respective subjects. It is aligned with the externally assessed

components of the IB formal assessment and may include comparative studies, reports,

essays etc. as well as related art work or theatre pieces produced by the candidate.

Process Journal (35%): Process journal refers to the students’ explorations into subject related ideas and activities

throughout the course. It is aligned with externally assessed components of the IB formal

assessment and may include portfolios, diaries, notebooks etc.

Presentation (30%): Presentation refers to the students’ exhibition of skills gained throughout the course and is

aligned with internal components of the IB formal assessment. It may be collaborative in

nature and includes presentations, theatre productions, art exhibitions etc.

Assessment of TOK and EE

Theory of Knowledge (TOK)

The summative assessment in TOK is as under:

Type of Assessment

Knowledge Presentation (33%):

Demonstrates the students’ understanding of knowledge at work in the world, and is in a

sense extensive critical reflection on real life situations through individual/group

presentations. This is in alignment with the IB formal assessment of TOK presentation.

Knowledge Essay (67%):

The students are required to show their critical thinking skills in the discussion of knowledge

issues that is primarily conceptual in nature in the form of mini essays. This is in alignment

with the IB formal assessment of TOK essay on a prescribed title.

Extended Essay (EE) There is no school based assessment on the extended essay. The extended essay is submitted

by the candidate to the IB as per the rules of IB formal assessment. The respective

supervisors shall internally assess the students’ final submission of his/ her extended essay as

per the IB criteria and the same shall be considered while calculating the predicted grades.

ASSESSMENT – ICSE & ISC

Assessment Year is divided into two semesters and the reports are generated in the months

November and April/ May every year. At the end of Grade 10 (ICSE) and 12 (ISC) the School will provide a consolidated school

based assessment report for the two years of study –ICSE (Gr. 9 & 10) and ISC (Gr. 11 &

12). Details of Assessment include: Semester 1 (April to October)

● Formative - 20% weightage - (class notes / worksheets / home assignment / project /

lab work / oral skills / class tests / cycle tests / organizational skills / presentation )

● Summative --80% weightage ( End of Semester written examination)

Semester 2 (November to May)

● Formative -20% weightage (written test /projects /presentations /home assignments /

lab work)

● Summative -80% weightage (Written- End of Semester Exam / Pre-board exams)

In ISC the formative assessment in select electives will be as per regulations laid down by

the Council. Board Examinations (ICSE & ISC): Examination Boards ICSE and ISC conduct their

external written examinations as well as Practical Examinations (in select subjects) at the end

of Grade 10 (ICSE) and Grade 12 (ISC) in the month of March as per the Board regulations

given by the Council. A copy of the Regulations & Syllabus is given to all the students in the

beginning the academic year. Board Examination Results are published in the normal course

in the second week of May and the Statement of results will be available to the students

through School Office in the first week of June. Students are advised to collect School Based Consolidated Assessment sheet as well as

Statement of Results provided by the Examination Board for their future admissions into

various courses for study.

LANGUAGE POLICY

STATEMENT OF PHILOSOPHY Every teacher at Sreenidhi International School is a language teacher and recognises the importance

of language as a means of communication. It is a tool to connect the self to the external world through

knowing, learning, thinking, reflecting and expression. Through language we appreciate the

importance of culture, diversity, and sensitivity toward others, which in turn enhances one’s personal

growth and development, making the learner a Renaissance individual.

Language learning: an overview

• Sreenidhi International School promotes an enriched additional language philosophy whereby:

- English is acquired in addition to home languages of the student.

- For our English Language Learners, we offer a comprehensive programme through which they

acquire skills and knowledge needed to access the regular curriculum.

- We provide support to our students and their families to enable them to adjust to a new language,

learning environment and culture.

• We promote maintenance and enrichment of the mother tongue by encouraging families to continue

speaking, reading, and writing the language at home. We also recommend that families take

advantage of the many mother tongue instructional opportunities available in our community.

• All aspects of our language programme require formal as well as ongoing informal assessments.

These assessments are used to plan appropriate instruction and to evaluate student progress.

• Language learning at Sreenidhi International School will follow the philosophy, practices, strategies

and assessment as laid-out in this policy.

School language profile

To compile the school language profile, the Sreenidhi International School identifies the following

points:

- The diversity of language needs for all learners across the school. This should include information

on the languages of teaching and learning, the languages of communication used in the school and

outside the classroom, and the range and types of mother tongue in the community.

- Medium of instruction- English (all subjects).

Inside the classrooms / home rooms - English. However in the pre-primary & primary classes the

students use their mother tongue to comprehend, read and express their understanding. The teachers

too can avail the use of technology as well as print media (in mother tongue) to facilitate the

understanding of a concept, or sharing their understanding. The students do have the opportunity to

use their mother tongue / host country language to demonstrate understanding during an assessment

task.

Outside the classrooms / home rooms- Students will be and are encouraged to communicate in the

language that is comfortable to them. This will help us to create an environment, which will foster the

development of Mother Tongue.

- Languages learnt / offered at all levels-

- PYP- French, Spanish, Telugu & Hindi as additional languages of

- MYP- French, Spanish, Telugu & Hindi for Language Acquisition

- DP- French, Spanish, & Hindi for Language Acquisition

- Language of communication.

a) Official communication- English

b) Language of communication in classroom-English with mother tongue support (need based)

c) Language of communication outside the classroom- English, Hindi, Telugu or Mother Tongue

d) Wide range of mother tongue languages identified.

- Other language needs of the community

a) Interacting with auxiliary staff- Most of the Auxiliary staff comes from local community. The

mode of communication with them will generally be in Telugu.

b) Interacting with visitors-Visitors in school come with diverse language backgrounds. English

will be used as the language of Communication. But we may also use other languages based

on the needs and availability.

c) Interacting with parents- Most of the Communication with parents will be in English. The

school will also communicate in Hindi and Telugu based on the need of the situation.

Working Language- English,

Access Language- English, Telugu and Hindi

Internal Working Language-English Hindi and Telugu.

How do students choose and plan for language courses

- PYP- all students will learn subjects in the medium of instruction-English. Additional Language is

offered from Grade 1 and the students have to choose between 4 additional languages (Hindi, Spanish,

French & Telugu). The teaching & learning of additional languages revolve around the planning,

which in turn is based on the Language scope & sequence. The importance of concept over content

and application of language is more important in the curriculum. However, if a student exhibits higher

applicability/ understanding / recall of the fundamentals of the language, then he / she needs to be

challenged accordingly. The students listen, speak, read & write in the language. The Language of

instruction is a part of the transdisciplinary programme of inquiry because we firmly believe that

students learn language, learn through language and learn about language.

- MYP – all students will learn subjects in the medium of instruction- English. The students will be

offered four languages - Hindi, French, Spanish, and Telugu. These Languages will be offered in

different phases. Phases are decided on the basis of diagnosis and the course of study in the previous

class. The information about subject selection will be shared with the parents and students through

group orientations and individual counselling. Students need to continue the same additional language

in each year of the MYP, or achieve a satisfactory proficiency in phase 4 in order to transfer to

another language. - DP – all students will learn subjects in the medium of instruction - English. The

students will be offered three Languages- Hindi, French, and Spanish. These Languages will be

offered at different levels. Levels are decided on the basis of diagnosis and the course of study in the

previous class and based on the discretion of the language teachers and Coordinator.

The information about subject selection will be shared with the parents and students through group

orientations and individual counselling.

- Spellings & vocabulary protocols and preferred bibliographic referencing styles & rules.

- Age appropriate spellings and vocabulary protocols will be adhered to. But importance will be

given to ideas and thinking. The teachers of Sreenidhi International School will guide their

students in the rightful ways of acknowledging prior work of others when being cited or used as

references within their coursework and assessments. This begins when students can understand

the concepts of academic honesty and doing their own work. Students should follow the format

provided by the Modern Language Association (MLA: www.mla.org). Proper techniques and

examples are provided by subject teachers during class time, but the same is also accessible

online. (Academic Honesty Policy)

ACADEMIC HONESTY POLICY

Purpose: Sreenidhi International School’s Academic Honesty Policy states its firm assurance to

pursuing the best academic practices, and teaching the values of respect and academic

uprightness within the entire learning community and stakeholders. This policy explains the

roles of all the stakeholders in upholding the highest standards of academic honesty and

sketches an action plan in the occurrence of malpractice. This policy is intended for

current/potential parents and students, the administrative staff and teachers of Sreenidhi, and

any accrediting or governmental authorities.

The Purpose of this document is to ensure that academic honesty is positively reinforced. This

document also charts out role and responsibility of the student, teacher and parent

community.

This document will also guide us for the procedure for Handling Incidents of Academic

Dishonesty.

DEFINITIONS

Academic dishonesty / malpractice is behaviour that results in or may result in, the candidate

or any other candidate gaining an unfair advantage in one or more assessment component.

(IB Publication-DP Academic Honesty). It includes:

Plagiarism: Plagiarism is defined as the representation of the ideas or work of another person

as the candidate’s own.

Collusion: This defined as supporting malpractice of another candidate, as in allowing one’s

work to be copied or submitted for assessment by another.

Duplication of work: Duplication of work is defined as the presentation of the same work for

different assessment components and /or diploma requirements. Any other behaviour that

gains an unfair advantage for the candidate or that affects the results of another candidate.

Fabrication or Falsification: This includes any form of dishonesty where a student invents

or distorts the origin or content of information used as authority.

Cheating: This includes any form of dishonesty where a student attempts to give the

appearance of a level of knowledge or skill that has not been obtained.

Other Academic Misconduct: This includes all other academically dishonest, deceitful, or

inappropriate acts which are intentionally committed.

Collaboration vs. Collusion: Throughout the programmes, there will be circumstances when

collaboration is permitted, encouraged, or required. In such situations, it is critical to

understand the difference between collaboration and collusion. All student work submitted

must be produced independently, despite the fact that it may be based on the same or similar

data as other students in the group. The substance of the piece of work must be written in the

student’s own words; otherwise, the piece will be considered collusion, the teacher will

identify it as such, and consequences will be provided. For further details read the Appendix

along with the IB Document Academic Honesty (Diploma Programme) Updated July 2011

EXPECTATIONS AND CONVENTIONS

The teachers of Sreenidhi International School will guide their students in the rightful ways of

acknowledging prior work of others when being cited or used as references within their

coursework and assessments. This begins when students can understand the concepts of

academic honesty and doing their own work. Students should follow the format provided by

the Modern Language Association (MLA: www.mla.org). Proper techniques and examples

are provided by subject teachers during class time, but the same is also accessible online.

When citing images, or when using citations during a slide show presentation, students should

show the citation as a part of the image and/or on the same slide where the image is being

presented. In slide show presentations, students should avoid showing all citations on the last

slide of a presentation.

Example from Grade 3: A student gets support from his older sister on making a poster

about Consumer Durable Goods. The students write right on the poster: ―My older sister, Ms.

XYX, assisted me with this poster.‖ The teacher praises the student for his honesty.

Example from Grade 6: A student carries in an essay with superior language. The teacher

asks, ―Did you write this yourself?‖ The student says, ―No, my aunt wrote it.‖ The teacher

points out, ―You must do your own work -- now revise it yourself.‖ The student redrafts the

essay, in her own words, and acknowledges her aunt in the essay.

Example from Grade 9: A student completes a task at home with advanced know-how. The

teacher has already articulated to the parents about the importance of letting the student do

her own work, rather than the tutor or the parents. Educating both the parents and the student

is an ongoing process. However, the teachers assess only what is done at school during class

time.

In Kindergarten, Grades 1 and 2 academically honest students should: Learn to acknowledge

the help of others orally and be able to tell the teacher where they found material.

In Grades 3, 4 and 5 academically honest students should:

- Hand in their own work in their own words.

- Acknowledge the help of others or source of an idea, orally or in writing depending on

task.

- Not copy or allow others to copy their work.

- Use quotation marks for someone else’s exact words and the name of the author.

- Acknowledge which sources were used for research by referencing the books and

websites used in a list at the end of the project or assessment. The list of references should

contain sufficient information to enable the reader to trace the source using an age and

grade level appropriate instruction for the MLA referencing system.

- Reference images at the point of use e.g. on the same PowerPoint slide as the image.

- Acknowledge any other help or information they received which helped with an

assessment.

In Grades 6, 7, 8, 9 academically honest students should:

- Hand in work which uses their own words and ideas and not copy or allow others to copy

their work.

- Follow all rules and instructions in tests and examinations.

- Use quotation marks for someone else’s exact words and the name of the author.

- Acknowledge which sources were used for research by referencing the books and

websites used in a list at the end of the project or assessment. The list of references should

contain sufficient information to enable the reader to trace the source using an age and

grade level appropriate instruction for the MLA referencing system.

- Reference images at the point of use e.g. on the same PowerPoint slide as the image.

- Acknowledge any other help or information they received which helped with an

assessment.

In Grades 10, 11, 12 academically honest students should:

- Not copy or allow others to copy their work and hand in work for _assessment which is

their own original authorship.

- Follow all rules and instructions in tests and examinations. Diploma students must adhere

to the rules and regulations as set out in the ―Notice to Candidates: Conduct of the

Examinations‖ in all internal and external written examinations. Acknowledge all sources

by:

- The use of in-text citations where the work of others is being used as supporting evidence

(ideas, quotes, images, data, graphs etc.) for all assessments, the Personal Project and the

Extended Essay to enable precise traceability of sources.

- Including a comprehensive bibliography at the end of the project or assessment. The list

of references should contain sufficient information to enable the reader to trace the source

using the MLA referencing system.

- Keep rough drafts and notes. If a student is suspected of malpractice these may help in

their defence.

Procedures for Handling Incidents of Academic Dishonesty:

Teachers and the school are responsible for establishing and communicating to students their

expectations of behaviour with respect to academic honesty and the student’s conduct in the

course. The teacher will be responsible to investigate any incident of academic dishonesty or

misconduct, determine the circumstances, and take appropriate action and inform appropriate

Programme Coordinator. Examples include but are not limited to the following:

- Reprimanding the student orally or in writing including informing of parents.

- Requiring work affected by the academic dishonesty to be redone. The teacher needs to

ensure that the work produced is student’s own work.

- Administering a lower or failing grade on the affected assignment, test, or course.

- Recommending to the Head of School that the student be put on probation or suspended.

- Removing the student from a particular course or subject.

- Informing the requisite Examination Board and abiding by their decision regarding

consequences and grading for external assessments.

- A staff that helps students in a manner, which is academically dishonest for whatever

reason, will suffer severe disciplinary penalties including dismissal from the school.

- To discourage dishonesty, subjects which offer externally assessed coursework options

must ensure that some of the coursework to be submitted is produced in class under

examination conditions (as comparison with work produced elsewhere).

- The Academic Honesty Policy Committee will take decisions based on interviewing the

candidate and keeping all the gathered facts in mind.

Rights of the student, if suspected of a breach of academic Honesty.

While discussing the case of Academic Malpractice the school must ensure that there is a

parent, peer or teacher present in any discussion of a problem or incident.

If a student is under investigation for possible malpractice, the coordinator must inform the

student.

The student has a right to see the evidence, statements, reports and correspondence about the

case. Any decision to withhold information rests entirely with the head of school.

The student will be allowed to submit a written defence to the Academic Honesty Committee.

When a student enrols the Diploma Programme the school see that the parents have access to

General Regulations: Diploma Programme and understand its content.

LIBRARY POLICY

SREENIDHI INTERNATIONAL SCHOOL – LIBRARY GROUND

RULES AND CIRCULATION POLICY, ISSUE AND RETURN

The purpose of Sreenidhi International School Library Resource cum Media Centre (LRMC)

is based on the philosophy and fundamental concepts of learning for a holistic education.

The School LRMC strives to

- Facilitate reading and literacy development

- Provide focus for the academic development and information – handling skills

- Support and develop multilingual capabilities of the learners.

- Enhance the inter-cultural awareness, international understanding and life-long learning abilities

- Promote structured inquiry, communication and holistic education

The mission of Sreenidhi International School Library Resource cum Media Centre is to provide:

- Materials that will enrich and support the curriculum, keeping in view the varied interests,

abilities and maturity levels of the students.

- For research work using the web, database and print resources.

- Access to certified (qualified) Librarians for assistance.

- Access to students, teachers, parents as well as visitors.

- Excellent ambience and infrastructural facilities to promote collaborative learning.

COPYRIGHT The Library abides by Indian copyright law and by the terms and conditions of any license

covering print and non-print materials.

FAIR USE Fair use is an exception to the exclusive protection of copyright law. It permits certain limited

use without the permission from the author or owner. Depending on the circumstances,

copying may be considered "fair" for purposes such as news reporting, comment, teaching

(including multiple copies for classroom use), and research. It can be used only for internal

purposes.

CIRCULATION POLICY AND GROUND RULES:

- Library resources can be borrowed by students during the week; students are expected to

complete a brief book review of the borrowed book, before borrowing a new one.

- Reference books (Encyclopaedia, Dictionaries and other rare collections) will not be

issued for use outside the Library Block. These are only for reference in the library.

- The Librarian(s) recommend and issue books to students.

- Borrow/Return time: Library Periods/Milk Break/Lunch Break. Other than the Library

Periods, the students get a permission note signed by the subject teacher/Grade

teacher/Coordinator to use the Library and to borrow book (s).

- Entry to the Library is monitored through a register at the Library Main Entrance.

- Students are expected to enter the details (Name, Class & Time) and sign in the register.

- Respect for co-users should be maintained in the library by keeping voices to a minimum

and by staying on task.

- Books when borrowed, the users must satisfy themselves as to whether the books issued

are in good condition and any damage should be immediately reported to the staff issuing

them.

- Writing or marking the pages inside the books by the users is strictly prohibited.

- Returning the books/materials in good condition is the responsibility of the user. Loss of

book or material, if any, should be reported to the Librarian. Cost involved in replacing

the book will be borne by the user. Necessary instructions will be given by the Librarian

in this regard.

- Students are permitted to borrow not more than two books at a time for a period of two

weeks.

- The books borrowed must be returned on or before the due date.

- Users in Library are expected to follow the essential agreement and guidelines of the

library.

- Personal belongings like bags, own books, issued books and other articles (except laptop

and notepads) will not be allowed inside the library.

- Eatables or drinks are not allowed inside the library.

- Students and staff are expected to return the books borrowed to the library before summer

vacation for stock verification. Staff may borrow books for vacation after completion of

stock verification.

- Students may use the media centre for the project or research work.

- Books for the Class Library are issued to the Grade Teachers.

- Laptops and Desktop Computers in the Library should be used for academic purposes

only.

- School Library provides digital products i.e. Questia online library and British council

library for access e-textbooks, journals, magazines and International newspapers.

- Login access for digital Information services will be provided only by the librarian.

- Cell Phones and iPods are strictly prohibited in the Library Block.

- While leaving the Library Block after use, the furniture/ chairs to be put back in their

original place and resources should be returned to their proper storage shelves.

-

ONLINE RESOURCES

"Questia" the world's largest online collection of complete books, journals, articles in the

Humanities, English Literature and Social Science is a trustworthy online centre having

77,000 books and 4 million Journals, Magazines and newspapers archives. It provides a

comprehensive research environment to meet

Users' academic and research needs.

This online platform has all the facilities i.e. digital productivity tools including footnote,

highlighter, note-marker, book marker and printouts.

MEDIA CENTER:

The school library is equipped with a media centre which is meant for students to engage in

guided research work. The media centre is facilitated by Media integration specialist who

guides students and staff with the required online resources. The media specialist is an expert

in locating, evaluating, and synthesizing information. They closely work with the pedagogical

leadership team and the grade tutors. The media centre is equipped with 12 desktop

computers with high speed internet connection.

CAREER COUNSELING

It is the goal of the Career Counselling program at Sreenidhi International School to prepare

our students, not just for a career, but also for life! The process begins with helping them

understand ―who they are as people,‖ what their purpose in life is. After gaining an

understanding of their interests, and abilities through diagnostic help, the learning team helps

the student with an academic plan, searching out universities across the world that might best

suit their goals and then we do everything we need to do to get them to their desired school

successfully.

The IBDP and ISC programmes at Sreenidhi prepare our students with the necessary research

techniques, critical thinking skills, and a globalized worldview as well as many other

important qualities in order that they are successful in their post-secondary studies.

The Career Counsellor, together with the whole school and family community will encourage

students to strive for academic and personal excellence in all that they undertake to do in life.

The potential career choices available today are endless and new opportunities present

themselves with every technological change. We recognize that some of the careers that are

children will eventually have don’t exist yet and so we focus on transferable skills, leadership

development and the character of a person, things that make them successful no matter what

they are eventually going to do.

Throughout the school year, the Career Counsellor will arrange for universities around the

world to visit Sreenidhi in order that our students hear a variety of school and career

presentations. They will also be supported with workshops that will help them choose schools

wisely both here in India and abroad. Sreenidhi International School is also a registered

UCAS (Universities and Colleges Application Services) centre for applications to universities

in the UK.

Application and admissions requirements vary from school to school and from country to

country. Sreenidhi International School is also a test centre for the SAT, ACT-required for

admissions to colleges in the U.S and other countries- and PSAT for students in Grades 9, 10

and 11 to prepare them for the SAT. The SAT is administered 6 times a year at Sreenidhi

International School– January, May, June, October, November and December.

STUDENT CODE OF CONDUCT

We are happy to present you with the Sreenidhi International School - Students’ Rights,

Responsibilities and Code of Conduct (also known as the Student Code of Conduct).

This booklet details the rights, rules and responsibilities for all students who attend Sreenidhi

International School.

As you know, the safety and security of students in our buildings is of utmost importance. To

make our schools the Centres of Excellence that we all expect them to be, we must ensure

that students follow the Student Code of Conduct and display positive behaviour in and out of

the classroom. Therefore, it is important that you review this booklet and discuss its contents

with your children. Doing so also will help us achieve our goals to improve student

achievement, and create clean and safe school environments.

By following the guidelines set forth in this booklet, students will be well on their way to

establishing a safe and supportive school environment that contributes toward their

educational success. We also ask parents to work with teachers, coordinators, principal and

school staff on conflict resolution and creating a positive school culture.

After you review the student-parent handbook, please sign the ―Parent and Student

Statement of Receipt‖ and have your child return it to school.

We wish your children a successful and productive school year, and we thank you for saying

―I’m in‖ to Sreenidhi International School.

(Return this copy to your child’s school)

PARENT AND STUDENT STATEMENT OF RECEIPT AND REVIEW

OF STUDENT PARENT HANDBOOK

TO THE PRINCIPAL:

We, the undersigned, join the Sreenidhi International School in an effort to ―successfully

create a clean, safe and healthy environment to promote positive student behaviour and

achievement.‖

Therefore, we, the undersigned, agree to:

FOR THE STUDENT

- Read and follow the rules and regulations outlined in the student-parent handbook located

in the school website sis.edu.in

- Not engage in bullying and report bullying when I see it.

- Not bring anything that may endanger others to school or to a school event.

- Notify school staff if I see a dangerous situation in school or at a school event.

- Seek school staff assistance when conflicts arise involving me or my peers.

STUDENT’S SIGNATURE _______________________________DATE __________

FOR THE PARENT/GUARDIAN

- Read the rules and regulations outlined in the student-parent handbook located in the

school website sis.edu.in

- Teach and encourage my children to follow school guidelines.

- Respect school staff and adhere to school policies and procedures.

- Notify school officials when conflicts arise involving students.

PARENT/GUARDIAN’S SIGNATURE ______________________DATE ___________

PARENT AND STUDENT STATEMENT OF RECEIPT AND REVIEW

OF STUDENT PARENT HANDBOOK

TO THE PRINCIPAL:

We, the undersigned, join the Sreenidhi International School in an effort to ―successfully

create a clean, safe and healthy environment to promote positive student behaviour and

achievement.‖

Therefore, we, the undersigned, agree to:

FOR THE STUDENT

- Read and follow the rules and regulations outlined in the student-parent handbook located

in the school website sis.edu.in

- Not engage in bullying and report bullying when I see it.

- Not bring anything that may endanger others to school or to a school event.

- Notify school staff if I see a dangerous situation in school or at a school event.

- Seek school staff assistance when conflicts arise involving me or my peers.

STUDENT’S SIGNATURE _______________________________DATE __________

FOR THE PARENT/GUARDIAN

- Read the rules and regulations outlined in the student-parent handbook located in the

school website sis.edu.in

- Teach and encourage my children to follow school guidelines.

- Respect school staff and adhere to school policies and procedures.

- Notify school officials when conflicts arise involving students.

PARENT/GUARDIAN’S SIGNATURE ______________________DATE ___________

Promoting the Learner Profile- General Behaviour

The Sreenidhi International School (SIS) community is made up of students, teachers, non-

teaching staff, and parents. All members of the community acknowledge each other and

display respect at all times. It is recognized that in order for the community to thrive and

prosper in an atmosphere of trust and learning, civility and courtesy are key.

Student behaviour in school is expected to reflect this. Students are mindful of the needs of

other people around them. They are mindful of the Duty Teacher and keep voices down to

acceptable classroom levels.

In class, students are expected to participate in class discussions and activities, be mindful of

the teacher, and apply themselves at all times. When moving outside of the classrooms to

special classes, students remember the needs of other students inside the classrooms, and so

they walk quietly, and refrain from touching other people..

During lunch students should remember that their behaviour affects the dining experience of

everyone else. They should remain seated to eat their food, converse quietly with those

around them, and clean up after themselves. Students should return to class in timely manner.

Rights and Responsibilities

Both the School and individual students have justifiable expectations of each other:

➢ Students have the right to expect that the School is safe and secure, and provides an

environment in which learning can take place.

➢ The School expects that students arrive at school, on time and ready to learn. It is

assumed that they behave in a way that allows them to learn, that is, always aware of

their own behaviour and the way it affects others in the community.

The Code of Conduct that follows is discussed in homeroom classes, and Essential

Agreements are drawn up for each classroom within the first weeks of school. Essential

Agreements are contracts between the teachers and their students, and will be kept in mind at

all times.

SIS Code of Conduct for Students

Students at SIS will do their best to:

● Participate fully in the learning process by arriving at school and to classes on time,

and completing work to the best of their ability. Because the learning program is

prepared with student input in mind, students are expected to listen and participate

appropriately and consistently in class discussions and activities, and to practice

academic honesty at all times.

● Show concern for themselves and for others by respecting the feelings, needs and

rights of others, and expect that such regard will also be shown to them. Behaviour in

and out of the classroom will acknowledge the needs of the larger community. Acts

such as bullying, teasing and isolating others, using offensive language, and/or

wilfully damaging school property or other students’ belongings, are unacceptable

behaviours.

● Support a safe and orderly school environment by using facilities, books, supplies,

equipment and technology responsibly. Students are expected to support the school

community by consistently exhibiting the qualities of good citizenship.

● Not bring to school any unauthorized material and/or store them in the school lockers.

These lockers are not private places and the school retains the right to examine any

locker at any time without prior notice. Students and parents are expected to cooperate

fully in this regard

● Be informed of school rules, policies and guidelines as stated in this handbook and

will follow them at all times.

Student Accountability

Students are accountable for their actions and will be asked to explain any behaviour that

departs from the guidelines in the Code – initially to their class teacher. Should any student

persist in ignoring this Code, they will be accountable to the Coordinator/Principal/Head of

School. Parents may be informed at the first instance, but will always be informed should

unacceptable behaviour persist.

Serious or continuous breaches of the Code of Conduct will involve intervention by the PLT

and other members of the professional staff. Such intervention will include notification to

parents.

ANTI-BULLYING STATEMENT

Statement of Intent

SIS is committed to providing a caring, friendly and safe environment for all of our students

so that they can learn in a relaxed and secure atmosphere. Bullying of any kind is

unacceptable and the school and the community have a responsibility to respond to it. When

bullying occurs, anywhere within the community, all students should be able to report it with

the assurance that the incident will be dealt with promptly and effectively.

Anyone who knows that bullying is happening is encouraged to tell a staff member. Incidents

within the community include: before, during and after school, on or off school grounds, in

buses, via text and email, on social networking websites and on school trips.

What is bullying?

Bullying is direct or indirect physical or psychological intimidation that typically occurs to

create a pattern of harassment and abuse.

Why is it important to respond to bullying?

Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be

treated with respect. Students who are bullying need to learn different ways of behaving.

Responsibilities of Members of the Community

1. Students’ Responsibilities

● Take action if you witness bullying e.g. Change the subject, tell the bully to stop,

create a diversion.

● Tell an adult you feel comfortable with.

● Be aware of the rules of the school as well as the consequences if you break them.

● Be a positive role model.

● Be aware of the anti‐bullying statement and help to promote it.

2. Teachers’ Responsibilities

● Take reports of bullying seriously and give feedback to students on what they plan to

do about the reported incident.

● Be aware of signs and symptoms of bullying.

● Take action when bullying is happening.

● Teacher will document the incidents and notify the guidance counsellors and

programme coordinator.

● Praise cooperation and good deeds.

● Offer suggestions and advice to improve the situation.

● Be a positive role model.

● Maintain responsible confidentiality.

3. Parents’ Responsibilities

● Inform the school when a bullying incident is reported by your child.

● Take bullying reports seriously.

● Seek advice from school counsellors.

● Offer advice to help the student solve the problems.

● Be a positive role model.

4. Administration and School responsibilities

● Provide professional development workshops for staff.

● Create opportunities for parents, teachers and students to attend workshops or

information sessions.

● Monitor incidents and initiate consequences.

● Be a positive role model.

Procedures:

● The severity, seriousness and frequency of the bullying will be assessed and the

appropriate action will be taken.

● Report incidents of bullying to the advisors, guidance counsellors and/or programme

coordinators.

● The incidents will be documented by the teacher(s) and investigated by the PLT.

● The incident will be assessed in conjunction with the counsellors.

● Subsequent to the investigation and assessment of the incident, some of the following

procedures may be deemed appropriate:

1. Parents of all parties should be informed and will be asked to come to a meeting to

discuss the problem.

2. The victim and bully will be provided with support by the counsellor.

3. An attempt will be made to change the bully’s behaviour.

4. The bully will be required to reflect on their actions.

Consequences for the breach of code of conduct will be decided on a case by case basis. The

following are possible consequences:

● mediation between two parties

● detention

● suspension

● expulsion

After the incident/incidents have been investigated and dealt with, each case will be

monitored to ensure that repeated infractions do not take place.

Developed with reference to NIST- Bangkok documents

NIST. "Student Code of Conduct." NIST International School. NIST, n.d. Web. Mar. 2016.

<https://www.nist.ac.th/>.